Examining teachers' struggles as they attempt to implement dialogical interaction as part of promoting mathematical reasoning within their classrooms

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dc.authorid0000-0001-6044-4293en_US
dc.contributor.authorAkkuş, Recai
dc.contributor.authorHand, Brian
dc.date.accessioned2021-06-23T19:27:52Z
dc.date.available2021-06-23T19:27:52Z
dc.date.issued2011
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractThis study examines the changes in teaching practices during the implementation of a pedagogical model called the mathematics reasoning approach (MRA), which was founded on 2 critical areas in mathematics, problem solving, and writing to learn. Three algebra teachers implemented the approach with their classes, which were divided into control (traditional) and treatment (student-centered approach) groups, with their levels of implementation measured by the Reformed Teaching Observation Protocol (RTOP) instrument. The implementation of the model resulted in positive changes in teachers' pedagogical practices and yet showed the struggles they faced. In the control classes (traditional classes), the level of teaching remained the same throughout the study, whereas in the treatment classes (MRA classes), a significant improvement in the level of teaching was observed. Even though the teachers' implementation levels differed from each other, the patterns of the change for all 3 teachers showed similarities; that is, their MRA teaching level was initially equivalent to their control teaching, but as the semester progress, there was a separation between the 2 approaches. This separation between the 2 approaches appeared to be dependent upon the pedagogical area on which the teacher put emphasis. The skill of questioning seemed to be 1 which each teacher first changed.en_US
dc.identifier.doi10.1007/s10763-010-9266-8
dc.identifier.endpage998en_US
dc.identifier.issn1571-0068
dc.identifier.issn1573-1774
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-79959707981en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage975en_US
dc.identifier.urihttps://doi.org/10.1007/s10763-010-9266-8
dc.identifier.urihttps://hdl.handle.net/20.500.12491/6909
dc.identifier.volume9en_US
dc.identifier.wosWOS:000292287500009en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorAkkuş, Recai
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofInternational Journal Of Science And Mathematics Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectArgumentationen_US
dc.subjectProblem Solvingen_US
dc.subjectQuestioningen_US
dc.subjectTeacher Changeen_US
dc.titleExamining teachers' struggles as they attempt to implement dialogical interaction as part of promoting mathematical reasoning within their classroomsen_US
dc.typeArticleen_US

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