Yıldırım, SeldaYıldırım, Hüseyin Hüsnü2021-06-232021-06-2320190020-739X1464-5211https://doi.org/10.1080/0020739X.2019.1579929https://hdl.handle.net/20.500.12491/9814This study investigated how Turkish mathematics teachers evaluate the effectiveness of classroom teaching in terms of improving students? mathematical proficiency. To this purpose, teachers were asked to evaluate a mathematics lesson as presented them in a vignette. By means of cluster analysis, the participants? evaluations of the lesson were described in five thematic dimensions, which could be further assembled into two overriding categories: students? understanding of the subject, and teachers? classroom practices. The overall aim of the current paper is to propose a preliminary model of the framework that Turkish mathematics teachers use to evaluate a mathematics lesson.eninfo:eu-repo/semantics/closedAccessEffective TeachingTeacher ConceptionsMathematics TeachingTeacher EducationArticle10.1080/0020739X.2019.1579929508115211652-s2.0-85062371394Q2WOS:000488488600003N/A