Reflections from Planning and Implementing a Modelling Task

Autor/inn/en	Tekin Dede, Ayse; Bukova Guzel, Esra
Titel	Reflections from Planning and Implementing a Modelling Task
Quelle	In: International Electronic Journal of Mathematics Education, 18 (2023) 1, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tekin Dede, Ayse) ORCID (Bukova Guzel, Esra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Case Studies; Middle School Teachers; Mathematics Teachers; Mathematics Instruction; Video Technology; Mathematical Models; Lesson Plans; Teacher Attitudes; Classroom Techniques; Material Development; Problem Solving; Task Analysis; Teaching Methods; Audio Equipment; Peer Evaluation; Self Evaluation (Individuals); Comparative Analysis; Cooperative Learning; Student Attitudes; Middle School Students; Grade 6 + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Lesson planning; Unterrichtsplanung; Lehrerverhalten; Klassenführung; Lehrmaterialentwicklung; Problemlösen; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Audio-CD; Kooperatives Lernen; Schülerverhalten; Student; Students; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	The aim of this study is to investigate both the planning and implementation process of a modelling task by a middle school mathematics teacher. The participant of the study, which was conducted as a single case study, is a middle school mathematics teacher who have knowledge and experience in modelling. The data collecting tools of this study were the lesson plans of the teacher, the observation notes taken by the researchers during the implementation of the modelling task,the video records of the implementation, students' solution papers and the voice records of the pre- and final-interview conducted with the teacher. Whole data were analyzed according to a framework for modelling implementations developed by the authors through descriptive analysis. The teacher planned his in-class implementation to consolidate the circle concept and revised an existing modelling task by developing appropriate materials for the task. He asked students to arrange their desks appropriate to group work, decided to enable students to evaluate both the implementation and their peers, and announced their students that they would present their group solution and evaluate each other at the end of the lesson. During the implementation, he first reminded prior knowledge about circle and then presented the materials. He shared instructions about group work in the context of sharing social norms and gave information about the peer assessment form, which the students filled at the end of the lesson. During the students were solving the task, he intervened about enabling self-assessment in the groups, considering realistic values and comparing mathematical results with the problem context. In addition, during the solution, he tried to establish socio-mathematical norms by making explanations. After the solution process ended, student groups presented their solution approaches and discussed different solutions by comparing each solutions. Peer assessment form and affective evaluation form regarding the implementation were filled by the students at the end of the implementation. This study contributed the literature regarding modelling implementations and presented a different view about teacher actions in planning and implementing a modelling task. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01