Source: http://dergipark.gov.tr/kefdergi/issue/22597/241379
Timestamp: 2019-04-22 02:54:54+00:00

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This article presents findings from a multiple-case study that investigated third-grade teachers’ noticing of students’ mathematical thinking. I investigated two beginning teachers’ attending to student thinking during teaching by allowing teachers to select interesting moments of instruction via a portable camera attached to their ear. Subsequent interviews revealed teachers’ rationale in selecting the video clips, which provided evidence of attending to different events. Student thinking was the major element that both teachers attended during instruction. The results have implications for both research methods in studying teacher noticing and understanding beginning teacher noticing skills.
Bu makale üçüncü-sınıf öğretmenlerinin öğrencilerin matematiksel düşüncelerini fark etmeleri ile ilgili çoklu durum çalışmasından kesitler sunmaktadır. Bu makalede mesleğe yeni başlamış olan iki sınıf öğretmeninin öğrencilerin matematiksel düşüncelerini fark etme becerilerini kulaklarına takılı taşınabilir kamera aracılığıyla seçtikleri kayıtlar yoluyla inceledim. Derslerden sonra öğretmenlerle yaptığım röportajlar sırasında öğretmenlerin video klipleri neden çektiklerine dair verdikleri bilgiler onların değişik olayları fark ettiğine dair kanıt sundu. çalışmadaki iki öğretmenin de ders sırasında en çok ilgi gösterdiği olaylar öğrencilerin matematiksel düşünmeleri ile ilgiliydi. Bulgular hem öğretmenlerin dikkatini inceleme konusunda geliştirilen araştırma metotları konusunda hem de yeni başlayan öğretmenlerin dikkat becerileri konusunda çıkarımlar içermektedir.
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