Mathematics teachers' knowledge and skills about questioning in the context of modeling activities

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dc.authoridAYDOGAN YENMEZ, Arzu/0000-0001-8595-3262
dc.authoridCetinkaya, Bulent/0000-0002-6661-7957
dc.authoridCakiroglu, Erdinc/0000-0003-1182-0752
dc.authoridAlacaci, Cengiz/0000-0003-3517-1187
dc.authoridErbas, Ayhan Kursat/0000-0003-2346-031X
dc.contributor.authorYenmez, Arzu Aydogan
dc.contributor.authorErbas, Ayhan Kursat
dc.contributor.authorCakiroglu, Erdinc
dc.contributor.authorCetinkaya, Bulent
dc.contributor.authorAlacaci, Cengiz
dc.date.accessioned2024-11-07T13:32:50Z
dc.date.available2024-11-07T13:32:50Z
dc.date.issued2018
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractAsking effective questions has been considered to be one of the most important indicators of good teaching since questioning is an important instructional tool and the ability to ask effective questions requires sophisticated pedagogical reasoning. Teachers can facilitate students' higher-level thinking through effective questions. However, teachers' utilization of effective and higher-level questions is usually limited in traditional settings. The goal of this study is to investigate how secondary mathematics teachers' knowledge and skills of questioning change when they are engaged in professional development activities based on the modeling perspective. The program included five cycles each of which lasted a month. Each cycle consisted of meetings before and after the implementation of a model-eliciting activity and its implementation. The results showed that the professional development program had a positive effect on teachers' ability to ask qualitatively different questions in order to move students' thinking forward.
dc.description.sponsorshipScientific and Technological Research Council of Turkey (TUBITAK) [110K250]; Turkish Academy of Sciences through the Young Scientist Award Program [A.K.E./TUBA-GEBIP/2012-11]
dc.description.sponsorshipThis work was supported by the Scientific and Technological Research Council of Turkey (TUBITAK) [grant number 110K250]; Ayhan Kursat Erbas is supported by the Turkish Academy of Sciences through the Young Scientist Award Program [A.K.E./TUBA-GEBIP/2012-11].
dc.identifier.doi10.1080/13664530.2017.1338198
dc.identifier.endpage518
dc.identifier.issn1366-4530
dc.identifier.issn1747-5120
dc.identifier.issue4
dc.identifier.scopus2-s2.0-85027515387
dc.identifier.scopusqualityQ2
dc.identifier.startpage497
dc.identifier.urihttps://doi.org/10.1080/13664530.2017.1338198
dc.identifier.urihttps://hdl.handle.net/11480/15647
dc.identifier.volume22
dc.identifier.wosWOS:000442741800004
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofTeacher Development
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241106
dc.subjectTeacher knowledge
dc.subjectquestioning
dc.subjectprofessional development
dc.subjectmathematics education
dc.subjectmathematicalmodeling
dc.titleMathematics teachers' knowledge and skills about questioning in the context of modeling activities
dc.typeArticle

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