Developing teachers' models for assessing students' competence in mathematical modelling through lesson study

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dc.authoridAlacaci, Cengiz/0000-0003-3517-1187
dc.authoridCetinkaya, Bulent/0000-0002-6661-7957
dc.authoridErbas, Ayhan Kursat/0000-0003-2346-031X
dc.authoridCakiroglu, Erdinc/0000-0003-1182-0752
dc.contributor.authorYenmez, Arzu Aydogan
dc.contributor.authorErbas, Ayhan Kursat
dc.contributor.authorCakiroglu, Erdinc
dc.contributor.authorAlacaci, Cengiz
dc.contributor.authorCetinkaya, Bulent
dc.date.accessioned2024-11-07T13:32:48Z
dc.date.available2024-11-07T13:32:48Z
dc.date.issued2017
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractApplications and modelling have gained a prominent role in mathematics education reform documents and curricula. Thus, there is a growing need for studies focusing on the effective use of mathematical modelling in classrooms. Assessment is an integral part of using modelling activities in classrooms, since it allows teachers to identify and manage problems that arise in various stages of the modelling process. However, teachers' difficulties in assessing student modelling work are a challenge to be considered when implementing modelling in the classroom. Thus, the purpose of this study was to investigate how teachers' knowledge on generating assessment criteria for assessing student competence in mathematical modelling evolved through a professional development programme, which is based on a lesson study approach and modelling perspective. The data was collected with four teachers from two public high schools over a five-month period. The professional development programme included a cyclical process, with each cycle consisting of an introductory meeting, the implementation of a model-eliciting activity with students, and a follow-up meeting. The results showed that the professional development programme contributed to teachers' knowledge for generating assessment criteria on the products, and the observable actions that affect the modelling cycle.
dc.description.sponsorshipScientific and Technological Research Council of Turkey (TUBITAK) [110K250]; Turkish Academy of Sciences through the Young Scientist Award Program (TUBA-GEBIP)
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.doi10.1080/0020739X.2017.1298854
dc.identifier.endpage912
dc.identifier.issn0020-739X
dc.identifier.issn1464-5211
dc.identifier.issue6
dc.identifier.scopus2-s2.0-85014605272
dc.identifier.scopusqualityQ2
dc.identifier.startpage895
dc.identifier.urihttps://doi.org/10.1080/0020739X.2017.1298854
dc.identifier.urihttps://hdl.handle.net/11480/15626
dc.identifier.volume48
dc.identifier.wosWOS:000402988300007
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherTaylor & Francis Ltd
dc.relation.ispartofInternational Journal of Mathematical Education in Science and Technology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241106
dc.subjectTeacher education
dc.subjectmathematical modelling
dc.subjectteacher knowledge
dc.subjectassessment
dc.subjectlesson study
dc.titleDeveloping teachers' models for assessing students' competence in mathematical modelling through lesson study
dc.typeArticle

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