Turkish Journal of Computer and Mathematics Education

31-53

Authors: Yasemin Deringöl

The present study aims to identify and examine prospective classroom teachers’ beliefs in solving mathematical problems and their self-efficacy beliefs about posing mathematical problems through various different variables. To this end, the study has been conducted with the participation of 171 prospective classroom teachers currently studying at a state university. The following data collection tools have been used in the study: “Personal Information Form”, “Belief Scale for Mathematical Problem Solving” and the “Belief Scale for Problem Posing Self-Efficacy”. The data thus obtained has been analyzed by using Independent Sample t Test, One-Way Analysis of Variance (ANOVA) and Pearson Product Correlation Coefficient technique. As a result of the study, it has been established that the prospective classroom teachers have a moderate level of belief in solving mathematical problems while maintaining a higher level of self-efficacy belief in posing mathematical problems. It has also been established that there is a moderately positive and statistically significant relationship between the prospective classroom teachers’ beliefs in solving mathematical problems and their self-efficacy beliefs posing mathematical problems. The results of this study suggest that the introduction of curricular activities that may help prospective classroom teachers improve their beliefs in solving problems and their self-efficacy beliefs in posing problems during their university years may bring about positive outcomes.

72-96

Authors: Ali Bozkurt, Semra Polat

This study examines sixth grade students’ mathematical thinking,through comparing their teacher's questions and their answers to thees questions. Five class videos taken consecutively in a particular sixth-grade classroom taught by a mathematics teacher were used as data resource. The dialogues in the videos were transcribed. The data were qualitatively analyzed. Within the scope of the analysis, codes were formed out of the participants’ answers, and their frequencies were calculated. According to the results, the teacher often used specific questions to remove students' missing, incorrect or uncertain answers, while they rarely used leading question types. Also, he used general questions to allow the students to elaborate their explanations, thereby encouraging them to rethink their answers. Moreover, when the students answers were accurate and sufficient, the teacher preferred general question types.

122-146

Authors: Gülşah Özdemir Baki, Ahmet Işık

The purpose of the study is to investigate the noticing levels of six teachers about students’ mathematical thinking. The four of teachers participated in the lesson study professional development process, and the rest did not participate in the process of lesson study. Nearly two months after the lesson study implementations were completed with the participant teachers, these six teachers were asked to write a report to evaluate the teaching process after they would watch the video recorded lessons. The data collection tools of this case study were the video recordings which the participants watched, participants’ evaluation reports and unstructured interviews. The theoretical framework developed by van Es (2011) was used to interpret the effects of lesson study process on the teachers’ noticing levels towards their students’ mathematical thinking. The findings showed that the noticing levels of the teachers, who participated in the lesson study process, appeared to be higher than the non-participant teachers. The findings also showed that lesson study professional development process increased teachers’ noticing levels on students’ mathematical thinking.