Stručni rad
https://doi.org/10.15516/cje.v21i4.3205
A Lesson Study to Develop Teachers' Geometric Habits of Mind
Deniz Ozen Unal
orcid.org/0000-0002-9279-3452
; Aydin Adnan Menderes University, Faculty of EducationMain Campus, 09010, Efeler-Aydin, Turkey
Nilüfer Yavuzsoy Köse
orcid.org/0000-0001-7407-7498
; Anadolu University, Faculty of EducationYunus Emre Campus, 26470, Tepebasi-Eskisehir, Turkey
Sažetak
The general purpose of this study is to investigate the development of geometric
thinking of elementary school mathematics teachers. To achieve this, the model of
research is defined as a lesson study. The implementation process of the study was
carried out with five mathematics teachers from different schools. Firstly, a fiveweek
seminar process was carried out with teachers. As part of this process, the
lesson study was explained with the theoretical framework of Geometric Habits of
Mind and its practices were implemented. Then a lesson study was performed which
took about three months. Data was collected by using multiple data collection tools
and data analysis was carried out by using a video analysis model developed by
Powell, Francisco, and Maher (2003). As a result of this study, geometric thinking of
teachers has improved through the lesson study. During the process from the first lesson
study to the seventh lesson study, we observed the improvement in the mathematical
language used by teachers, their explanations, student questions in class, together with
activities and problems produced by teachers based on the geometric habits of mind
for the relevant concepts. In the instructional processes, we also observed the teachers
considering and assessing these components and planning for and implementing them
in the geometry lessons. After the lesson studies, teachers also considered the geometric
habits in their own school settings and reflected on the instructional process through
prepared activities and problems which were then identified
Ključne riječi
geometric habits of mind; geometric thinking; lesson study; teacher professional development
Hrčak ID:
235894
URI
Datum izdavanja:
19.12.2019.
Posjeta: 992 *