Assumptions and Implications of Adopting Educational Ideas from the West

Altinyelken, Hülya Koşar; Sözeri, Semiha

doi:10.4324/9781315710068-17

Cited by 5 publications

(4 citation statements)

References 38 publications

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“…In Turkey, being able to apply a formula and get the correct answer to questions is necessary and sufficient for success in both classroom assessments and in high-stakes tests. Such tests are highly competitive, and parents perceive students' performance in them to be very important (Altinyelken & Sozeri, 2017) as the results determine which high school or university a student will go to. To be placed in relatively good schools and universities, students work very hard; they practice hundreds of questions either at the school in mathematics classes, or during out-of-school instruction.…”

Section: Discussionmentioning

confidence: 99%

“…The Turkish curriculum suggests teachers use appropriate manipulatives and technology where applicable, leaving it as optional, as Erbilgin (2017) presumed, because those resources might not be available in all schools. Several studies from Turkey (Altinyelken, 2011;Altinyelken & Sozeri, 2017) have reported that a teacher's decision to incorporate particular curriculum aspects (in this case, the use of mathematical tools, including both representational and physical) into their classroom practice is influenced by several dimensions in education, including their beliefs, interpretations of the pedagogical approaches, and classroom realities (Altinyelken & Sozeri, 2017) as well as the prevalence of national high-stakes testing (Ozpolat, 2013). In the absence of observational or interview data, it is difficult to confirm that the curriculum guidance or availability of materials, or exams and the examination system, have influenced the student response patterns found in this study.…”

Section: Discussionmentioning

confidence: 99%

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Exploring Evidence of Mathematical Tasks and Representations in the Drawings of Middle School Students

Hatısaru

2020

INT ELECT J MATH ED

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The drive to explore students' experiences in mathematics classrooms remains imperative for mathematics education research in order to better understand how effective teaching and learning classroom practices lead to desirable learning outcomes. As part of a larger research project exploring a group of 120 Turkish middle school students' (grades 6 to 8, aged 11 to 14) perceptions of their mathematics classroom experiences, this article presents an analysis of the nature of mathematical tasks and the forms of mathematical representations depicted in students' drawings. An analysis of the data obtained from the students' drawing task (Draw a Mathematics Classroom Test) revealed little to no variety in students' classroom experiences in relation to the types of mathematical tasks and mathematical representations. The most common mathematical tasks were found to be tasks that focus on procedural skills, while the most common way students represented the mathematics was through symbolic representations. None of the student drawings involved physical or contextual representations. Findings raise concerns about whether Turkish students are well prepared for the demands of the 21 st century.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Exploring Evidence of Mathematical Tasks and Representations in the Drawings of Middle School Students

Hatısaru

2020

INT ELECT J MATH ED

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“…This result may also be associated with another result of the study which was teachers believed their opinions were not taken into consideration during curriculum change. As also Koşar-Altınyelken and Sözeri (2017) and Saracaloğlu et al (2010) found, teachers' needs and voices were not considered sufficiently in the curriculum development process and teachers felt disappointed to see that their feedback were hardly reflected in curriculum change and their views had little impact on the process. Thus, it is suggested that teachers' opinions should be sought during curriculum development and curriculum change processes since problems may arise if teachers are disregarded.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Perception of 2018 Turkish National Curriculum Change

Özüdoğru

2021

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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This research aimed to reveal teachers' perception of 2018 Turkish national curriculum change. The research was designed as a mixed method research. 306 teachers participated in the quantitative phase of the study and eight teachers participated in the qualitative part of the study. The data were collected through a scale and semi-structured interviews in the spring semester of 2019-2020 education year. Both descriptive and inferential statistics were used to analyze the quantitative data, and content analysis was conducted for the analysis of the qualitative data. The research findings indicated teachers' perception regarding curriculum change was at "neutral" level. In addition, it was found that teachers' perception differed significantly in terms of having postgraduate degree and getting in-service training while teachers' age, experience, level of school and faculty graduated did not create a significant difference. Also, it was found teachers viewed all curricula similar after 2005 constructivist curriculum reform and lacked sufficient knowledge and skills as regards to implementation of different dimensions of the 2018 curricula. Thus, providing teachers with quality in-service training may be recommended in order to introduce the fundamentals of new curricula so that teachers may adopt and apply them easier.

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“…(European Schoolnet, 2018). Research suggests that community (parents, schools) expectations in relation to these kinds of examinations influence teachers' instructional practices (Altinyelken, 2011;Altinyelken & Sozeri, 2017) and subsequently their MKT. For example, if the examination focuses on symbolic manipulation and procedural techniques as opposed to concepts associated with functions, then teachers are likely to privilege the former.…”

Section: Discussion and Concluding Commentsmentioning

confidence: 99%

Secondary Mathematics Teachers' Content Knowledge for Teaching the Concept of Function

Hatısaru

2020

IJMTL

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This study examined secondary mathematics teachers' content knowledge for teaching the concept of function. Content knowledge, for the purpose of this study, includes the common content knowledge and specialized content knowledge domains of Ball and her colleagues' Mathematical Knowledge for Teaching (MKT) framework. Data were collected through a 10-item questionnaire from 42 teachers practicing at fifteen different industrial vocational high schools in Ankara, Turkey. Findings revealed that most of the teachers placed a strong emphasis on the set correspondence and algebraic representations; found the uniqueness condition of functions very important for students to understand; and had a wide repertoire of examples of functions which constitute the uniqueness condition. The teachers' choice of examples mostly included giving set correspondence relations and checking whether they define a function. Additionally, a strong focus on the computational aspects associated with functions was evident. The teachers' understanding of the function concept might be influenced by the curricular materials, contextual factors, and high-stakes testing. The methodological and practical implications of these findings are discussed, and directions for future studies are offered.

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Assumptions and Implications of Adopting Educational Ideas from the West

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Cited by 5 publications

References 38 publications

Exploring Evidence of Mathematical Tasks and Representations in the Drawings of Middle School Students

Exploring Evidence of Mathematical Tasks and Representations in the Drawings of Middle School Students

Teachers’ Perception of 2018 Turkish National Curriculum Change

Secondary Mathematics Teachers' Content Knowledge for Teaching the Concept of Function

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