Ethical tensions in mathematics teachers’ instructional decisions

The Points to be Considered while Developing the Activities for the Mathematics Course

“…Within the scope of the sub-theme of purpose, especially the code of being appropriate for a new or determined acquisition is rather important in that it indicates the pre-service teachers' being aware of the purpose of performing an activity which is appropriate for an acquisition. Studies in which it is emphasized that activities should be suitable for learning outcomes (Ainley et al, 2006;MacGrekor, 2004;Ozmantar & Bingolbali, 2010;Stylianides & Stylianides, 2008) also support the results of the research. However, when we consider the importance of determining a purpose in different activities, the finding that the pre-service teachers planned an activity for the explanation of a new subject indicates that the pre-service teachers had top awareness levels.…”

“…Although there is a wide range of meanings for the concept of activity, there isn't a shared definition of it (Ozmantar, Bozkurt, Demir, Bingolbali & Anil, 2010;. In traditional approaches, activity is expressed as a work created by students and prepared by the teacher following a certain path (Margolinas, 2013).…”

“…When other studies are examined in the literature, there are studies that examine the perceptions of mathematics teachers and prospective teachers about the concept of activity from different perspectives (Bozkurt, 2012), types of mathematical learning activities (Ozgen, 2017), their opinions about learning activities (Toprak, Ugurel, Tuncer & Yigit-Koyunkaya, 2017;, activity preparation and implementation processes (Ozturk & Isik, 2018), evaluation of mathematics course book activities (Kerpic & Bozkurt, 2011), effects of teacher and student roles on activity implementation process (Ozmantar & Aslan, 2017), examination of measurement and evaluation processes of implemented activities (Karakus & Yesilpinar, 2013).…”