Exploring prospective secondary mathematics teachers’ interpretation of student thinking through analysing students’ work in modelling

Didiş, Makbule Gözde; Erbaş, Ayhan Kürşat; Çetinkaya, Bülent; Çakıroğlu, Erdinç; Alacaci, Cengiz

doi:10.1007/s13394-016-0170-6

Cited by 27 publications

(25 citation statements)

References 33 publications

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“…An open description test is deliberately given with consideration of research recommendations (Watson, Collis, Callingham, & Moritz, 1995) which presents open questions to measure students' thinking abilities followed by a scoring system. Didis, Erbas, Cetinkaya, Cakiroglu, & Alacaci (2016) also show that there are still many teachers who only assess students' thinking skills based on the final results (only giving an assessment: right or wrong, good or bad, appropriate or inappropriate). Meanwhile, only a few teachers judge by observing the settlement process.…”

Section: Lasmentioning

confidence: 98%

“…Not only students who were low in answering HOTS-oriented questions, the teacher also showed a low level of thinking ability among elementary and secondary school teachers in one province in Malaysia, namely research conducted by (Zulkpli, Mohamed, & Abdullah, 2017) showing elementary school teachers better prepared in terms of knowledge, skills and attitudes toward the field of pedagogy but weak in thinking skills than secondary school teachers. This condition will later affect the learning achievement of students who are taught (Altun & Akkaya, 2014;Didis, Erbas, Cetinkaya, Cakiroglu, & Alacaci, 2016;Stahnke, Schueler, & Roesken-Winter, 2016). Inconsistencies also occur that the teacher teaches students to complete the steps in problem solving clearly and completely but when given HOTS oriented questions to the teacher, most of the teachers only write the final results and do not include the completion process (Retnawati, Djidu, Kartianom, Apino, & Anazifa, 2018).…”

Section: Lasmentioning

confidence: 99%

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Higher-Order Thinking Skills (Hots) Analysis of Students in Solving Hots Question in Higher Education

Yuliati

Lestari

2018

PIP

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Students of Elementary School Teacher Education programs must be able to have higher-order thinking skills (HOTS) so that they can train students to have HOTS through learning activities created when they have become elementary school teachers. This study aims to explain students' high-level thinking skills in solving HOTS-oriented questions in Instructional Evaluation courses. This study uses qualitative research methods with data collection techniques using cognitive test instruments in the form of descriptions. Data analysis techniques use simple descriptive statistics. The results showed the level of thinking ability of students in answering HOTS practice questions still needed improvement. Students who have high learning abilities are better at answering HOTS-oriented questions compared to students in the medium and low categories. Recommendations for future research are required learning modules that can facilitate learning activities that lead to HOTS so that students are skilled in answering and making HOTS-oriented practice questions for elementary school students when they become a teacher. References Abdullah, Abdul Halim; Mokhtar, Mahani; Halim, Noor Dayana Abd; Ali, Dayana Farzeeha; Tahir, Lokman Mohd; Kohar, U. H. A. (2017). Mathematics Teachersâ€™ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). EURASIA Journal of Mathematics, Science and Technology Education, 13(1), 3â€“17. https://doi.org/10.12973/eurasia.2017.00601a Altun, M., & Akkaya, R. (2014). Mathematics teachersâ€™ comments on PISA math questions and our countryâ€™s studentsâ€™ low achievement levels. Hacettepe Ãœniversitesi EÄŸitim FakÃ¼ltesi Dergisi, 29(1), 19â€“34. Bakry, & Md Nor Bakar. (2015). The process of thinking among Junior High School students in solving HOTS question. International Journal of Evaluation and Research in Education (IJERE), 4(3), 138â€“145. Budsankom, P; Sawangboon, T; Damrongpanit, S; Chuensirimongkol, J. (2015). Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study. Educational Research and Review, 10(19), 2639â€“2652. doi:10.5897/err2015.2371 Chinedu, C. C., Olabiyi, O. S., & Kamin, Y. Bin. (2015). Strategies for improving higher order thinking skills in teaching and learning of design and technology education. Journal of Technical Educationand Training, 7(2), 35â€“43. Retrieved from http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/1081/795 Didis, M. G., Erbas, A. K., Cetinkaya, B., Cakiroglu, E., & Alacaci, C. (2016). Exploring prospective secondary mathematics teachersâ€™ interpretation of student thinking through analysing studentsâ€™work in modelling. Mathematics Education Research Journal, 28(3), 349â€“378. https://doi.org/10.1007/s13394-016-0170-6 Duan, J. (2012). Research about Technology Enhanced Higher-Order Thinking. IEEE Computer Society, (Iccse), 687â€“689. https://doi.org/10.1109/ICCSE.2012.6295167 Edwards, L. (2016). EDUCATION, TECHNOLOGY AND HIGHER ORDER THINKING SKILLS Lucy Edwards, 1â€“18. Ersoy, E., & BaÅŸer, N. (2014). The Effects of Problem-based Learning Method in Higher Education on Creative Thinking. Procedia - Social and Behavioral Sciences, 116, 3494â€“3498. https://doi.org/10.1016/j.sbspro.2014.01.790 Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447â€“454. https://doi.org/10.12973/eurasia.2014.1107a Kaur, C., Singh, S., Kaur, R., Singh, A., & Singh, T. S. M. (2018). Developing a Higher Order Thinking Skills Module for Weak ESL Learners, 11(7), 86â€“100. https://doi.org/10.5539/elt.v11n7p86 King, F. J., Goodson, L., & Rohani, F. (1998). Higher order thinking skills. Publication of the Educational Services Program, Now Known as the Center for Advancement of Learning and Assessment. Obtido de: Www.Cala.Fsu.Edu, 1â€“176. Retrieved from http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 26â€“32. https://doi.org/10.9790/7388-0701052632 Marzano, R. J. (1993). How classroom teachers approach the teaching of thinking. Theory Into Practice, 32(3), 154â€“160. https://doi.org/10.1080/00405849309543591 McLoughlin, D., & Mynard, J. (2009). An analysis of higher order thinking in online discussions. Innovations in Education and Teaching International, 46(2), 147â€“160. https://doi.org/10.1080/14703290902843778 Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353â€“369. https://doi.org/10.1007/s11165-006-9029-2 Nagappan, R. (2001). Language teaching and the enhancement of higher-order thinking skills. Anthology Series-Seameo Regional Language Centre, (April 2000), 190â€“223. Retrieved from http://nsrajendran.tripod.com/Papers/RELC2000A.pdf Nguyen, T. (2018). Teachers â€™ Capacity of Instruction for Developing Higher â€“ Order Thinking Skills for Upper Secondary Students â€“ A Case Study in Teaching Mathematics in Vietnam, 10(1), 8â€“19. Puchta, H. (2007). More than little parrots: Developing young learnersâ€™ speaking skills. Www.Herbertpuchta.Com. Raiyn, J., & Tilchin, O. (2015). Higher-Order Thinking Development through Adaptive Problem-based Learning. Journal of Education and Training Studies, 3(4), 93â€“100. https://doi.org/10.11114/jets.v3i4.769 Retnawati, H., Djidu, H., Kartianom, K., Apino, E., & Anazifa, R. D. (2018). Teachersâ€™ knowledge about higher-order thinking skills and its learning strategy. Problem of Education in the 21st Century, 76(2), 215â€“230. Retrieved from http://oaji.net/articles/2017/457-1524597598.pdf Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Delta Pi Epsilon Journal, L(2), 90â€“99. https://doi.org/10.1023/A:1009682924511 Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachersâ€™ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research. ZDM - Mathematics Education, 48(1â€“2). https://doi.org/10.1007/s11858-016-0775-y Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017). Implementation of higher order thinking skills in teaching of science: A case study in Malaysia. International Research Journal of Education and Sciences (IRJES), 1(1), 2550â€“2158. Retrieved from http://www.masree.info/wp-content/uploads/2017/02/20170226-IRJES-VOL-1-ISSUE-1-ARTICLE-1.pdf Tan, S. Y., & Halili, S. H. (2015). Effective teaching of higher-order thinking (HOT) in education. The Online Journal of Distance Education and E-Learning, 3(2), 41â€“47. Thomas, A., & Thorne, G. (2009). How to increase higher level thinking | center for development and learning. The Center for Learning and Development Blog. Retrieved from http://www.cdl.org/articles/how-to-increase-high-order-thinking/ Thompson, T. (2008). Mathematics teachersâ€™ interpretation of higher-order thinking in Bloomâ€™s taxonomy. International Electronic Journal of Mathematics Education, 3(2), 96â€“109. https://doi.org/10.1126/science.318.5856.1534 Watson, J. M., Collis, K. F., Callingham, R. A., & Moritz, J. B. (1995). A model for assessing higher order thinking in statistics. Educational Research and Evaluation,(Vol.1). https://doi.org/10.1080/1380361950010303 Zohar, A. (2013). Challenges in wide scale implementation efforts to foster higher order thinking (HOT) in science education across a whole school system. Thinking Skills and Creativity, 10, 233â€“249. https://doi.org/10.1016/j.tsc.2013.06.002 Zohar, A., & Schwartzer, N. (2005). Assessing teachersâ€™ pedagogical knowledge in the context of teaching higher-order thinking. International Journal of Science Education, 27(13), 1595â€“1620. https://doi.org/10.1080/09500690500186592 Zulkpli, Z., Mohamed, M., & Abdullah, A. H. (2017). Assessing mathematics teachersâ€™ knowledge in teaching thinking skills. Sains Humanika, 9(1â€“4), 83â€“87. https://doi.org/10.11113/sh.v9n1-4.1129

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Section: Lasmentioning

confidence: 98%

Section: Lasmentioning

confidence: 99%

Higher-Order Thinking Skills (Hots) Analysis of Students in Solving Hots Question in Higher Education

Yuliati

Lestari

2018

PIP

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“…Students' ability was followed by assessment system. This research was conducted on 25 science teacher candidates in Turkey, which found that the teachers were still making mistakes in assessing students' thinking skills by using science model of the given problem [24]. They also showed that many teachers who only assessing students' thinking skills based on last results (only give true or false assessment, matching or not matching).…”

Section: Resultsmentioning

confidence: 99%

Competency Profile of Junior High School Teachers in Developing High Order Thinking Questions of Science Subject

Puspitawati¹,

Laila²

2019

Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019)

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This research aim is to describe the ability profile of junior high school teachers in developing high-level thinking questions for science subjects. This research was a quantitative descriptive study of junior high school teachers from Java and Eastern Indonesia. Data was obtained by collecting questions from the teacher's biopsy prepared for five working days in the workshop. Data was analyzed descriptively quantitatively referring to criteria related to cognitive levels and ruled for writing the correct questions. It can be described that 71% of questions were categorized as high-level thinking problems at the implementation level, 61% at the analysis level, 53% at the evaluation level, and 38% at the creativity level. Based on overall aspect of questions, only 54% met the criteria for writing the correct questions.

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“…Son yıllarda matematik öğretmen eğitimi çalışmaları, öğretmenin sahip olması gereken pedagojik yeterliklerinden biri olarak öğretmenin öğrenci düşünme şekillerini bilmesine ve anlayabilmesine dikkat çekmektedir (Ball, Thames & Phelps, 2008). Matematik öğretmenlerinin ve öğretmen adaylarının öğrenci düşünme şekillerini bilmesine yönelik bilgisine verilen önemin artması ile birlikte (NCTM, 2000), öğretmenlerin ve öğretmen adaylarının öğrenci düşünme şekilleri bilgisini araştıran ulusal ve uluslararası araştırmaların sayısının da artmış olduğu görülmektedir (Didiş, Erbaş, Çetinkaya, Çakıroğlu & Alacacı, 2016;Wilson, Mojica & Confrey, 2013). Fakat özellikle yapılan ulusal matematik öğretmen eğitimi araştırmaları incelendiğinde, araştırmaların çoğunlukla matematik öğretmenlerinin veya öğretmen adaylarının belli bir konu alanında öğrenci hata ve kavram yanılgılarını bilmesine yönelik pedagojik alan bilgilerine odaklandığı görülmektedir (Şimşek & Boz, 2016).…”

Section: Introductionunclassified

Ortaokul Matemati̇k Öğretmen Adaylarinin Öğrenci̇ Hatalari Bi̇lgi̇si̇ni̇n Ve Öğreti̇m Bi̇lgi̇si̇ni̇n İncelenmesi̇: Cebi̇r Örneği̇

Kabar¹,

Amaç²

2018

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışma ortaokul matematik öğretmen adaylarının cebirde harflerin kullanımı ile ilgili verilen sorular bağlamında öğrenci hatalarının olası kaynaklarına yönelik bilgilerini ve bu hatalar karşısında sergiledikleri öğretim yaklaşımlarını incelemiştir. Özel Öğretim Yöntemleri dersinde, derse kayıtlı 44 ortaokul matematik öğretmen adayı ile gerçekleştirilen çalışmada, öğretmen adayları kendilerine sunulan öğretim senaryolarında yer alan hatalı öğrenci çözümlerini inceleyerek öğrencilerin hatalarının olası kaynaklarını ve bu hatalara yönelik kendi yaklaşımlarını belirtmişlerdir. Çalışmanın verileri öğretmen adaylarının yazılı açıklamalarını içeren öğretim senaryoları aracılığıyla toplanmıştır. Çalışmanın bulguları matematik öğretmen adaylarının cebirde harflerin kullanımına yönelik sorularda ortaya çıkan öğrencilerin ortak hatalarının olası kaynakları ile ilgili bilgilerinin zayıf olduğunu göstermiştir. Aynı zamanda çalışmanın bulguları öğretmen adaylarının bu hatalara nasıl yaklaşacakları yönündeki öğretim bilgilerinin de yetersiz olduğunu ortaya çıkarmıştır. Bu çalışma çeşitli matematik konularında öğretmen adaylarının öğrencilerin ortak hatalarının kaynaklarına yönelik farkındalıklarının artması ve öğrencilerin yanlış yanıtlarına cevap verme becerilerinin gelişmesi için matematik öğretmen eğitimcilerine öğrenme fırsatları sağlamalarını önermektedir.

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Exploring prospective secondary mathematics teachers’ interpretation of student thinking through analysing students’ work in modelling

Cited by 27 publications

References 33 publications

Higher-Order Thinking Skills (Hots) Analysis of Students in Solving Hots Question in Higher Education

Higher-Order Thinking Skills (Hots) Analysis of Students in Solving Hots Question in Higher Education

Competency Profile of Junior High School Teachers in Developing High Order Thinking Questions of Science Subject

Ortaokul Matemati̇k Öğretmen Adaylarinin Öğrenci̇ Hatalari Bi̇lgi̇si̇ni̇n Ve Öğreti̇m Bi̇lgi̇si̇ni̇n İncelenmesi̇: Cebi̇r Örneği̇

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