Improving Turkish beginning mathematics teachers instruction: Using five practices to maintain cognitively demanding tasks
Osman Bağdat,
Hüseyin Bahadır Yanık
Abstract:This qualitative case study investigated the improvement of two beginning middle school mathematics teachers' instruction to implement cognitively demanding tasks and to orchestrate productive discussions by using five practices framework. For this purpose, the study was carried out in two phases: pre and during the professional development (PD). Data were collected through classroom observations, student artifacts, interviews, and teachers' planning and monitoring documents. The results displayed that, before… Show more
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