School Students Depictions of Mathematics Teaching and Learning Practices

The current study examined pictorial and written descriptions of mathematics teaching and learning among a cohort of 120 students (aged 11 to 14 years) in three different lower secondary schools in Ankara, Turkey. A classroom environment with students working in groups or pairs and engaging in open-...

Full description

Saved in:
Bibliographic Details
Published inInternational electronic journal of elementary education Vol. 13; no. 2; pp. 199 - 214
Main Author Hatisaru, Vesife
Format Journal Article
LanguageEnglish
Published Kutahya International Electronic Journal of Elementary Education 01.12.2020
Subjects
Addition & subtraction
Classrooms
Data Analysis
Elementary school students
Foreign Countries
Freehand Drawing
Learning
Learning Processes
Learning Strategies
Mathematics Achievement
Mathematics Activities
Mathematics education
Mathematics Instruction
Middle School Students
Questionnaires
Science education
Secondary School Students
Student Attitudes
Teachers
Teaching
Teaching Methods
Turkey
Turkey (Ankara)
Online AccessGet full text

Cover

More Information
Summary:The current study examined pictorial and written descriptions of mathematics teaching and learning among a cohort of 120 students (aged 11 to 14 years) in three different lower secondary schools in Ankara, Turkey. A classroom environment with students working in groups or pairs and engaging in open-ended questions or tasks was unavailable. The students viewed teaching of mathematics only as instruction and practicing, and that learning occurs when students sit at desks and passively listen to the teacher who stands in front of the class and explains and demonstrates the subject and/or solves routine questions. Implications for policy makers include the need to determine the contributors to students' current perceptions of mathematics teaching and learning experiences. Building positive perceptions relating to mathematics and mathematics learning experiences in students is a prerequisite to enabling students to develop mathematical proficiency.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1307-9298
1307-9298
DOI:10.26822/iejee.2021.184