Matematik Öğretmenlerinin Matematiksel Modelleme Aşamalarına Yönelik Fark Etme Becerileri

Abstract

Teachers need to possess many skills to be effective in their profession. Among these skills, being an expert in their field, using effective teaching strategies, and communicating effectively are just a few. In addition to these, the skill of noticing is also crucial for teachers. For successful teaching to occur, teachers need to notice how their students learn, what they already know, what they don't know, the cognitive processes they go through, their thoughts, and so on. Using real-life situation-based modeling activities in class that encourage students to think, reason, and hypothesize supports their learning. What teachers notice and how they notice it during the implementation of mathematical modeling activities plays a significant role in the effectiveness of the application process. The aim of the study is to examine the noticing skills of mathematics teachers towards students' mathematical modeling stages. A qualitative research method, specifically a case study, was employed in the study conducted with a mathematics teacher and 12 seventh-grade students. In the study, which was planned to last for six weeks, totaling approximately 1 hour per week, data were collected through observation, interviews, lesson video recordings, and documents. The collected data were analyzed using content analysis, a qualitative research analysis method. Based on the findings, results were obtained showing which of the simplifying, mathematizing, working mathematically, interpreting, and verifying actions teachers are more aware of in transitions between modeling steps, how this awareness is formed, and the interventions they make in light of their awareness.