Investigation Of Mathematics Teachers' Usage Frequency Of Learner Generated Examples In Classroom And Its Reasons
Kaya Sağlam, Yasemin
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In the classroom, examples are typically presented by the teacher and students try to improve their understanding of the relevant concept by examining the given examples. In addition to use in this way, example generation is defined as a problem-solving activity in which individuals can develop different strategies. In recent studies, it has been considered a pedagogical method as well as a research tool. The purpose of this study is to investigate high school mathematics teachers' usage frequency of learner generated examples (LGEs) and to reveal the reasons behind them. The sample consisted of 196 high school teachers, with different year of mathematics teaching experiences (ranging between 1 and 36 years). Data were collected using an instrument consisting of strategies that were brought together as a list by Watson and Mason (2005) and used by researcher in order to reveal teachers' LGE usage frequency. The relationships between the frequency of use of LGE, the year of mathematics teaching experience of the teachers, and the type of high school they work, were investigated by using regression analysis. Additionally, 16 semi-structured interviews were conducted with voluntary teachers in order to obtain in-depth knowledge about their LGE usage frequency. The highest mean score for usage frequency belongs to teachers with 21 years and above mathematics teaching experience, whereas the lowest score belongs to teachers with 6-10 years mathematics teaching experience. Science high school teachers have the highest mean score for LGE usage frequency, whereas vocational high school teachers have the lowest score. However, only `year of mathematics teaching experience' has a significant, unique contribution to the prediction of LGE usage frequency. Analysis of the qualitative data revealed that constraints related to students, educational policies, parents, topics, classroom environments, and teachers' belief and attitudes have considerable effect on teachers' example usage frequency. Also, their knowledge of content and student, along with knowledge of content and teaching, affect LGE usage.