An Investigation of Mathematics Teachersâ Perceptions of âI Pose My Own Problemsâ in the Context of Turkey: a Close Replication Study
äºImplementation and Replication Studies in Mathematics EducationSearch for other papers by TuÄrul Kar in
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Search for other papers by Mehmet Fatih Ãçal in
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Abstract
This study aimed to explore Turkish mathematics teachersâ conceptualizations of problem posing by replicating Klinshtern et al.âs (2015) study performed in the Israeli context. Data were collected through an online survey completed by 182 teachers, complemented by interviews with eight of them. The results revealed that, in both contexts, many teachers engage in problem posing. However, their approach appears to be largely result-oriented rather than process-oriented. While problem posing was frequently conceptualized as a tool for mathematics instruction, teachers tended to approach it from a relatively narrow perspective. Conceptualizations of problem posing as a research goal or as a mean of assessing studentsâ diverse competencies received considerably less attention. Consistent with the aims of replication research, this study also generated new insights into how problem posing is conceptualized, extending beyond the findings of the original study.
The impact sheet to this article can be accessed at https://doi.org/10.1163/26670127-bja10033 under Supplementary Materials.
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Supplementary Materials
| å ¨é¨æé´ | è¿å»ä¸å¹´ | è¿å»30天 | |
|---|---|---|---|
| æè¦æµè§æ¬¡æ° | 270 | 270 | 82 |
| å ¨ææµè§æ¬¡æ° | 7 | 7 | 3 |
| PDFä¸è½½æ¬¡æ° | 17 | 17 | 4 |
An Investigation of Mathematics Teachersâ Perceptions of âI Pose My Own Problemsâ in the Context of Turkey: a Close Replication Study
äºImplementation and Replication Studies in Mathematics EducationSearch for other papers by TuÄrul Kar in
Current site
Google Scholar
PubMed
Search for other papers by Mehmet Fatih Ãçal in
Current site
Google Scholar
PubMed
Abstract
This study aimed to explore Turkish mathematics teachersâ conceptualizations of problem posing by replicating Klinshtern et al.âs (2015) study performed in the Israeli context. Data were collected through an online survey completed by 182 teachers, complemented by interviews with eight of them. The results revealed that, in both contexts, many teachers engage in problem posing. However, their approach appears to be largely result-oriented rather than process-oriented. While problem posing was frequently conceptualized as a tool for mathematics instruction, teachers tended to approach it from a relatively narrow perspective. Conceptualizations of problem posing as a research goal or as a mean of assessing studentsâ diverse competencies received considerably less attention. Consistent with the aims of replication research, this study also generated new insights into how problem posing is conceptualized, extending beyond the findings of the original study.
The impact sheet to this article can be accessed at https://doi.org/10.1163/26670127-bja10033 under Supplementary Materials.
| å ¨é¨æé´ | è¿å»ä¸å¹´ | è¿å»30天 | |
|---|---|---|---|
| æè¦æµè§æ¬¡æ° | 270 | 270 | 82 |
| å ¨ææµè§æ¬¡æ° | 7 | 7 | 3 |
| PDFä¸è½½æ¬¡æ° | 17 | 17 | 4 |
