A prospective teacher's conceptions about the nature of mathematical tasks and professional knowledge within task unfolding

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dc.authoridAYTEKIN, EMINE/0000-0003-1068-4306en_US
dc.authorscopusid57219152561en_US
dc.authorscopusid56486115000en_US
dc.contributor.authorAytekin-Kazanc, Emine
dc.contributor.authorIsiksal-Bostan, Mine
dc.date.accessioned2024-08-23T16:07:07Z
dc.date.available2024-08-23T16:07:07Z
dc.date.issued2024en_US
dc.departmentDüzce Üniversitesien_US
dc.description.abstractThis qualitative study aimed to identify the changes in a prospective' conceptions about the nature of mathematical tasks and pedagogy in video cases and to investigate the characteristics of the prospective' professional knowledge and views during task design/modification. The study used the mathematical task demand engagement process, which includes task-sorting activity, selecting tasks, reflecting on illustrative cases, and teaching and reflecting on tasks as enacted. The findings regarding one prospective, Kar, were reported. Focus group interviews, individual interviews, and two recorded lessons were used as data sources. The content analysis method was employed for the in-depth analysis of the data. The findings suggested a change in Kar's ideas about the nature of mathematical tasks, particularly about what characteristics low and high-level tasks possess and the efficiency of the Task Analysis Guide. Kar also generated detailed ideas on the pedagogy of high and low tasks and realized the role of teachers as facilitators while enacting high-level tasks. Another finding is that Kar's decisions regarding task adaptation and her reasons catalyze both situated and global knowledge and views. Our findings suggest that providing an opportunity for prospective to reflect on and discuss the nature of mathematical tasks as planned, implemented, and revisited in a professional context is beneficial.en_US
dc.identifier.doi10.1007/s10857-023-09584-5
dc.identifier.endpage546en_US
dc.identifier.issn1386-4416
dc.identifier.issn1573-1820
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85161584213en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage521en_US
dc.identifier.urihttps://doi.org/10.1007/s10857-023-09584-5
dc.identifier.urihttps://hdl.handle.net/20.500.12684/14509
dc.identifier.volume27en_US
dc.identifier.wosWOS:001003116200001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofJournal of Mathematics Teacher Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectMathematical tasksen_US
dc.subjectProspectiveen_US
dc.subjectProfessional knowledgeen_US
dc.subjectTask adaptationsen_US
dc.subjectCurriculum Materialsen_US
dc.subjectThinkingen_US
dc.subjectEnactmenten_US
dc.subjectFrameworken_US
dc.subjectReformen_US
dc.subjectImpacten_US
dc.titleA prospective teacher's conceptions about the nature of mathematical tasks and professional knowledge within task unfoldingen_US
dc.typeArticleen_US

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