Article OPEN
Girit, Dilek ; Akyuz, Didem (2017)
  • Publisher: ISRES Publishing
  • Journal: (issn: 2587-1730, eissn: 2587-1730)
  • Subject: Algebraic expression,middle school mathematics teacher,teaching practice

Aseffective teaching practices support students’ learning; it is essential toinvestigate teachers’ teaching practices. It can also shed light on the causes of students’difficulties.In this regard, proposing teaching practices might be important as thepractices can give insight about what is going on in teaching process. Thus,the aim of this study is to extract the practices by focusing on the teachers’actions during the teaching of operations with algebraic expressions.Mathematical Knowledge for Teaching (MKT) model which is a practice-basedapproach to the knowledge concept is used as a framework in this study. Thus,this study focuses on teaching practices of operations with algebraicexpressions (addition, subtraction, and multiplication). Data were collectedfrom two middle school mathematics teachers’ instructions. The two teacherswere the cases in this qualitative research and the data were analyzed bycompare and contrast method. The practices that are found in the study are:defining the concept of term, like term, constant term, and coefficient; usingequal sign; using analogies to explain addition and subtraction; using algebratiles; providing mathematical explanations for distributive property; andnoticing students’ misconceptions in simplification and equivalence ofalgebraic expression. The results suggest that the conceptual teacher knowledgeinfluences teaching practices positively and teacher knowledge should be usedin appropriate pedagogical organization to develop teaching practices. 
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