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A comparison of practices for teachi...

Erkan, Betul.

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A comparison of practices for teaching math word problems in Turkey and the United States.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A comparison of practices for teaching math word problems in Turkey and the United States./
Author:	Erkan, Betul.
Description:	302 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3647554
ISBN:	9781321403909

A comparison of practices for teaching math word problems in Turkey and the United States.
Erkan, Betul.

A comparison of practices for teaching math word problems in Turkey and the United States. - 302 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ph.D.)--Florida Atlantic University, 2014.

This multiple case study investigated pedagogical differences and similarities among practices used to teach word problems in private schools of Turkey and the United States, the factors impacting teachers' instructional decisions, and their approaches to teaching word problems as well as the role of culture in teaching and learning word problems. Quantitative survey data were collected from 28 Turkish and 27 U.S. high school mathematics teachers from private or independent schools. The survey investigated teachers' background information, resources used, and their use of teaching practices (teacher-centered, student-centered, concrete-visualizing, analytical) and types of word problems (true or practice-oriented) as well as their thoughts about the structure of word problems. Qualitative data were collected through classroom observations, videotaping, and focus-group interviews from four ninth grade algebra teachers in Turkey and the United States. Qualitative data helped the researcher expand upon the quantitative findings and examine how word problems actually were being taught in the classroom, the factors impacting teachers' instruction and approaches to teaching word problems, and participants' reflections on their own practices as well as on their international partners' word problems instruction.

ISBN: 9781321403909Subjects--Topical Terms:

641129
Mathematics education.

A comparison of practices for teaching math word problems in Turkey and the United States.
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100 1 $a Erkan, Betul. $3 3181068
245 1 2 $a A comparison of practices for teaching math word problems in Turkey and the United States.
300 $a 302 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
500 $a Adviser: Hanizah Zainuddin.
502 $a Thesis (Ph.D.)--Florida Atlantic University, 2014.
520 $a This multiple case study investigated pedagogical differences and similarities among practices used to teach word problems in private schools of Turkey and the United States, the factors impacting teachers' instructional decisions, and their approaches to teaching word problems as well as the role of culture in teaching and learning word problems. Quantitative survey data were collected from 28 Turkish and 27 U.S. high school mathematics teachers from private or independent schools. The survey investigated teachers' background information, resources used, and their use of teaching practices (teacher-centered, student-centered, concrete-visualizing, analytical) and types of word problems (true or practice-oriented) as well as their thoughts about the structure of word problems. Qualitative data were collected through classroom observations, videotaping, and focus-group interviews from four ninth grade algebra teachers in Turkey and the United States. Qualitative data helped the researcher expand upon the quantitative findings and examine how word problems actually were being taught in the classroom, the factors impacting teachers' instruction and approaches to teaching word problems, and participants' reflections on their own practices as well as on their international partners' word problems instruction.
520 $a The findings indicated no significant difference for most survey items, but descriptive statistical analysis revealed that Turkish survey participants incorporated teacher-centered, concrete-visualizing practices, and practice-oriented word problems more often in their instruction, while U.S. survey participants frequently used student-centered, concrete-visualizing practices, and true problems. Qualitative findings pointed out what specific teaching practices were evident in the classrooms observed and videotaped in Turkey and the United States. While Turkish teachers thought the university entrance examination and national curriculum had the biggest impact on their teaching, U.S. teachers found school environment (traditional versus progressive) and student perception of word problems as influential on their instruction. The role of culture on teaching and learning word problems was observed in regard to teacher-centered versus student-centered instruction, teacher versus student role, and student engagement. Study findings also indicated that cross-examination of teaching promotes teachers' reflection on their own practices and, thus, should be encouraged and promoted across STEM disciplines and throughout a teaching career. Implications and recommendations for future research, curriculum developers, and mathematics teachers are discussed.
590 $a School code: 0119.
650 4 $a Mathematics education. $3 641129
650 4 $a Secondary education. $3 2122779
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710 2 $a Florida Atlantic University. $b Curriculum, Culture, and Educational Inquiry. $3 2096770
773 0 $t Dissertation Abstracts International $g 76-04A(E).
790 $a 0119
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3647554