Please use this identifier to cite or link to this item: http://earsiv.odu.edu.tr:8080/xmlui/handle/11489/4282
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dc.contributor.authorOsmanoglu, Aslihan-
dc.contributor.authorGirit-Yildiz, Dilek-
dc.date.accessioned2024-03-15T08:36:28Z-
dc.date.available2024-03-15T08:36:28Z-
dc.date.issued2023-
dc.identifier.citationOsmanoglu, A., Girit-Yildiz, D. (2023). Examining How Prospective Mathematics Teachers' Instructional Visions Align with Their Responding Practices Through Scripting Tasks. Int. J. Sci. Math. Educ.. https://doi.org/10.1007/s10763-023-10435-1en_US
dc.identifier.issn1571-0068-
dc.identifier.issn1573-1774-
dc.identifier.urihttp://dx.doi.org/10.1007/s10763-023-10435-1-
dc.identifier.urihttps://www.webofscience.com/wos/woscc/full-record/WOS:001116051000002-
dc.identifier.urihttp://earsiv.odu.edu.tr:8080/xmlui/handle/11489/4282-
dc.descriptionWoS Categories: Education & Educational Researchen_US
dc.descriptionWeb of Science Index: Social Science Citation Index (SSCI)en_US
dc.descriptionResearch Areas: Education & Educational Researchen_US
dc.description.abstractIn this qualitative study, we examined how prospective mathematics teachers' instructional visions align with their instructional practices through an approximation of practice opportunity. Namely, we employed scripting tasks to understand how prospective teachers complete a scripting task and respond to students' misconceptions, and we compared their instructional visions with their responding practices. The 81 prospective mathematics teachers who were taking the Misconceptions in Mathematics Teaching course at two different state universities comprised the participants. Data was obtained from the instructional vision questionnaire and two scripting tasks in fractions. We analyzed the data using the content analysis technique. Our findings indicate that the majority of the participants' instructional visions were aligned with ambitious instruction, while their responding practices were mostly inconsistent with their visions. Our findings suggest that while their instructional visions were highly reform based, prospective mathematics teachers still need to be oriented in an ambitious instructional direction in their practices.en_US
dc.language.isoengen_US
dc.publisherSPRINGER-DORDRECHTen_US
dc.relation.isversionof10.1007/s10763-023-10435-1en_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAmbitious instruction, Instructional vision, Prospective mathematics teachers, Responding to student misconceptions, Scripting tasksen_US
dc.subjectKNOWLEDGE, THINKING, MODELen_US
dc.titleExamining How Prospective Mathematics Teachers' Instructional Visions Align with Their Responding Practices Through Scripting Tasksen_US
dc.typearticleen_US
dc.relation.journalINTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATIONen_US
dc.contributor.departmentOrdu Üniversitesien_US
dc.contributor.authorID0000-0003-3406-075Xen_US
Appears in Collections:Matematik ve Fen Bilgisi Eğitimi

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