Journal of Pedagogical Sociology and Psychology
Improving Turkish beginning mathematics teachers' instruction: Using five practices to maintain cognitively demanding tasks
Osman Bağdat 1 * , Hüseyin Bahadır Yanık 1
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1 Anadolu University, Faculty of Education, Department of Mathematics Education, Eskişehir, Türkiye
* Corresponding Author
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Journal of Pedagogical Sociology and Psychology, 2023 - Volume 5 Issue 3, pp. 89-111
https://doi.org/10.33902/jpsp.202323636

Article Type: Research Article

Published Online: 20 Oct 2023

Views: 362 | Downloads: 218

ABSTRACT
This qualitative case study investigated the improvement of two beginning middle school mathematics teachers' instruction to implement cognitively demanding tasks and to orchestrate productive discussions by using five practices framework. For this purpose, the study was carried out in two phases: pre and during the professional development (PD). Data were collected through classroom observations, student artifacts, interviews, and teachers' planning and monitoring documents. The results displayed that, before the professional development, teachers did not make plans based on student thinking, not provide adequate time for students to explore the tasks, not build an environment based on classroom discussions, and they usually implemented cognitively low-demanding tasks. Along with the professional development, teachers deeply considered on the purpose of cognitively demanding tasks, but didn't reach an expected level on detailed anticipating. They constructed a classroom setting based on students' exploration of tasks and consideration of multiple solutions. They purposefully selected and sequenced different solutions, initiate discussions to connect students' approaches and underlying concepts. However, they didn't reach the expected level of making connections among different solutions. Eventually, they mostly maintained the cognitive demand of high-level tasks in the professional development period.
KEYWORDS
Five practices Cognitive demand Beginning mathematics teachers Professional development.
In-text citation: (Bağdat & Yanık, 2023)
Reference: Bağdat, O., & Yanık, H. B. (2023). Improving Turkish beginning mathematics teachers' instruction: Using five practices to maintain cognitively demanding tasks. Journal of Pedagogical Sociology and Psychology, 5(3), 89-111. https://doi.org/10.33902/jpsp.202323636
In-text citation: (1), (2), (3), etc.
Reference: Bağdat O, Yanık HB. Improving Turkish beginning mathematics teachers' instruction: Using five practices to maintain cognitively demanding tasks. Journal of Pedagogical Sociology and Psychology. 2023;5(3), 89-111. https://doi.org/10.33902/jpsp.202323636
In-text citation: (1), (2), (3), etc.
Reference: Bağdat O, Yanık HB. Improving Turkish beginning mathematics teachers' instruction: Using five practices to maintain cognitively demanding tasks. Journal of Pedagogical Sociology and Psychology. 2023;5(3):89-111. https://doi.org/10.33902/jpsp.202323636
In-text citation: (Bağdat and Yanık, 2023)
Reference: Bağdat, Osman, and Hüseyin Bahadır Yanık. "Improving Turkish beginning mathematics teachers' instruction: Using five practices to maintain cognitively demanding tasks". Journal of Pedagogical Sociology and Psychology 2023 5 no. 3 (2023): 89-111. https://doi.org/10.33902/jpsp.202323636
In-text citation: (Bağdat and Yanık, 2023)
Reference: Bağdat, O., and Yanık, H. B. (2023). Improving Turkish beginning mathematics teachers' instruction: Using five practices to maintain cognitively demanding tasks. Journal of Pedagogical Sociology and Psychology, 5(3), pp. 89-111. https://doi.org/10.33902/jpsp.202323636
In-text citation: (Bağdat and Yanık, 2023)
Reference: Bağdat, Osman et al. "Improving Turkish beginning mathematics teachers' instruction: Using five practices to maintain cognitively demanding tasks". Journal of Pedagogical Sociology and Psychology, vol. 5, no. 3, 2023, pp. 89-111. https://doi.org/10.33902/jpsp.202323636
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