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.
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. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_13663 |
| Contributors | Erkan, Betul (author), Zainuddin, Hanizah (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Curriculum, Culture, and Educational Inquiry |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 301 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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