Examining How Prospective Mathematics Teachers' Instructional Visions Align with Their Responding Practices Through Scripting Tasks

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dc.authoridGirit Yildiz, Dilek/0000-0003-3406-075X
dc.authorwosidGirit Yildiz, Dilek/HPE-9964-2023
dc.contributor.authorOsmanoglu, Aslihan
dc.contributor.authorGirit-Yildiz, Dilek
dc.date.accessioned2024-06-12T10:51:22Z
dc.date.available2024-06-12T10:51:22Z
dc.date.issued2023
dc.departmentTrakya Üniversitesien_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.identifier.doi10.1007/s10763-023-10435-1
dc.identifier.issn1571-0068
dc.identifier.issn1573-1774
dc.identifier.scopus2-s2.0-85178872900en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1007/s10763-023-10435-1
dc.identifier.urihttps://hdl.handle.net/20.500.14551/18343
dc.identifier.wosWOS:001116051000002en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofInternational Journal Of Science And Mathematics Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAmbitious Instructionen_US
dc.subjectInstructional Visionen_US
dc.subjectProspective Mathematics Teachersen_US
dc.subjectResponding To Student Misconceptionsen_US
dc.subjectScripting Tasksen_US
dc.subjectKnowledgeen_US
dc.subjectThinkingen_US
dc.subjectModelen_US
dc.titleExamining How Prospective Mathematics Teachers' Instructional Visions Align with Their Responding Practices Through Scripting Tasksen_US
dc.typeArticleen_US

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