HOW DO PRIMARY TEACHERS TEACH NUMBER AND SHAPE PATTERNS? A FOURTH GRADE PRIMARY SCHOOL SAMPLE

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The aim of this study is to present how primary school teachers teach number and shape patterns at the fourth grade and their teaching processes and evaluate the practices with the components of subject and teaching. The research is designed as a case study. The participants of the study consist of two primary teachers working at public schools of the Ministry of National Education and 39 fourth grade students in the classrooms where these teachers instruct. Each primary teacher made lesson plans about teaching number and shape patterns and implemented these plans three lesson hours in their classrooms. The data were collected through video recording. Transcriptions of the video recordings were analyzed using content analysis method. As a result of the study, it was determined that the teachers have trouble in making and giving instructions about the tasks during the teaching process of patterns. It was found out that although teachers use the tasks requiring reasoning in teaching process, they sometimes may be incompetent and cannot pursue an effective teaching in which reasoning tasks effectively became prominent. It was observed that the teachers generally use traditional and table-reading questions instead of thought-provoking and problem-solving oriented questions. The teachers could not organize the tasks requiring generalization in an effective way. However, the use of different tasks which include generalization and patterns provided an opportunity for the students to generalize.

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Mathematics instruction , pattern , primary school teacher , primary school , fourth grade

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi