Opinions of Mathematics Teachers on Measurement and Evaluation
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
The purpose of this study is to examine the opinions of mathematics teachers comprehensively about measurement and evaluation. The study was conducted as a case study. The study group consists of 15 volunteer mathematics teachers working in schools in various regions of Turkey in the 2021-2022 academic year. Semi-structured interview method was used to collect research data, and content analysis technique was used to analyze the data. The results of the study showed that mathematics teachers do not have enough information about the purposes of measurement and evaluation, and they generally think product-oriented. It was determined that teachers mostly use multiple-choice and open-ended questions in written exams and they care most about in-class participation and homework while giving performance grades. Also, it was concluded that the teachers paid attention to one or a few issues in the evaluation of the project assignments and could not make the evaluation completely. It was determined that mathematics teachers used traditional measurement and evaluation techniques and did not have adequate knowledge about alternative measurement and evaluation techniques. Based on the results of the study, various suggestions were made to implementers and researchers.
Dados da obra
- Tipo
- Artigo
- Periódico
- Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, v. 6, n. 1, p. 58-79
- Editora
- Necmettin Erbakan University Press
- Ano
- 2024 (2024-03)
- Idioma
- en
- Palavras-chave
- measurement and evaluation; mathematics teacher; alternative measurement and evaluation; ölçme ve değerlendirme; matematik öğretmeni; alternatif ölçme ve değerlendirme; mathematics teachers; teacher opinions; assessment practices; written examinations; multiple-choice questions; open-ended questions; performance-based assessment; project assignment; alternative assessment; homework grading
- Temas
- Avaliação
- DOI
- 10.38151/akef.2024.130
- ISSN
- 2687-1750
- Licença
- cc-by-nc
- Acesso
- Download disponível
- Fontes
- DOAJ — Directory of Open Access Journals; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ACAR, Sema; PEKER, Bilge. Opinions of Mathematics Teachers on Measurement and Evaluation. Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, v. 6, n. 1, p. 58-79, 2024. DOI: https://doi.org/10.38151/akef.2024.130.
APA
Acar, S., & Peker, B. (2024). Opinions of Mathematics Teachers on Measurement and Evaluation. Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 6(1), 58-79. https://doi.org/10.38151/akef.2024.130
BibTeX
@article{acar2024,
author = {Acar, Sema and Peker, Bilge},
title = {Opinions of Mathematics Teachers on Measurement and Evaluation},
year = {2024},
journal = {Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi},
volume = {6},
number = {1},
pages = {58-79},
publisher = {Necmettin Erbakan University Press},
doi = {10.38151/akef.2024.130},
language = {en}
}RIS
TY - JOUR AU - Acar, Sema AU - Peker, Bilge TI - Opinions of Mathematics Teachers on Measurement and Evaluation PY - 2024 JO - Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi VL - 6 IS - 1 SP - 58 EP - 79 DO - 10.38151/akef.2024.130 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
The problem posing capacities of pre-service post-primary mathematics teachers: insights from an Irish university
Frontiers in Education, v. 11 · DOI 10.3389/feduc.2026.1851481
-
MEDIACIÓN PEDAGÓGICA DE LAS TIC COMO ARGUMENTO PARA LA ENSEÑANZA DE LA MATEMÁTICA EN COLOMBIA
LÍNEA IMAGINARIA, v. 23, n. 2 · DOI 10.56219/lneaimaginaria.v23i2.5133
-
ENSEÑANZA DE LA MATEMÁTICA EN CONTEXTOS RURALES: UNA REVISIÓN DOCUMENTAL SOBRE INCLUSIÓN Y SABERES LOCALES
Dialéctica, v. 2, n. 31 · DOI 10.56219/dialctica.v2i31.6388
-
Trabalhando com projetos em contexto de Educação Matemática Crítica e Etnomatemática: explorando as tranças Nagô e conteúdos do Ensino Médio
Revista Eletrônica de Educação Matemática, v. 21 · DOI 10.5007/1981-1322.2026.e104316
Download disponível Baixar PDF na fonte: Trabalhando com projetos em contexto de Educação Matemática Crítica e Etnomatemática: explorando as tranças Nagô e conteúdos do Ensino Médio (abre em nova aba) Acessar texto completo: Trabalhando com projetos em contexto de Educação Matemática Crítica e Etnomatemática: explorando as tranças Nagô e conteúdos do Ensino Médio (abre em nova aba) -
Integrating Ethnomathematics and GeoGebra: A Project-Based Learning Approach to Improve Mathematical Literacy
Mathematics Teaching Research Journal