Learning outcome literacy: The case of five elementary mathematics teachers

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dc.authorid57204965176
dc.authorid26656515400
dc.contributor.authorAkdeniz D.G.
dc.contributor.authorArgün Z.
dc.date.accessioned20.04.201910:49:12
dc.date.accessioned2019-04-20T21:43:09Z
dc.date.available20.04.201910:49:12
dc.date.available2019-04-20T21:43:09Z
dc.date.issued2018
dc.departmentBayburt Üniversitesien_US
dc.description.abstractLearning outcome (LO) literacy is conceptualized as a necessary skill for planning teaching and learning activities effectively. The skill has two main components: understanding and interpreting learning outcomes. The current study aimed to identify learning outcome literacy of elementary mathematics teachers with regard to this conceptualization. It is a case study based on the qualitative design. Participants were 5 mathematics teachers working at different elementary (5th - 8th grade) schools in Turkey. Observations and semi-structured interviews were used for data collection based on 10 learning outcomes selected from algebra and number learning domains in local mathematics curriculum. Content analysis method was used for data analysis. According to the findings, LO literacy can be regarded as a basic teacher competence and it requires the teacher to use the knowledge and skills he/she has. The results showed that participant teachers' LO literacy was insufficient. Considering the interrelation among its components, LO literacy should be developed with all the sub-components for effective teaching of LOs. © 2018, Social Science Press.en_US
dc.identifier.endpage70
dc.identifier.issn0313-5373
dc.identifier.issue11
dc.identifier.scopus2-s2.0-85058146607en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage51
dc.identifier.urihttps://hdl.handle.net/20.500.12403/417
dc.identifier.volume43
dc.identifier.wosWOS:000454023500003en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSocial Science Press
dc.relation.ispartofAustralian Journal of Teacher Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectLearning outcomes
dc.subjectMathematics education
dc.subjectPlanning teaching
dc.subjectTeacher competence
dc.subjectTeacher knowledge
dc.subjectLearning outcomes
dc.subjectMathematics education
dc.subjectPlanning teaching
dc.subjectTeacher competence
dc.subjectTeacher knowledge
dc.titleLearning outcome literacy: The case of five elementary mathematics teachersen_US
dc.typeArticleen_US

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