Mathematical quality of geometry instruction of a novice high school teacher

Abstract

The aim of this study is to examine the quality of geometry instruction of a novice high school mathematics teacher and the factors that affect her instruction. The quality of the geometry instruction of a participant who is first year mathematics teacher is aimed to be examined. The data was collected by observing the mathematics teacher who worked at a private high school in Istanbul during the academic year 2017 -2018 through 6 lessons for 3 weeks. The observation form was designed by adapting the Mathematical Quality of Instruction tool. The observation data collected through the videotaped classroom observation was supported by lesson plans and materials along with the interviews. During the classroom observation, Mathematical Quality of Instruction scale was filled with additional notes. In the light of the data collected from different sources, the quality analysis of the geometry lesson was provided. First, the data was presented as a summary for each lesson. Afterwards, the data was given separately for each code of the Mathematical Quality of Instruction scale. It was specified that the Mathematics lesson was qualified as high for some of the codes. For instance, the ratio of the explanation code used in the lessons was very high. Taking all the codes into consideration, it was observed that the quality of mathematics lesson was limited. In addition to these results, among the factors that affect instruction of the teacher, it is claimed that besides the high school and college education of the teacher, the culture of the school where the teacher has been working has also an effect on the subject. It was revealed that the novice participant’s knowledge of geometry instruction was based on her high school education. It can be suggested that geometry lessons should also be involved in college education.