INVESTIGATION OF IN-CLASS PRACTICES OF MATHEMATICS TEACHERS IN THE CONTEXT OF THEORY OF DIDACTICAL SITUATIONS

The purpose of this study is to understand by describing the attitudes and the actions in the class of mathematics teachers by means of a model based on some theoretical categories in the context of the theory of didactical situations. In order to explain more detailed the in-class practices, teachers are asked to include the game “A race to 20” to their teaching processes. In this study, without ignoring difficulty and complexity of teaching processes, to describe deeply the mutual interaction between teacher and student is aimed. Two 7th grade voluntary mathematics teachers that work in two different elementary schools participated to the study. They included the game “A race to 20” in their lectures. After the lecture hours, the interviews with teachers about in-class situation were made. This study reveals that the in-class practices of a teacher are very complex and thus it is very difficult to describe. Furthermore, formation of didactical situations, the determination of its role and the didactical timing with the situations about the didactic contract gave an opportunity to determine the effect of restrictions on the teacher behavior.