Akademik Veri Yönetim Sistemi
Yıldız Journal of Educational Research, cilt.9, sa.1, ss.43-54, 2024 (Hakemli Dergi)
T his study focuses on teachers who take an active role in the education system. Since skill based question structures have been included in mathematics teaching and exams in recent years, mathematics teachers’ perspectives on the concepts of skill and mathematical skill have been examined in the context of skill-based mathematics questions. The phenome nological pattern, one of the qualitative research methods, was used in the research. The participants consist of a total of 14 mathematics teachers from 7 secondary schools and 7 high schools. In the research, 4 open-ended questions about the concepts of skill and math ematical ability were asked to teachers in online interviews for 15-20 minutes, and the data obtained was transcribed and analyzed with content analysis. With the analysis of the data, 7 themes were created for the concept of skill and 5 themes for the concept of mathematical skill. As a result of the study, it is seen that teachers see the concepts of skill and ability as similar and cannot define their differences. They mostly explained the concept of skill as being able to do work, and they also made definitions such as being able to apply knowl edge, make comments, make decisions, and manual dexterity. While they mostly expressed mathematical skills as being able to apply them to daily life situations, some of them stated them as numerical intelligence, practicing and acquiring academic knowledge. In addition, teachers did not associate mathematical skills with skills such as reasoning, mathematical thinking, and using mathematical terminology, which created the impression that teachers’ conceptual knowledge of skills and mathematical skills was lacking. It is thought that the study will contribute to the field as it can shed light on the difficulties teachers experience in distinguishing skills in skill-based questions