Examining a mathematics teacher's moves for supporting students' proportional reasoning skills

In this study, it was aimed to examine the actions of a mathematics teacher to support students' proportional reasoning skills. Observation, document analysis and interview techniques were used in the collection, analysis and interpretation of data, adhering to qualitative research methods. Within the scope of the thesis study, a female teacher who has been working for 14 years in a secondary school located in Buca district of İzmir province was studied. The data were structured using the Teacher Moves For Supporting Student Reasoning-TMSSR Framework developed by Ellis, Özgür, and Reiten (2019) specific to mathematics, while observing the lessons taught by the collaborating teacher in the study. 14 lessons including 9 acquisitions covered by linear equations and inequalities were observed. The validity and reliability of the research; credibility, transferability, consistency and verifiable methods. As a result of the study, it was observed that the mathematics teacher participating in the thesis study was at the forefront of asking for answers, confirming the correct answer, clarifying, asking for evaluation, giving conceptual information and explaining.