The evaluation of teaching practice based on writing activities in a mathematics class

In this research it is aimed to make a detailed evaluation of a teaching practice based on writing activities at a high school mathematics class. With this purpose, student?s writing activities in teaching process and researcher?s simultaneous and general process observation reports through the process were utilized. The samples of this qualitative research paradigm based action research study, consist of 15 students studying at the level of 9 th grade at a general high school. The data consist of the writing activities of the students which were made to be written by researcher in her own mathematics class and researcher?s simultaneous and general process observation reports for a 3 months period in spring term. Almost in three months time, in order to find out solutions for the different sub-problems, 15 pieces of writing activities were made to be done to the students and also for each of the writing activities 15 pieces of simultaneous observation reports and 5 pieces of general process observation reports were written by the researcher herself. Content analysis of writing activities and observation reports which were used in the research, were carried out according to the qualitative research method. The evaluation of teaching practice was carried out within two general frames. These are; the effects of writing activities on students? learning and the evaluation of practice itself in terms of both the teacher?s and the students? own perspectives. According to the findings, it was seen that writing activities have positive effect on students? learning. Also it is ascertained that this teaching practice, which was done with writing activities, has lots of benefits both for the student and the teacher.