To what extent alternative solution methods and different question types are given place in mathematics teaching?: Examples from real classroom practices

The aim of this study is to reveal the extent to which teachers give place to alternative solution methods and different question types in their mathematics classroom practices. Four classroom teachers and four mathematics teachers working at different schools in Gaziantep took part in this study These eight teachers? mathematics lessons were regularly video recorded over a year and the data were obtained through an examination of the transcription of these video recordings. The data were analyzed to find out the extent to which teachers use the questions, that were classified as `questions with one answer? (close-ended questions) and `questions with more than one answer? (open-ended questions), and as well as the extent to which they value multiple solution methods. The findings indicate that the participant teachers rarely give place to `questions with more than one answer? and do not value alternative solution methods in their classroom practices. Consequently, it was determined that the teachers still have some difficulties in implementing the curriculum which was putted into practice in Turkey in 2005 in the line of its goals.Key words: Alternative (Multiple) Solution Methods, Different Question Types, Questions With One Answer (Close-Ended), Questions With More Than One Answer (Open-Ended)