Investigation of teaching tasks used in mathematics lessons in terms of various variables

The purpose of this study is to evaluate the different types of tasks in the literature in terms of succes, difficulty, appropriateness of tasks, choice of tasks, contribution to personal and social development of students, and time use factors by educaters at various stages of the teaching process and compare these evaluations with student implementations. The study consists of 42 mathematics preservice teachers, 5 mathematics teachers working in two public high schools, and 121 10th grade students who are studying in the classes of these teachers. The descriptive survey model was used as research method in the study. The opinions of the teachers were taken in the pre-application process about the selected tasks and after the application a study was applied to both the teacher and teacher candidates. In addition, interviews were conducted in order to investigate the teachers' views deeply. The foresights of the teachers and the preservice teacher were not similar to students regarding the success rate and duration of the tasks. It was emphasized that tasks improve learning, problem solving and mathematical thinking skills. The use of tasks in mathematics education will support learning by improving the reasoning skills of the students and will contribute to the social development of the students.