Investigation of the activities used by mathematics teachers in their courses in the context of PISA 2022 data

The purpose of this research is to examine the activities used by mathematics teachers in their lessons in the context of PISA 2022 data. The relational screening model, one of the quantitative research methods, was used in the research. The sample of the research consists of 15060 mathematics teachers from 16 different countries who participated in the PISA 2022 survey and answered the questions examined in this research. The data set of the participants was made accessible by the OECD on December 5, 2023 and is available to researchers who want to conduct their own analysis. In this study, PISA 2022 surveys applied to mathematics teachers revealed that teachers encourage students to think mathematically, make students think about how a problem in daily life can be solved using mathematics, make students think about how mathematical problems can be solved in different ways than those shown in class, ask students to reason while solving a mathematical problem, teach students new and old mathematics. Five activities were identified, including making students think about how the subjects are related, and these activities were examined according to gender and whether mathematics teachers needed professional development. In the analysis of the data, while the frequencies and ratios and the data of the variables were determined, the Mann-Whitney U test was prepared to determine the relationships between the variables. To determine the effect level, Cohen's d coefficient was used as reference in results containing significant differences. According to the results of the research, it was concluded that the mathematics teachers participating in the PISA 2022 research frequently used all of the determined activities, while a small portion of them did not use the determined activities. When the activities are examined according to the gender of mathematics teachers, the frequency of encouraging students to think mathematically, how a problem in daily life can be solved using mathematics, how mathematical problems can be solved in different ways than those shown in class, and how new and old mathematics subjects are related, is at the "no effect" level in favor of women; It was observed that the frequency of asking women to explain their reasoning while solving a mathematical problem differed at the "small effect" level in favor of women. When mathematics teachers are examined according to whether they need professional development activities or not, the frequency of asking students to think mathematically, how a problem in daily life can be solved using mathematics, how mathematical problems can be solved in different ways than those shown in the classroom, and the frequency of asking them to explain their reasoning while solving a mathematical problem has an effect in favor of teachers who need professional development activities. differentiated at the "none" level; It was concluded that the frequency of encouraging students to think about how new and old mathematics topics are related did not differ significantly.