A model proposal to evaluate design and implementation quality of mathematical learning activities

The aim of the present study is to offer a model proposal to evaluate the design and implementation quality of mathematical learning activities. In the study, a design-based research method was adopted as the method. The research is consists of 4 stages. A detailed literature review was conducted on the principles of activity design and implementation at the first stage of the research. As a result of these reviews, an initial form has been obtained for the model to be proposed. In order to refine the initial form, in the second step, teachers' evaluations to design and implementation processes of activity were examined. In this context, the model was introduced by giving training to 17 secondary mathematics teachers to determine teachers' evaluation profiles. In addition, a semi-structured interview was made, based on the reports written by a teacher about the process and the video record obtained from classroom activities. In light of these findings, the model was revised. After that 18 teachers were given training again and data were collected through surveys conducted before and after trainings and videos, recorded in the classroom. In the third stage of the study, a focus group discussions were held with the teachers who were trained, and their opinions and criticisms about the model were taken. In the fourth stage of the study, a focus group discussions were held with the academicians who were expert in the field, and their opinions and criticisms about the model were taken. Qualitative and quantitative methods have been used in the present study which was conducted in a multiple method research design. In the qualitative extent of the research, the reports written by the teachers about the process, the documents related to the interviews with the teachers and academics, and the forms applied to the teachers were used as data sources. Descriptive and content analysis methods were used to analyze the data. In the quantitative extent, the scores received by teachers in the activities they implemented were used as data sources. Descriptive analysis and Wilcoxon Signed Rank tests were used in the context of quantitative analysis. According to the findings obtained from the research, it was seen that there are different types of evaluation regarding the purpose, design, and implementation processes of the activities. It has been observed that the evaluations made in this context are limited to the principles of pre-evaluation, in-process evaluation, and final evaluation according to the time of making, reflective analysis, and didactic evaluation according to the object of the evaluation, and activity design, implementation and evaluation principles according to the scope of the evaluation. At the end of the study, the ATU-D model was proposed for evaluating the quality of activity design and implementation. Within the scope of the ATU-D model, even if the teachers failed in the first implementation of the activities, it was observed that when they revised the activity and applied it again, they revealed more successful practices. In this context, even if the teachers find themselves unsuccessful after the activity implementation, it is recommended that they do not give up and revise the activity and implement it.