Secondary school mathematics teachers' evaluations on task processes

This study examined secondary school mathematics teachers' evaluations of task processes.A descriptive survey design, one of the qualitative research methods, was adopted in the study. The data were collected within the scope of TUBITAK project number 119K773. The study sample comprised 24 secondary school mathematics teachers, 16 females and eight males as graduate students. In order to evaluate the collected data, a content analysis was performed. While codes were created in the content analysis, some were found in the literature, and some were developed to reflect the teachers' judgments. Based on the analysis, codes were grouped into thematic categories. According to the findings obtained from the research, it was observed that the participants had a limited perception of the concept of task. They expressed a positive attitude towards task-based learning and defined tasks as interactive classroom applications and activities carried out with materials.It was determined that the teachers took into consideration the students' readiness levels and the duration of the application while choosing the tasks to be implemented. They provided limited information about the clarity and comprehensibility of the task instructions. Teachers made a wide range of evaluations about selecting and designing tasks. It was observed that they used subjective judgements while evaluating the tasks. As stated by the participants, when the objectives are taught using task according to the constructivist approach, the students will find the lesson to be more enjoyable and the lesson will be taught with their active participation. Additionally, they stated that this approach will allow students to benefit from the objectives on a permanent basis. Keywords: Mathematical task, Task evaluation, Task implementation