Phenomena that are determinant in the activity preferences of secondary mathematics teachers

Activity-based teaching prioritizes the use of activities in course applications and builds learning outcomes on these activities. Activities, which are tasks performed by students in order to reach a certain learning outcome under the guidance of teachers, have long attracted the attention of researchers with different dimensions such as design, implementation and evaluation. This research, which focuses on the concept of activity, was conducted to determine the facts that secondary school mathematics teachers consider when choosing activities and ordering activities in line with their usage preferences. In order to achieve this aim, the multiple case study method was used. The cases handled in the study are 3 secondary school mathematics teachers who are also participants in the study and are known to use activities in their lessons. In the study, 24 activities developed by the research group in line with the design principles were divided into three groups according to their targeted achievements, each participant was put to a group and interviews were conducted on the basis of these groups. The interviews continued once a week for 6 weeks. With the help of semi-structured interview forms, the data obtained from the participants were examined with the analysis team of six people, and the meaning units reflecting the evaluations of the participants were revealed. These analysis units were handled with thematic analysis method and the facts that had an effect on the teachers' activity preferences were determined. As a result of the research, these cases were gathered under themes based on their relationship status. According to these results, the qualifications that shape the activity preference of secondary school mathematics teachers consisted of a total of 29 cases under 8 themes expressed as attention management, applicability, instructional benefit, material use, affective compatibility, personal and educational background, personal orientations, and perceived stakeholder expectations. These identified facts constitute a theoretical framework with a holistic perspective that can be used by both event designers and practitioners in the preparation and evaluation of events. However, it is recommended to carry out further research to determine which phenomenon is more common in teachers' preferences.