. International Journal of Research in Education and Science (IJRES), cilt.7, sa.4, ss.1226-1244, 2021 (Hakemli Dergi)
There are different types of evidence that reflect students' thinking in classroom
interactions. Student discourse, gestures, actions can be shown among these. The
aim of the current study is to reveal the skills of secondary mathematics teachers
with different professional experiences to notice different types of evidence of
student thinking. For this aim, the study was designed within the context of a
case study, one of the qualitative research methods. The data of the study were
obtained through video-based interviews with five secondary mathematics
teachers. Six video episodes containing different types of evidence for videobased interviews were shown to teachers. In the interviews, targeted questions
were asked to reveal what types of evidence the participating teachers took into
account in the videos they watched, how they interpret these types of evidence,
and what kind of instructional decisions they suggested. The types of evidence
that teachers noticed in the videos and how they made sense of the evidence
were analyzed qualitatively. Various findings have been revealed depending on
the different professional experiences of the teachers. First, experienced (5 years
and above) teachers paid more attention to the types of verbal evidence of
student thinking. Student statements and questions were more visible to
experienced teachers, especially among oral evidence. Second, the evidencebased comments described by the experienced teachers were aimed at drawing
more conclusions. However, it is noteworthy that teachers who make inferences
based on student's cognitive thinking also attend postgraduate education or
professional experience courses. Third, the instructional decisions of
experienced teachers who attended postgraduate education and professional
experience courses, based on student thinking, were mostly related to specific
mathematical subjects