[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588216-105":59,"doc-detail-588216-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","secondaryhigh-school-mathematics-teachers-and-mathematics-teacher-candidates-opinions-about-httm-learning-process-caglar-naci-hidiroglu","SECONDARY/HIGH SCHOOL MATHEMATICS TEACHERS' AND MATHEMATICS TEACHER CANDIDATES' OPINIONS ABOUT HTTM LEARNING PROCESS - Çağlar Naci HIDIROĞLU","","Study investigates the opinions of secondary and high school mathematics teachers and mathematics teacher candidates regarding the HTTM (history/theory/technology/modeling) learning process, based on classroom experiences with HTTM activities. The research uses a basic qualitative design with video-based analysis of semi-structured interviews. Participants include teachers and teacher candidates in Turkey across 2016–2017. Content analysis yields a two-dimensional structure: 15 themes in preparation, time, flexibility, interdisciplinarity, skills, technology integration, and more, plus reported benefits, difficulties, and suggestions for each theme.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/secondaryhigh-school-mathematics-teachers-and-mathematics-teacher-candidates-opinions-about-httm-learning-process-caglar-naci-hidiroglu/588216/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/secondaryhigh-school-mathematics-teachers-and-mathematics-teacher-candidates-opinions-about-httm-learning-process-caglar-naci-hidiroglu/588216.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study on HTTM learning process?","Question",{"text":112,"@type":113},"To investigate opinions of secondary and high school mathematics teachers and mathematics teacher candidates about the HTTM learning process after receiving HTTM learning education and experiencing HTTM activities in classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and what data sources were used?",{"text":117,"@type":113},"It used a basic qualitative research design with a qualitative understanding. Data came from video analysis of semi-structured interviews conducted with participating teachers and teacher candidates, analyzed via content analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What key results were obtained regarding HTTM learning process themes?",{"text":121,"@type":113},"Analysis produced a two-dimensional structure: 15 themes in the first dimension (e.g., preparation, time, flexibility, interdisciplinary nature, technology integration, motivation, evaluation, teacher competency) and, in the second dimension, benefits, difficulties, and suggestions related to these themes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588216,1792119926,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","SECONDARY/HIGH SCHOOL MATHEMATICS TEACHERS'AND MATHEMATICS TEACHER CANDIDATES' OPINIONS  \nABOUT HTTM  \n(HISTORY/THEORY/TECHNOLOGY/MODELING) LEARNING  \nPROCESS  \nÇağlar Naci HIDIROĞLU  \nAbstract: The aim of this study is to investigate the opinions of the secondary and high school mathematics teachers and mathematics teacher candidates who have been educated about HTTM learning process and experienced HTTM activities in the classroom environment about HTTM learning process. The study is a basic qualitative research study conducted with a qualitative understanding. The sample of the study consisted of three secondary school maths teachers working in different secondary schools and three high school math teachers working in different high schools in Turkey during 2016-2017 academic year, five senior class students who are secondary school mathematics teacher candidates taking teaching practice course and applying teaching practices at different secondary schools and five high school mathematics teacher candidates applying teaching practices at different high schools. The data of the study is comprised of video analysis of the interviews conducted through semi-structured interview form with the secondary and high school mathematics teachers and mathematics teacher candidates. Content analysis technique was used in the research. As a result of the data analysis, a two-dimensional structure related to HTTM learning process was obtained. In the first dimension of the findings 15 themes were obtained. These are preparation, time, flexibility, interdisciplinary nature, contemporary skills, technology integration, history of science integration, working with groups, metacognitive skills, conceptual understanding, projects, problem posing, motivation, evaluation and teacher competency. In the second dimension of the findings; benefits, difficulties and suggestions related to 15 themes were put forward.  \nKey words: Mathematics teacher education, learning theories, mathematical modeling, educational technology, history of mathematics.  \n1. Introduction  \nThroughout life, learning processes of an individual take place in a variety of different environments. However, educators focus more on schools and classrooms as learning environments. There are many studies indicating that schools and classrooms are directly effective in students' learning process, developing mathematical skills and succeeding in life. Therefore, the design of effective learning environments in schools is an important goal for researchers and educators.  \nTo ensure the outcome of the purpose of mathematics education and to produce critical and reflective thinkers who are prepared to solve problems in their lives, attention must be given to important and relevant mathematics (Brenner, 1998) . Mathematical modeling, which is an important tool to achieve this, is the process of expressing a situation/event in real life mathematically and explaining it with the help of mathematical models (Berry & Houston, 1995; Blum & Niss, 1991) . Mathematical modeling isan effective instrument in the process of assessing students (Borromeo Ferri, 2013; Hıdıroğlu & Özkan Hıdıroğlu, 2016; Peter Koop, 2009), and by being used as an activity/problem in the learning process, it provides students with a rich learning environment that includes a rich cognitive and metacognitive process (Borromeo Ferri, 2006; 2010; Hıdıroğlu, 2012; 2015; Hıdıroğlu & Bukova Güzel, 2013; 2014;  \n2015; 2016; 2017; Lesh & Doerr, 2003; Maaβ, 2006; Stillman, Galbraith, Brown & Edwards, 2007) in order to develop the necessary knowledge and skills. Mathematical modeling ensures a richer learning experience as it embraces the aspect of doing mathematics (Burkhardt, 2006) . Average learners are capable of forming powerful mathematical models and constructs: These conceptual systems that form the basis of these models are often more sophisticated than those they are currently taught in schools (Kaiser & Schwarz, 2006; Lesh","cbCain0le8ndu3Z9","https://ap.wps.com/l/cbCain0le8ndu3Z9","pdf",623020,"English","# Abstract\n# 1. Introduction\n## 1.1. The Modeling Perspectives and the Place of HTTM in Modeling Perspectives","[{\"question\":\"What is the main purpose of the study on HTTM learning process?\",\"answer\":\"To investigate opinions of secondary and high school mathematics teachers and mathematics teacher candidates about the HTTM learning process after receiving HTTM learning education and experiencing HTTM activities in classrooms.\"},{\"question\":\"How was the study designed and what data sources were used?\",\"answer\":\"It used a basic qualitative research design with a qualitative understanding. Data came from video analysis of semi-structured interviews conducted with participating teachers and teacher candidates, analyzed via content analysis.\"},{\"question\":\"What key results were obtained regarding HTTM learning process themes?\",\"answer\":\"Analysis produced a two-dimensional structure: 15 themes in the first dimension (e.g., preparation, time, flexibility, interdisciplinary nature, technology integration, motivation, evaluation, teacher competency) and, in the second dimension, benefits, difficulties, and suggestions related to these themes.\"}]","SECONDARY/HIGH SCHOOL MATHEMATICS TEACHERS' AND MATHEMATICS TEACHER CANDIDATES' OPINIONS ABOUT HTTM LEARNING PROCESS - Çağlar Naci HIDIROĞLU | PDF",1792064768,76]