İlköğretim Matematik Öğretmenliği Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1932
Browse
Browsing İlköğretim Matematik Öğretmenliği Koleksiyonu by Access Right "info:eu-repo/semantics/closedAccess"
Now showing 1 - 20 of 36
- Results Per Page
- Sort Options
Article Citation - WoS: 1Citation - Scopus: 2The Mediating Role of Instructional Design and Video Length Between Grade Level and Pupil-Content Interaction in Instructional Mathematics Videos on Youtube(Springer, 2024) Demir, Ömer; Birgili, BengiThe use of instructional videos is rampant in education; however, their interaction is limited by weak instructional design. Gagne has never insisted on using his renowned 9 Events of Instruction slavishly in situations as a viable paradigm for utilization in video design. Connecting grade level, video length, and interaction, this study seeks to determine the relevance of Gagne's prescribed 9 event sequence in instructional mathematics videos. We scrutinized 50 instructional mathematics videos on YouTube geared towards middle school pupils ranging between 5th and 8th grades. We used quantitative media content analysis for video analysis. In data analysis, partial least squares were used. Bayesian estimation was also resorted to for cross checking. The data revealed that one-third of Gagne's instructional design steps were not always present: activating prior knowledge, eliciting performance, and finally providing feedback. A mediation analysis between grade level and video length revealed that 6 events fully mediated the association between the two. We also elicited the impact of these variables on affective and behavioral interactions in videos. This study assists in creating an idiosyncratic instructional design model, called Birgili's 8 steps for instructional video design, and in infusing this with a melange of four theories. In contrast with the status quo attesting that the literature abounds with scholarly works touting the shorter is the better mantra, the results substantiated that longer may be better in leveraging video interactions provided that the length is judiciously used to conform to instructional design principles.Conference Object Introduction To the Papers of Twg19: Mathematics Teachers and Classroom Practices(Dublin City Univ Glasnevin Campus, 2017) Mosvold, Reidar; Skott, Jeppe; Taylan, Rukiye Didem; Drageset, Ove Gunnar; Sakonidis, Charalampos…Conference Object Article Teaching Method Preferences of Teachers: the Cooperative Teaching Method(James Nicholas Publishers, 2016) Birgili, Bengi; Kızıltepe, Zeynep; Seggie, Fatma NevraTeachers’ preferred teaching methods are of the utmost importance. The aim of this qualitative study is to examine 47 primary and secondary-school teachers’ (1) teaching method preferences, (2) reasons for group work preferences, and (3) implementation paths for the methods they use. Results show that (1) teachers mostly prefer direct instruction; group work is the second preference; (2) permanent learning, physical conditions, and comprehensive programs are the result of the preference; (3) while teachers are implementing the cooperative method, they implement activities and projects at all levels, form the groups themselves based on students’ qualifications, and see the highest success in 4th, 6th, and 11th grades.Book Part Conference Object Unconventional Thinking in Online Laboratory School: Fractions(PME, 2022) Kayıtmaz, Özlem; Pekkan, Zelha Tunç...Article Citation - Scopus: 5Predicting Undergraduate Students' Mathematical Thinking About Derivative Concept: a Multilevel Analysis of Personal and Institutional Factors(Elsevier BV, 2014) Ubuz, Behiye; Aydın, UtkunThis cross-sectional study examines the determinants of mathematical thinking aspects at two levels: within-classroom level and between-classroom level. We hypothesized that personal factors (gender, socioeconomic status (parents' educational attainment), current cumulative grade point average, prior mathematic achievement (high school mathematics achievement)) and institutional factors (faculty/school affiliation, grade level) have concomitant associations with students' mathematical thinking about the derivative. The sample consisted of 2424 undergraduates from 130 classrooms. Multilevel modeling showed that students' mathematical thinking about the derivative varied primarily as a function of their gender and cumulative grade point average (within-classroom level) and of their faculty affiliation (between-classroom level). Parents' educational attainment and high school mathematics achievement at the within-classroom level, and grade level at the between-classroom level were only moderately associated with different mathematical thinking aspects. Methodological and practical implications of the findings are further discussed. © 2014 Elsevier Inc.Article A Case Study of the Relationship Between Meaning and Formalism(Unspecified, 2017) Aydın, UtkunThe purpose of this study was to explore the sources of mathematical ideas in terms of the relationships between meaning and formalism and their role in the transition between elementary mathematics and advanced mathematics. The two participants were high school mathematics teachers, who vary in their levels of experience. Two forms of data were collected to obtain more in-depth data about the transformations within among mathematical ideas: a questionnaire including 14 open-ended mathematical tasks and semi-structured interviews. Results indicated that individuals had different ways in constructing mathematical ideas and that their mathematical ideas were derived from the transition between meaning and formalism.Conference Object Conference Object Influence of a Number Line Based Model of Instruction on 5th Grade Students’ Use of Mathematical Language During Clinical Interviews(2016) Taylan, Rukiye Didem; Tunç-Pekkan, Zelha; Birgili, Bengi; Aydın, Utkun; Özcan, Mustafa...Article Citation - WoS: 5Citation - Scopus: 5Impacts of a University-School Partnership on Middle School Students' Fractional Knowledge: a Quasiexperimental Study(Taylor & Francis, 2018) Tunç-Pekka, Zelha; Özcan, Mustafa; Birgili, Bengi; Taylan, Rukiye Didem; Aydın, UtkunIn this quasiexperimental study, the authors investigated the effects of university within school partnership model, within which faculty members acted as teacher-researchers to improve fractional knowledge among middle school (Grades 5–8) students. Students in nine Grade 6 mathematics classes from two public middle schools in Turkey were assigned to two conditions: University within school model instruction and traditional instruction. Pre- and posttest data showed that the students exposed to instruction through the university within school partnership model significantly outperformed their traditional instruction peers on the fractions test. Results indicated that students made significant gains in fractional knowledge in the experimental classrooms and in different subgroup populations. It was suggested that a substantial amount of mathematical infusion through partnership could have a positive impact on middle school students' fractional knowledge. The educational implications of the study were also discussed.Book Part University Students’ and Teachers’ Beliefs on Foreign Language Learning: a Match or Mismatch? in Marek Krawiec (ed.), Current Issues in Foreign Language Teaching and Learning(2016) Aktekin, Nafiye Çiğdem; Gliniecki Uysal Ayşegül...Conference Object Mathematics Teacher Education With University Within School Model and Flipped Classroom Technique(2016) Tunç-Pekkan, ZelhaAbstract : I taught ‘Introduction to Mathematics Teaching course’ using Flipped classroom. This was the first time I used flipped classroom to teach this course. The main objective of the course was to introduce the ‘mathematics teaching’ profession to first year students and to have pre-service teachers some teaching experience with children. For this course, we also adapted University within School model, where we valued the experience of being at our work places which is ‘schools.’ MEF University adopted this model for the whole Faculty of Education. Flipped classroom technique was adopted university wide. Therefore, this course is unique that it connects both University within school model and flipped classroom method. In Flipped classroom, it is essential to use videos. Throughout 14 weeks of instruction, we had four main sources of videos: 1) videos that I created related to reading the book called ‘Empowering Beginning Middle School Teachers’ 2) pre-service teachers’ own created videos (related to their teaching of 6th grade students) 3) videos that I took last year during my own teaching of 5th grade mathematics classroom 4) YouTube videos from a well known mathematics educator, Jo Boaler- Stanford University, about mathematics education. In the presentation, I will discuss how we used the videos, what the benefits and disadvantages of using them are. Using University within School model, each pre-service teacher was assigned to a pair of students that they taught parallel concepts to the school mathematics. They had 8-weeks of one-to-one teaching for 2 hours per week. Related to pre-service teachers’ interactions with 6th grade students, they had weekly reflection journals which they answered structured questions. In the presentation, I will discuss the details of their journals and the feedbacks they gave about their experiences related to the foundations of this course.Conference Object Book Part Conference Object Citation - Scopus: 1Technology Use: Analysis of Lesson Plans on Fractions in an Online Laboratory School(PME, 2022) Pekkan, Zelha Tunç; Ünal, Gizem...Conference Object Differential Effect of Young Adults and Students Metacognitive Skills in Mathematics Problem Solving Process(eScholarship, 2023) Birgili, Bengi; Can, Rümeysa; Çakar, Tuna; Akar, HanifeThe purpose of this study is to examine how young adults and pupils use their metacognitive abilities such as cognitive strategies and self-checking during the mathematics problem-solving process. The study group consisted of 12 young adults selected from three different faculties in a foundation university and 32 pupils from public and privateK-12 schools, Istanbul, Turkey. Multimodal mixed-methods design was employed, where participants were asked to think out loud while solving ten mathematical problems. The experimental process was recorded with the use of eye-tracking, which was utilized to evaluate the active use of metacognitive sub-skills. The findings from the experimental process revealed that there is a significant difference between the amount of reflection of young adults’ and pupils' cognitive strategy and self-checking skill levels on their responses to mathematics problem solving process in favor of pupils.Conference Object A Qualitative Analysis of Differential Effect of Multiple-Choice and Open- Ended Questions on Metacognition and Affect(2016) Birgili, Bengi; Kiraz, E....Article Citation - WoS: 30Citation - Scopus: 43An Analysis of Elementary School Children's Fractional Knowledge Depicted With Circle, Rectangle, and Number Line Representations(Springer, 2015) Tunç-Pekkan, ZelhaIt is now well known that fractions are difficult concepts to learn as well as to teach. Teachers usually use circular pies, rectangular shapes and number lines on the paper as teaching tools for fraction instruction. This article contributes to the field by investigating how the widely used three external graphical representations (i.e., circle, rectangle, number line) relate to students' fractional knowledge and vice versa. For understanding this situation, a test using three representations with the same fractional knowledge framed within Fractional Scheme Theory was developed. Six-hundred and fifty-six 4th and 5th grade US students took the test. A statistical analysis of six fractional Problem Types, each with three external graphical representations (a total of 18 problems) was conducted. The findings indicate that students showed similar performance in circle and rectangle items that required using part-whole fractional reasoning, but students' performance was significantly lower on the items with number line graphical representation across the Problem Types. In addition, regardless of the representation, their performance was lower on items requiring more advanced fractional thinking compared to part-whole reasoning. Possible reasons are discussed and suggestions for teaching fractions with graphical representations are presented. Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.
