İlköğretim Matematik Öğretmenliği Koleksiyonu
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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.Article Citation - WoS: 3Citation - Scopus: 2A New Learning Community for Educating Future Teachers: Online Baboratory School(Taylor and Francis Ltd., 2022) Pekkan, Tunç Zelha; Taylan, Didem RukiyeTo provide quality mathematics education for disadvantaged groups of middle school students and continue to offer quality practicum experience to future teachers during the Covid 19 outbreak, we founded the Online Laboratory School. This school was free and open to public school students: 130 middle school students throughout Turkey attended for a 5-week period. There were 25 pre-service teachers actively involved in teaching, under the close supervision of 7 university supervisors. The entire gamut of planning, teaching and reflection sessions for each virtual class were recorded via an e-learning platform. Additionally, survey data was collected from the participating students, parents, pre-service teachers and supervisors. Our findings indicate that we were able to build a unique and virtual learning community. While pre-service teachers and middle school students benefited the most, university supervisors also reported improving their skills on when and how to give feedback. We describe how the school functioned and the range of opportunities it provided to all participants considering situated-learning perspectives and building online-learning communities. We also discuss how this model can be used in the future as a strong asset for teacher education programs and adaptation of fieldwork practices.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: 28Citation - Scopus: 41An 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.Book Part Article Citation - WoS: 13Citation - Scopus: 19Characterizing a Highly Accomplished Teacher’s Noticing of Third-Grade Students’ Mathematical Thinking(Springer, 2017) Taylan, Rukiye DidemThis study investigated a highly accomplished third-grade teacher’s noticing of students’ mathematical thinking as she taught multiplication and division. Through an innovative method, which allowed for documenting in-the-moment teacher noticing, the author was able to explore teacher noticing and reflective practices in the context of classroom teaching as opposed to professional development environments. Noticing was conceptualized as both attending to different elements of classroom instruction and making sense of classroom events. The teacher paid most attention to student thinking and was able to offer a variety of rich interpretations of student thinking which were presented in an emergent framework. The results also indicated how the teacher’s noticing might influence her instructional decisions. Implications for both research methods in studying noticing and teacher learning and practices are discussed.Conference Object 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 Flipped Learning Approach in a Private University: a Needs-Assessment Study(2016) Birgili, Bengi; İler, C; Engin-Demir, C...Book Part How the Cephei E-Course Syllabus Design Was Developed and Implemented(Springer International Publishing, 2022) Kurban, Fell CarolineWhile the digitalization of education has been around since the 1990s, it is only since the Covid-19 pandemic that it has really taken hold in education, when universities were forced to rapidly move online and traditional patterns of teaching were no longer viable. This pushed universities to provide a blended learning environment drawing on technologies that our students, as digital natives, had already been using on a daily basis for some time. However, blended learning is only effective if underpinned by tried and tested learning frameworks—something that many universities were not prepared for when the shift to online learning took place. The Cooperative e-learning Platform for Industrial Innovation (CEPHEI) however, was already prepared and ready for this shift, as from 2017 it had been working on the development of an e-learning platform with the aim of digitizing education while also integrating the reality of professional innovation activities into the context of education according to the demands of industry. To achieve this aim, one of the first phases of the project was to identify key learning frameworks for e-course syllabus design, based on existing research, that could be used to provide recommendations for instructors in the development of their CEPHEI courses. This chapter presents the culmination of this process and provides a framework that can be used by instructors or institutions wishing to design e-learning courses. To make these frameworks tangible for the reader, examples are given throughout the chapter from an undergraduate environmental engineering course in a civil engineering department. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.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.Conference Object Improving Fifth Grade Students’ Fractional Knowledge Through University-School Partnership(2016) Aydın, Utkun; Birgili, Bengi; Tunç-Pekkan, Zelha; Taylan, Rukiye Didem; Özcan, Mustafa...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...Book Part 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 Mathematics Education in the Context of University Within School Project (uws)(2016) Tunç-Pekkan, Zelha...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 Okulda Ünimodeli ile Okul Stajında Yaratılan Farklar: Matematik Öğretmenliği Örneği(2017) Engin, Aylin; Tunç-Pekkan, Zelha; Işık, Mehmet Ali; Esmer, Merve; Kıratlıoğlu, Serap; Sohtorik, Simge; Kılıç, ZeynepOkulda Üniversite modelinin 7 boyutu vardır. Daha önce birçok yerde akademesiyenlerin gelişimi, okul- üniversite işbirliğinin nasıl yapıldığına dair çalışmalar Ulusal ve uluslararası konferanslarda sunulmuştur. Okullarla sıkı işbirliği gerektiren bu modelin öğretmen eğitimi konusunda özellikle önerdiği işyerinde, yaparak yaşayarak yapılan eğitim konusunda bir paylaşım daha önce olmamıştır. Üniversitesi matematik öğretmenliği 3. Sınıf öğrencileri 2016-2017 yılında küçük bir grup olarak öğretmen yardımcılığı stajlarını MEF Okullarının ortaokul kısmında tamamlamışlardır. Türkiyedeki diğer staj programlarından farklı olarak 720 saat okulda deneyim kazanmışlardır. panelde, Öğretmen eğitiminin geleceği konusunda fikirler vermesi ve tartışma ortamı yaratması amaçlanmaktadır. Öğretim üyesi (üniversite), matematik öğretmenleri ve yöneticisi(okul) ve öğretmen adaylarının ortaklar olarak ne tür deneyim ve kazanımları olduğu paylaşılacaktır.Conference Object Okulda Üniversite Modeli Çerçevesinde Matematik Öğretimi(2015) Tunç-Pekkan, Zelha; Aydın, Utkun; Taylan,Rukiye Didem; Birgili, Bengi...
