İlköğretim Matematik Öğretmenliği Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1932
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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.Article Conceptual and Procedural Angle Knowledge: Do Gender and Grade Level Make a Difference?(CIMT, 2018) Aydın, UtkunThe study examined differences in students’ conceptual and procedural knowledge of angles among two grades and gender. Participants were 382 sixth and 376 seventh graders from a metropolitan city in Turkey. Turkish students’ conceptual and procedural knowledge of angles declined from sixth to seventh grade. Gender differences were found for procedural knowledge, but not for conceptual knowledge. Since conceptual and procedural knowledge of angles may have significant influences on the essential subsequent topics in geometry, we need to seriously consider the implications of these gender- and grade-related differences and pay attention particularly to males in Grade 7. The patterns of Turkish students’ conceptual and procedural angle knowledge were discussed, and educational implications were offered.Conference Object Academicians as Teachers: Nurturing Teaching Experience(2016) Tunç-Pekkan, Zelha; Taylan, Rukiye Didem; Birgili, Bengi; Aydın, Utkun; Özcan, MustafaFour academicians volunteered to teach 5th grade mathematics for one year in a Turkish public school. Academicians met every week for 40 weeks where they discussed what to teach, how to teach and reflected on implementation of their shared planning. Videotapes of first six Regular Meetings and six weeks of Research Meetings were analyzed. The focus of qualitative analyses was on how the knowledge of teaching was constructed differently in those two settings. References evidencing academician teachers’ knowledge of students, instructional strategies and assessment were found to occur more frequently during the Research Meetings compared to Regular Meetings. Academicians discussed more frequently what questions to ask in the classroom and exchanged comments about students’ thinking with more evidence. Using learning theories and framing planning and reflection discussions with a focus on research appeared to be a productive way of nurturing teaching experiences of academicians as teachers.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 Citation - WoS: 7Citation - Scopus: 10The Thinking-About Test for Undergraduate Students: Development and Validation(2015) Ubuz, Behiye; Aydın, UtkunTwo studies were conducted for the development and validation of a multidimensional test to assess undergraduate students' mathematical thinking about derivative. The first study involved two phases: question generation and refinement of the Thinking-about-Derivative Test (TDT). The second study included four phases as follows: test administration, generalizability analysis, confirmatory factor analysis, and subgroup validity analysis. Findings suggested that the 30-item multiple-choice TDT, which comprises 6 mathematical thinking aspects, enactive, iconic, algorithmic, algebraic, formal, and axiomatic thinking, demonstrates acceptable levels of reliability and validity. Followed by additional cross-validation studies, the TDT may be a useful tool for mathematics education researchers and mathematicians. Directions for future research and implications for educational practice are discussed.Article Citation - Scopus: 2Optimal Video Length Effect on Flow Experience and Perceived Learning: a Repeated Measure Experimental Design With Randomization(2024) Demir, Ömer; Birgili, BengiVideos are commonly used in education. Benefitting from instructional videos in learning processes empowers students’ academic outcomes. In spite of this, educators have no consensus on optimal video length. There is a need to cease speculations on optimal video length since most of them have been relying only on context-based tips or best practices. Therefore, the purpose of this study is to delve into the optimal video length discussion through the lens of perceived learning and flow experience. We employed repeated measure experimental design with randomization of treatment order for each participant. Twenty-eight university students from two big cities in Türkiye volunteered to participate in the study. Short, medium, and long videos were compared via Friedman test. Results of this study substantiated instructional video length does not seem to affect students’ perceived learning and their overall flow experience. However, they tend to concentrate and focus better on short videos. We call for an end to optimal video length discussion for videos shorter than 10 minutes, especially in terms of learning. The implications relying on the findings were discussed in terms of differences between “thinking to be in flow” and “being actually in flow.” The recommendations are given in detail in the full text.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 Article Exploring Prospective Teachers’ Reflections in the Context of Conducting Clinical Interviews(Sicklerville: RU Publications, 2018) Taylan, Rukiye DidemThis study investigated prospective mathematics teachers’ reflections on the experience of designing and conducting one- to-one clinical interviews with middle school students in the context of an elective course on use of video in teacher learning. Prospective teachers were asked to write about weaknesses and strengths in student understanding as well as their own performance as an interviewer in terms of asking questions and responding to student thinking in their reflections on conducting clinical interviews. Furthermore, prospective teachers were also asked to reflect on what they would do differently in order to conduct better clinical interviews. Nature of prospective teachers’ reflections were analyzed by using existing frameworks (through constructs of reflection-on-action and reflection-for-action) and by using thematic analysis. Results of data analyses revealed that prospective teachers had more difficulties in providing meaningful reflection-for-action which was related to alternative decisions and planning for future similar interviews. Thematic analysis results revealed prospective teachers’ learning were grouped under three categories: conducting clinical interviews as part of being a teacher, complexity of conducting clinical interviews, and personal theories about middle school students. There are implications for both teacher learning and research.Conference Object Unconventional Thinking in Online Laboratory School: Fractions(PME, 2022) Kayıtmaz, Özlem; Pekkan, Zelha Tunç...Article Citation - Scopus: 6University-School Collaboration as a Tool for Promoting Pre-Service Mathematics Teachers’ Professional Skills.(2017) Tunç-Pekkan, Zelha; Kılıç, HülyaIn this paper, we discuss pre-service mathematics teachers’ professional gains from a university-school collaboration where they were given opportunity to observe two teacher educators’ instructional practices in a 6th grade classroom, interact with students in one-to-one fashion and reflect on the teacher educators’ and their own practices. Three pre-service teachers out of nine volunteers attended all modelling and practice sessions for 20 weeks. The data collected through interviews, field notes, videos of both class activities and group reflections and written reflections. All nine pre-service teachers appreciated the value of working closely with students in a school setting rather than just observing the teachers. Furthermore, they gained experience about noticing students’ mathematical thinking and critically analyzing their own practices.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 Citation - WoS: 1Citation - Scopus: 3Evaluation of a Strategic Management Program: Context, Input, Process, Product Model as a Prototype for Business Academies(TECHNOLOGY EDUCATION MANAGEMENT INFORMATICS, 2021) Kırkıç, Kamil Arif; Birgili, BengiThe present study examines the evaluation models of strategic management (SM) programs in business academies and evaluates a sample program based on Stufflebeam's context, input, process, product (CIPP) program evaluation model. When evaluation studies used in Turkey were scrutinized, Stake's countenance model and Provus's discrepancy model were also discovered; however, the CIPP Model has generally been used. Further, this study explores (1) the history of SM education and (2) SM education within the perspectives of business academies, (3) a sample of SM education developed by a private education consulting service and (4) a theoretical background and a practical method to evaluate the program of business academies.Article Test Anxiety: Do Gender and School-Level Matter?(Sicklerville: RU Publications, 2017) Aydın, UtkunThe study investigated differences in students’ reported overall test anxiety before, during, or after test taking among two school-levels and gender. Differences among three test anxiety components (thoughts, off-task behaviors, and autonomic reactions) were also examined. Participants were 725 primary (349 females, 376 males) and 375 middle (180 females, 195 males) school students from a metropolitan city in Turkey. Turkish students’ reported overall test anxiety declined from primary to middle school, with females showing higher test anxiety throughout school years. Whereas students rated thoughts high, autonomic reactions were rated low; followed by off-task behaviors. Female and male students did not differ in thoughts and autonomic reactions. School-level differences were found in off-task behaviors and autonomic reactions. The pattern of Turkish students’ overall test anxiety derived as a combination of thoughts, off-task behaviors, and autonomic reactions was discussed, and educational implications were offered.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 Article Citation - WoS: 3Supporting Novice Mathematics Teachers: the Impact of an E- Mentoring and Video-Based Professional Development Program on Teachers? Noticing Skills(Modestum Ltd, 2023) Demirel, Damla; Guzel, Esra Bukova; Güzel, Esra Bukova; Güler, Mustafa; Aslan-Tutak, Fatma; Guler, Mustafa; Baki, Mujgan; Celik, Derya; Celik, Aytug Ozaltun; Taylan, Rukiye Didem; Çelik, DeryaThis paper focuses on e-mentoring of novice mathematics teachers as professional development, and reports findings of the e-mentoring practices enriched with videos to improve noticing skills of novice teachers. A single group pre- and post-test study was conducted with the participation of 17 mentees, novice middle school mathematics teachers. Participants' noticing skills were assessed through a whole-class teaching video shown to them before and after the intervention. The responses of the teachers to the video assessment were analyzed considering attending, interpreting and decision-making dimensions of noticing. The results revealed that the ementoring program improved the novice mathematics teachers' noticing skills significantly in all dimensions.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: 8Investigating Pedagogical Content Knowledge-In(Hipatia Press, 2016) Taylan, Rukiye Didem; da Ponte, Joao PedroEste artículo investiga el conocimiento pedagógico del contenido (PCK) de una formadora de maestros que enseña matemáticas de quinto grado en una escuela en el contexto de un proyecto de colaboración universidad-escuela. El PCK se analiza de forma cualitativa a través de episodios de aula grabados en vídeo con énfasis en las interacciones entre la maestra y los estudiantes así como reflexiones de la maestra y su razonamiento pedagógico sobre las interacciones. Los análisis muestran ejemplos del desarrollo del PCK durante la enseñanza, sobretodo de refinamiento en el dominio de conocimiento de estrategias y representaciones instruccionales. Este conocimiento mejoró como resultado de la reflexión sobre el cuestionamiento de los estudiantes y análisis de sus conceptos erróneos. Diferentes roles de ser maestro, formador e investigador ofrecen oportunidades para obtener ideas sobre cómo desarrollar el conocimiento necesario para la enseñanza y analizarlo con el fin de facilitar el aprendizaje de los futuros docentes.
