İlköğretim Matematik Öğretmenliği Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1932

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Citation - WoS: 5
Citation - Scopus: 5
The Pisa Tasks: Unveiling Prospective Elementary Mathematics Teachers’ Difficulties With Contextual, Conceptual, and Procedural Knowledge
(Taylor & Francis, 2019) Özgeldi, Meriç; Aydın, Utkun
The aim of this mixed methods study was to investigate the difficulties prospective elementary mathematics teachers have in solving the Programme for International Student Assessment (PISA) 2012 released items. A mathematics test consisting of 26 PISA items was administered, followed by interviews. Multiple data were utilized to provide rich insights into the types of mathematical knowledge that a particular item requires and prospective teachers’ difficulties in using these knowledge types. A sample of 52 prospective teachers worked the mathematics test, and 12 of them were interviewed afterwards. The data-sets were complementary: the quantitative data showed that PISA items could be categorized under contextual, conceptual, and procedural knowledge and indicated the most frequent difficulties in the combined contextual, conceptual, and procedural knowledge items. The qualitative data revealed that few prospective teachers could give mathematical explanations for conceptual knowledge items, and that their contextual knowledge was fragmented. Educational implications were discussed.
Citation - WoS: 30
Citation - Scopus: 43
An Analysis of Elementary School Children's Fractional Knowledge Depicted With Circle, Rectangle, and Number Line Representations
(Springer, 2015) Tunç-Pekkan, Zelha
It 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.
Citation - WoS: 13
Citation - Scopus: 19
Characterizing a Highly Accomplished Teacher’s Noticing of Third-Grade Students’ Mathematical Thinking
(Springer, 2017) Taylan, Rukiye Didem
This 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.
Citation - WoS: 5
Citation - Scopus: 5
Impacts 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, Utkun
In 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.
Citation - WoS: 1
Citation - Scopus: 1
Validating Psychometric Classification of Teachers' Fraction Arithmetic Reasoning
(Springer, 2023) Ölmez, İbrahim Burak; Izsak, Andrew
In prior work, we fit the mixture Rasch model to item responses from a fractions survey administered to a nationwide sample of middle grades mathematics teachers in the United States. The mixture Rasch model located teachers on a continuous, unidimensional scale and fit best with 3 latent classes. We used item response data to generate initial interpretations of the reasoning characteristic of each latent class. Our results suggested increasing facility reasoning about fraction arithmetic from one class to the next. The present study contributes two further arguments for the validity of our initial interpretations. First, we administered the same survey to a new sample of future middle grades mathematics teachers before and after 20 weeks of instruction on multiplication, division, and fractions, and we found that from pretest to posttest future teachers transitioned from one latent class to another in ways consistent with increased proficiency in fraction arithmetic. Second, we interviewed 8 of the future teachers before and after the instruction and found that future teachers' reasoning during interviews was largely consistent with our original interpretation of the 3 latent classes. These results provide further support for our original interpretation of the mixture Rasch analysis, demonstrate the utility of our approach for capturing growth and change in future teachers' reasoning during teacher education coursework, and contribute innovative applications of psychometric models for surveying teachers' reasoning at scale.

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