İlköğretim Matematik Öğretmenliği Koleksiyonu

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

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Now showing 1 - 7 of 7

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: 7
Citation - Scopus: 8
Teachers' Attention To and Flexibility With Referent Units
(Springer, 2021) Ölmez, İbrahim Burak; Çopur-Genctürk, Yasemin
Attending to the whole unit that a number refers to in a mathematical problem situation and showing flexibility in coordinating different units are foundational for mathematical understanding. In this study, we explored teachers’ attention to and flexibility with referent units in situations involving fractions and fraction multiplication. Using data collected across the USA from 246 mathematics teachers in Grades 3–7 where fractions are taught, we found that teachers’ attention to and flexibility with referent units were related to each other as well as to teachers’ overall knowledge of fractions.
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: 14
Citation - Scopus: 16
The Relationship Between Pre-Service Mathematics Teachers’ Focus on Student Thinking in Lesson Analysis and Lesson Planning Tasks
(Springer Verlag, 2018) Taylan, Rukiye Didem
This study explored whether pre-service teachers’ (PSTs’) lesson analysis skills during a teacher education course in the country of Turkey were related to their skills of lesson planning. PSTs’ lesson analysis skills during fieldwork were assessed by their attention to and interpretation of student thinking and learning, and how it is influenced by the teachers’ instructional decisions. The PSTs’ lesson analysis scores were significantly and positively correlated with scores in lesson planning task focusing on student thinking. The findings contribute to the literature on whether PSTs’ lesson analysis skills may be transferred to one of the core activities of teaching.
Citation - WoS: 6
Citation - Scopus: 9
The Thinking-About Test for Undergraduate Students: Development and Validation
(2015) Ubuz, Behiye; Aydın, Utkun
Two 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.
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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