İlköğretim Matematik Öğretmenliği Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1932
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Conference Object Mathematics Education in the Context of University Within School Project (uws)(2016) Tunç-Pekkan, Zelha...Book Part Partitioning, Iterating When Teaching, and Learning Fraction Addition on Number Lines. in E. Silver and P. Kenney (editors) Chapter 17:(2016) Izsak, A; Tillema, E; Tunç-Pekkan, Zelha...Conference Object 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 Okulda Üniversite Modeli Çerçevesinde Matematik Öğretimi(2015) Tunç-Pekkan, Zelha; Aydın, Utkun; Taylan,Rukiye Didem; Birgili, Bengi...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.Book Part Article Citation - WoS: 30Citation - Scopus: 44An 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.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, Utkun; Tunc-Pekkan, ZelhaIn 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.