İlköğretim Matematik Öğretmenliği Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1932
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Article Investigating the Appropriateness of a Course Evaluation Model: Preservice Teachers Flipped Learning Experience(Anı Yayıncılık, 2025) Birgili, Bengi; Aydın, Utkun; Kurban, Caroline FellParlett and Hamilton’s (1972) Illuminative Evaluation Model (IEM) was adopted to research course evaluation in flipped learning environments. An integrated data set, including teaching videos, interviews from 17 preservice teachers, and course materials, was collected and analyzed in an educational sciences course. Both quantitative and qualitative data showed that this model, within its learning milieu and instructional systems aspects, had the potential to be a suitable method for instructors to evaluate the quality of their flipped courses. These relationships between the learning milieu and instructional systems provide evidence of the complexity of evaluation. This study demonstrates how the IEM helps uncover the design of a flipped educational sciences course and offers a suitable model for flipped course evaluation. Finally, the implications of this study for general instructional design are discussed.Article Citation - Scopus: 3Assessing Mathematical Higher-Order Thinking Skills: an Analysis of Turkish University Entrance Examinations(Routledge, 2023) Aydın, Utkun; Birgili, BengiInternationally, mathematics education reform has been directed toward characterizing educational goals that go beyond topic/content/skill descriptions and develop students’ problem solving. The Revised Bloom’s Taxonomy and MATH (Mathematical Assessment Task Hierarchy) Taxonomy characterize such goals. University entrance examinations have been seen as one way of accomplishing these goals and influence learning, teaching, and assessment in mathematics. The present study analyzed mathematics items (N = 1077) in Turkish university entrance examinations in 1998-2013 and objectives (N = 621) in mathematics curricula in 2005, 2011, and 2013 to determine the extent to which they represent the dimensions/categories of these taxonomies and the degree to which items are aligned with objectives in terms of reflecting the dimensions/categories of these taxonomies. The findings reveal that the items demand, to a large extent, automated computational skills; this is also evident in the relevant mathematics curricula. Implications for practice are discussed and could play a role in reforming assessment. © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.Article Citation - Scopus: 2Teacher Educators in K-12 Classrooms: How To Nurture Professional Development and Research(North American Business Press, 2022) Taylan, Didem Rukiye; Tunç, Pekkan Zelha; Aydın, Utkun; Birgili, Bengi; Taylan, Rukiye Didem; Tunç-Pekkan, ZelhaFour mathematics teacher educators taught 5th grade mathematics for one year at a disadvantaged public school in a metropolitan city in Turkey. Teacher educators (TE) met every week for 10 months where they discussed what to teach, how to teach and reflected on implementation of their shared planning (Regular Meetings). In some meetings, there was a special focus on teaching and learning of fractions (Fraction Research Meetings). Videotapes of the first six Regular Meetings and six of the Fraction Research Meetings were analyzed. The focus of qualitative analyses was on how the pedagogical content knowledge (PCK) was constructed during meetings. References evidencing TEs' knowledge of students, instructional strategies and assessment were revealed more frequently during the Fraction Research Meetings compared to the Regular Meetings. Findings showed that TEs were more focused on what questions to ask in the classroom and shared their experiences about students' mathematical thinking more frequently. Framing planning and reflection discussions with a focus on conducting research was a productive way of nurturing professional development for TEs. Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. 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 - 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.Conference Object The Effect of University Within School Model-Based Instruction on 5th Grade Students’ Achievement in Fractions(2016) Aydın, Utkun; Birgili, Bengi; Tunç-Pekkan, Zelha; Taylan, Rukiye Didem; Özcan, Mustafa...Article Citation - WoS: 8Citation - Scopus: 10The Thinking-About Test for Undergraduate Students: Development and Validation(Springer, 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.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 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...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.