İlköğretim Matematik Öğretmenliği Koleksiyonu

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

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Author: search.filters.author.Birgili, BengiHas files: Yes

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  • Article
    Çevrim-İçi Matematik Öğretimi Alan Deneyiminde Teori ve Pratik Arasındaki Mesafe Üzerine Bir İnceleme
    (Mehmet Tekerek, 2025) Ӧlmez, İbrahim; Pekkan, Zelha Tunc; Birgili, Bengi; Taylan, Rukiye Didem; Saygili, Rukiye Didem Taylan; Olmez, Ibrahim Burak
    Geçmiş çalışmalar, öğretmen adaylarının teori ve pratiği birleştirme becerisinin, derste öğrendiklerinipratiğe dökebilmek için artan öneminden bahsetmektedir. Bu çalışma, 23 matematik öğretmenliğiadayının bir matematik öğretmen eğitimi programındaki ders ve çevrim-içi matematik öğretimi alandeneyimlerini birleştirme becerisini incelemiştir. Bu çalışmanın verisini, öğretmen adaylarının birdönem boyu süren çevrim-içi ders verme deneyiminden önce gerçekleşen 24 video-kayıtlı ders planlamatoplantısının transkripleri ve Çevrim-içi Laboratuar Okulu’ndaki çevrim-içi ders anlatımlarından sonragerçekleşen 9 video-kayıtlı tüm sınıfın dahil olduğu tartışma toplantılarının transkripleri kapsamaktadır.Ayrıca, bu çalışmanın verisini öğretmen adaylarının çevrim-içi ders anlatımlarından sonra dersanlatımlarındaki ilginç ve önemli buldukları durumlar üzerine yazdıkları kısa notları da içermektedir.Sonuçlar, öğretmen adaylarının sıklıkla teori ve pratik arasındaki bağlantıları kurmakta zorlandıklarınıgöstermekte ve öğretmen eğitimcilerinin matematik öğretimi alan deneyimleri ödevlerinde daha fazladers entegrasyon fırsatlarını kullanmasını önermektedir. Ders öğretim üyelerinin amaçları, öğretmenadaylarının düşünümleri, ders planları ve tüm sınıfın dahil olduğu tartışma toplantıları gibi birden fazlaveri kaynaklarını kullanan bu çalışma, eğitim araştırması alanındaki var olan mesafenin kapanması içindeğerli bir nitel kanıt sunmaktadır
  • Conference Object
    In the Pursuit of a Course Design: a Tpack-Based Geometry for Preservice Mathematics Teachers
    (2023) Aras, İpek Sararlar; Birgili, Bengi
    Preservice mathematics teachers seem to need professional support regardingthe use of educational technologies to teach geometry topics. Particularly, ourprevious study showed that when it comes to their techno-pedagogical contentknowledge (TPACK), they self-report to need guidance to teach with technology.The purpose of this study was to develop a 14-week course to increase theirTPACK in hopes of bridging the knowledge gap identified in earlier studies. Thispaper summarized the course content with a humble expectation to get valuablefeedback from an international audience. The developed course includedlessons on components of TPACK, which were found to require improvement tobest meet future students’ needs in teaching geometry with technology. Wehope that preservice teachers’ TPACK levels will be improved after the course.
  • Article
    Citation - Scopus: 3
    Assessing Mathematical Higher-Order Thinking Skills: an Analysis of Turkish University Entrance Examinations
    (Routledge, 2023) Aydın, Utkun; Birgili, Bengi
    Internationally, 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 - WoS: 1
    Citation - Scopus: 2
    The 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, Bengi
    The 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.
  • Conference Object
    Enhancing Prospective Mathematics Teachers’ Noticing Skills Through Online Laboratory School Activities
    (PME, 2022) Ölmez, İbrahim Burak; Taylan, Rukiye Didem; Tunç-Pekkan, Zelha; Birgili, Bengi
    This study investigated how prospective mathematics teachers’ (PMT) noticing skills, (i.e., attending, interpretation, and decision-making) were influenced through online laboratory school (OLS) activities. OLS provided PMTs opportunities for online fieldwork and work with students. The activities included lesson planning with peers under the supervision of academicians and experienced teachers, teaching, reflection and getting feedback. PMTs’ reflections on a video-taped lesson served as the pre-post assessment of the intervention. Quantitative analyses of data indicated PMTs showed statistically significant improvement in both interpretation and decision-making. Attending, on the other hand, was improved but not in a statistically significant way.
  • Conference Object
    Preservice Teachers' Math Teaching Anxiety in an Online Laboratory School
    (2022) Ölmez, İbrahim Burak; Pekkan, Tunç Zelha; Taylan, Didem; Birgili, Bengi
    The purpose of this study was to examine preservice teachers’ math teaching anxiety, to explore the relationships between math teaching anxiety and several variables, and to understand how preservice teachers’ math teaching anxiety changed during eight-weeks of the Online Laboratory School (OLS) within a university. We administered the Math Teaching Anxiety scale with 14 items to 43 preservice teachers by adapting Hadley and Dorward’s (2011) scale. The results revealed that on average, preservice teachers had math teaching anxiety from “a little” to “a moderate amount” degree before the OLS and their math teaching anxiety did not significantly change during the OLS. Moreover, math teaching anxiety was only significantly correlated with the number of methods courses completed so far.
  • Article
    Citation - Scopus: 2
    Teacher 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, Zelha
    Four 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 - WoS: 27
    Citation - Scopus: 37
    An Explanatory Sequential Mixed-Method Research on the Full-Scale Implementation of Flipped Learning in the First Years of the World's First Fully Flipped University: Departmental Differences
    (Elsevier, 2021) Demir, Ömer; Birgili, Bengi
    This study evaluates the first years of the full-scale flipped learning implementation process that began with an authority innovation-decision at the world's first fully flipped university in terms of departmental differences. The study employs an explanatory sequential mixed-method research. The primary respondents were 69 freshmen enrolled in the Faculty of Education at a private university in Istanbul, Turkey. In addition to student participants, five faculty members were recruited to the study. The primary data was collected through a Likert-type scale on flipped learning, including components on motivation, course structure, and interaction. Pre and post semi-structured interviews and a structured ranking form were also used to support the quantitative data. The findings of the study reveal that the students felt relatively unmotivated when instructed through flipped learning, although were satisfied with the course structure. In general, the students lacked student-student interaction. Due to the nature of the Guidance and Psychological Counseling department, the students faced some difficulties in engaging in all three types of interaction (student-student, student-educator, and student-content). Lengthy and poor-quality videos and students' lack of preparation for classes emerged as major problems in flipped learning. The faculty members complained about the amount of time required for pre-class preparation (i.e., recording flipped videos). This paper discusses how to foster motivation, collaboration, discussion, and interaction in flipped learning in higher education settings so as to guide prospective practitioners.
  • Article
    Citation - WoS: 1
    Citation - Scopus: 3
    Evaluation 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, Bengi
    The 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
    Ölçüt'e Otantik Bir Bakış: Sınıf İçi Ölçme
    (İstanbul İl Milli Eğitim Müdürlüğü Ölçme Değerlendirme Merkezi, 2021) Birgili, Bengi
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