İlköğretim Matematik Öğretmenliği Koleksiyonu

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

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Author: search.filters.author.Taylan, Rukiye DidemLanguage: search.filters.language.en

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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
  • Article
    Citation - WoS: 3
    Supporting Novice Mathematics Teachers: the Impact of an E- Mentoring and Video-Based Professional Development Program on Teachers? Noticing Skills
    (Modestum Ltd, 2023) Demirel, Damla; Guzel, Esra Bukova; Güzel, Esra Bukova; Güler, Mustafa; Aslan-Tutak, Fatma; Guler, Mustafa; Baki, Mujgan; Celik, Derya; Celik, Aytug Ozaltun; Taylan, Rukiye Didem; Çelik, Derya
    This paper focuses on e-mentoring of novice mathematics teachers as professional development, and reports findings of the e-mentoring practices enriched with videos to improve noticing skills of novice teachers. A single group pre- and post-test study was conducted with the participation of 17 mentees, novice middle school mathematics teachers. Participants' noticing skills were assessed through a whole-class teaching video shown to them before and after the intervention. The responses of the teachers to the video assessment were analyzed considering attending, interpreting and decision-making dimensions of noticing. The results revealed that the ementoring program improved the novice mathematics teachers' noticing skills significantly in all dimensions.
  • Article
    Citation - WoS: 5
    Citation - Scopus: 8
    An Online Laboratory School Research on Pre-Service Mathematics Teachers’ Experiences and Mathematics Teaching Anxiety
    (Springer, 2022) Ölmez, İbrahim Burak; Taylan, Rukiye Didem; Pekkan, Tunç Zelha
    During the COVID-19 pandemic, we founded an Online Laboratory School (OLS) under the roof of a university in Turkey to support students from public schools that were not technologically prepared for an online education and to provide an opportunity for our pre-service teachers (PSTs) to continue their internship by teaching online. The purpose of this research, consisting of two studies, was to examine experiences of 43 PSTs (first-, third- and fourth-years) during the OLS period of 8 weeks and how the OLS affected their mathematics teaching anxiety during Fall 2020. In the first study, we administered a survey to inquire into PSTs’ views on their experiences at the OLS, and in the second study we examined their mathematics teaching anxiety before and after the OLS experience using another survey. One main result was that the OLS experience served as an effective introduction to the profession for first-year PSTs and fourth- and third-year PSTs reported learning in-depth about online teaching in terms of the planning, teaching, and reflecting cycle. Another main result was that PSTs had mathematics teaching anxiety from “a little” to “a moderate amount” before the OLS and their teaching anxiety did not significantly change during the OLS period of 8 weeks. PSTs experienced highest mathematics teaching anxiety when they were observed and evaluated by supervisors during their teaching. The implications of these findings are discussed for teacher education programs.
  • 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.
  • Article
    Citation - WoS: 3
    Citation - Scopus: 2
    A New Learning Community for Educating Future Teachers: Online Baboratory School
    (Taylor and Francis Ltd., 2022) Pekkan, Tunç Zelha; Taylan, Didem Rukiye; Tunc-Pekkan, Zelha; Taylan, Rukiye Didem
    To provide quality mathematics education for disadvantaged groups of middle school students and continue to offer quality practicum experience to future teachers during the Covid 19 outbreak, we founded the Online Laboratory School. This school was free and open to public school students: 130 middle school students throughout Turkey attended for a 5-week period. There were 25 pre-service teachers actively involved in teaching, under the close supervision of 7 university supervisors. The entire gamut of planning, teaching and reflection sessions for each virtual class were recorded via an e-learning platform. Additionally, survey data was collected from the participating students, parents, pre-service teachers and supervisors. Our findings indicate that we were able to build a unique and virtual learning community. While pre-service teachers and middle school students benefited the most, university supervisors also reported improving their skills on when and how to give feedback. We describe how the school functioned and the range of opportunities it provided to all participants considering situated-learning perspectives and building online-learning communities. We also discuss how this model can be used in the future as a strong asset for teacher education programs and adaptation of fieldwork practices.
  • 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.
  • Conference Object
    Introduction To the Papers of Twg19: Mathematics Teachers and Classroom Practices
    (Dublin City Univ Glasnevin Campus, 2017) Mosvold, Reidar; Skott, Jeppe; Taylan, Rukiye Didem; Drageset, Ove Gunnar; Sakonidis, Charalampos
    …
  • 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
    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
    ...
  • 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
    ...