İlköğretim Matematik Öğretmenliği Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1932
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Conference Object Unconventional Thinking in Online Laboratory School: Fractions(PME, 2022) Kayıtmaz, Özlem; Pekkan, Zelha Tunç; Tunç-Pekkan, Zelha...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.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 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...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 Mathematics Education in the Context of University Within School Project (uws)(2016) Tunç-Pekkan, Zelha...Conference Object Okulda Ünimodeli ile Okul Stajında Yaratılan Farklar: Matematik Öğretmenliği Örneği(2017) Engin, Aylin; Tunç-Pekkan, Zelha; Işık, Mehmet Ali; Esmer, Merve; Kıratlıoğlu, Serap; Sohtorik, Simge; Kılıç, ZeynepOkulda Üniversite modelinin 7 boyutu vardır. Daha önce birçok yerde akademesiyenlerin gelişimi, okul- üniversite işbirliğinin nasıl yapıldığına dair çalışmalar Ulusal ve uluslararası konferanslarda sunulmuştur. Okullarla sıkı işbirliği gerektiren bu modelin öğretmen eğitimi konusunda özellikle önerdiği işyerinde, yaparak yaşayarak yapılan eğitim konusunda bir paylaşım daha önce olmamıştır. Üniversitesi matematik öğretmenliği 3. Sınıf öğrencileri 2016-2017 yılında küçük bir grup olarak öğretmen yardımcılığı stajlarını MEF Okullarının ortaokul kısmında tamamlamışlardır. Türkiyedeki diğer staj programlarından farklı olarak 720 saat okulda deneyim kazanmışlardır. panelde, Öğretmen eğitiminin geleceği konusunda fikirler vermesi ve tartışma ortamı yaratması amaçlanmaktadır. Öğretim üyesi (üniversite), matematik öğretmenleri ve yöneticisi(okul) ve öğretmen adaylarının ortaklar olarak ne tür deneyim ve kazanımları olduğu paylaşılacaktır.