İlköğretim Matematik Öğretmenliği Koleksiyonu

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

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Author: search.filters.author.Tunc-Pekkan, ZelhaInstitution Author: search.filters.institutionAuthor.Aydın, Utkun

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  • Conference Object
    Investigating Fifth-Grade Students’ Conceptions of Fractions on the Number Line
    (NCTM Research ConferenceAt: San Francisco, 2016) Taylan, Rukiye Didem; Tunc-Pekkan, Zelha; Aydın, Utkun; Birgili, Bengi; Özcan, Mustafa
    In this study, clinical interviews focusing on students’ understanding of fractions as numbers on the number line were conducted with six fifth-grade students both before and after an intervention designed by teacher-researchers. Although in general students demonstrated improved understanding of fraction concepts even in situations requiring reversible thinking, difficulties in finding benchmarks on the number line and a limited awareness of density of fractions on the number line persisted among students.
  • Article
    Citation - WoS: 5
    Citation - Scopus: 5
    Impacts 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, Zelha
    In 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.