İlköğretim Matematik Öğretmenliği Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1932
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Article Teaching Method Preferences of Teachers: the Cooperative Teaching Method(James Nicholas Publishers, 2016) Birgili, Bengi; Birgili, Bengi; Seggie, Fatma Nevra; 06.02. Department of Mathematics and Science Education; 06. Faculty of Education; 01. MEF UniversityTeachers’ preferred teaching methods are of the utmost importance. The aim of this qualitative study is to examine 47 primary and secondary-school teachers’ (1) teaching method preferences, (2) reasons for group work preferences, and (3) implementation paths for the methods they use. Results show that (1) teachers mostly prefer direct instruction; group work is the second preference; (2) permanent learning, physical conditions, and comprehensive programs are the result of the preference; (3) while teachers are implementing the cooperative method, they implement activities and projects at all levels, form the groups themselves based on students’ qualifications, and see the highest success in 4th, 6th, and 11th grades.Book Part A Dilemma in Turkish Examination System: Open-Ended or Multiple-Choice?(Bialystok: E-BWN Publication, 2017) Birgili, Bengi; Birgili, Bengi; 06.02. Department of Mathematics and Science Education; 06. Faculty of Education; 01. MEF UniversityMinistry of National Education (MoNE) in Turkey, expressed the transition to Kazakh Examination System (Haberturk; 2013; Sabah, 2013; TEDMEM, 2013; TRTNews, 2013; Vatan, 2013) in evaluating student success in Turkish schools.Article Comparative Reflection on Best Known Instructional Design Models: Notes From the Field(University of Massachusetts Boston, 2019) Birgili, Bengi; Birgili, Bengi; 06.02. Department of Mathematics and Science Education; 06. Faculty of Education; 01. MEF UniversityInstructional design is a systematic, reflective process in which instructional principles are applied into teaching and learning plans via the differentiation of materials, activities, resources and evaluation (Smith & Ragan, 2004; Morrison, Ross & Kemp, 2001). In this systematic process, instructional design tasks include analysis of knowledge and skills, of concepts, and the design of the learning environment with evaluation of learning outcomes. An instructional design model provides information regarding how to develop instructive programs in line with appropriate learning theories and prescribes how to teach content effectively (Dijkstra, 1997, 2001). Instructional design (ID), in other words, helps instructors or teachers visualize the instructional problems they will likely encounter during the education experience by breaking down learning occasions into discrete and practicable units so that instructors and teachers can analyse and adapt instruction systematically. In addition, the instructional design process requires that designers know and inquire about theories of learning, systematic analysis of learners, management techniques, and the ability to use information technology efficiently.Conference Object Introduction To the Papers of Twg19: Mathematics Teachers and Classroom Practices(Dublin City Univ Glasnevin Campus, 2017) Mosvold, Reidar; Taylan, Rukiye Didem; Taylan, Rukiye Didem; Drageset, Ove Gunnar; Sakonidis, Charalampos; 06.02. Department of Mathematics and Science Education; 06. Faculty of Education; 01. MEF University…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, Utkun; 06.02. Department of Mathematics and Science Education; 06. Faculty of Education; 01. MEF UniversityThis 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 Okulda Üniversite Modeli Çerçevesinde Matematik Öğretimi(2015) Tunç-Pekkan, Zelha; Aydın, Utkun; Taylan, Rukiye Didem; Birgili, Bengi; Pekkan, Zelha Tunç; Birgili, Bengi; Aydın, Utkun; 06.02. Department of Mathematics and Science Education; 06. Faculty of Education; 01. MEF University...Book Part University Students’ and Teachers’ Beliefs on Foreign Language Learning: a Match or Mismatch? in Marek Krawiec (ed.), Current Issues in Foreign Language Teaching and Learning(2016) Aktekin, Nafiye Çiğdem; Gliniecki Uysal Ayşegül; 01. MEF University...Conference Object The Effect of University Within School Model-Based Instruction on 5th Grade Students’ Achievement in Fractions(2016) Aydın, Utkun; Taylan, Rukiye Didem; Pekkan, Zelha Tunç; Özcan, Mustafa; Aydın, Utkun; Birgili, Bengi; 06.02. Department of Mathematics and Science Education; 06.01. Department of Guidance and Psychological Counseling; 06. Faculty of Education; 01. MEF University...Conference Object Teaching Math in a Flipped Classroom Mode(2016) Pekkan, Zelha Tunç; 06.02. Department of Mathematics and Science Education; 06. Faculty of Education; 01. MEF University...Article Citation - WoS: 8Citation - Scopus: 10The Thinking-About Test for Undergraduate Students: Development and Validation(Springer, 2014) Ubuz, Behiye; Aydın, Utkun; Aydın, Utkun; 06.02. Department of Mathematics and Science Education; 06. Faculty of Education; 01. MEF UniversityTwo 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.