İlköğretim Matematik Öğretmenliği Koleksiyonu

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

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  • Article
    Citation - WoS: 7
    Citation - Scopus: 8
    Teachers' Attention To and Flexibility With Referent Units
    (Springer, 2021) Ölmez, İbrahim Burak; Çopur-Genctürk, Yasemin
    Attending to the whole unit that a number refers to in a mathematical problem situation and showing flexibility in coordinating different units are foundational for mathematical understanding. In this study, we explored teachers’ attention to and flexibility with referent units in situations involving fractions and fraction multiplication. Using data collected across the USA from 246 mathematics teachers in Grades 3–7 where fractions are taught, we found that teachers’ attention to and flexibility with referent units were related to each other as well as to teachers’ overall knowledge of fractions.
  • Conference Object
    Mathematical Opportunities: Noticing and Acting
    (HAL, 2015) Tunç-Pekkan, Zelha; Kılıç, Hülya
    The aim of this study was to investigate how three pre-service teachers (PSTs) listen to students, notice Mathematical Opportunities (MO) and scaffold ideas based on MOs. There were 12 videos of three PSTs’ interactions with a pair of 6th grade students respectively while studying fractions. We analysed videotapes and identified different number of MOs for each PST. The findings revealed that with the help of this research and teaching environment, all PSTs listen to the students to understand their mathematical thinking initially (meaning catching MOs) and try to follow-up on them in action in differing levels of sophistication. While most of the investigated MOs resulted in a mathematical solution, PSTs need to further develop appropriate scaffolding practices.
  • Article
    Citation - WoS: 30
    Citation - Scopus: 44
    An Analysis of Elementary School Children's Fractional Knowledge Depicted With Circle, Rectangle, and Number Line Representations
    (Springer, 2015) Tunç-Pekkan, Zelha
    It is now well known that fractions are difficult concepts to learn as well as to teach. Teachers usually use circular pies, rectangular shapes and number lines on the paper as teaching tools for fraction instruction. This article contributes to the field by investigating how the widely used three external graphical representations (i.e., circle, rectangle, number line) relate to students' fractional knowledge and vice versa. For understanding this situation, a test using three representations with the same fractional knowledge framed within Fractional Scheme Theory was developed. Six-hundred and fifty-six 4th and 5th grade US students took the test. A statistical analysis of six fractional Problem Types, each with three external graphical representations (a total of 18 problems) was conducted. The findings indicate that students showed similar performance in circle and rectangle items that required using part-whole fractional reasoning, but students' performance was significantly lower on the items with number line graphical representation across the Problem Types. In addition, regardless of the representation, their performance was lower on items requiring more advanced fractional thinking compared to part-whole reasoning. Possible reasons are discussed and suggestions for teaching fractions with graphical representations are presented. Copyright of Educational Studies in Mathematics is the property of Springer Nature 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: 8
    Investigating Pedagogical Content Knowledge-In
    (Hipatia Press, 2016) Taylan, Rukiye Didem; da Ponte, Joao Pedro
    Este artículo investiga el conocimiento pedagógico del contenido (PCK) de una formadora de maestros que enseña matemáticas de quinto grado en una escuela en el contexto de un proyecto de colaboración universidad-escuela. El PCK se analiza de forma cualitativa a través de episodios de aula grabados en vídeo con énfasis en las interacciones entre la maestra y los estudiantes así como reflexiones de la maestra y su razonamiento pedagógico sobre las interacciones. Los análisis muestran ejemplos del desarrollo del PCK durante la enseñanza, sobretodo de refinamiento en el dominio de conocimiento de estrategias y representaciones instruccionales. Este conocimiento mejoró como resultado de la reflexión sobre el cuestionamiento de los estudiantes y análisis de sus conceptos erróneos. Diferentes roles de ser maestro, formador e investigador ofrecen oportunidades para obtener ideas sobre cómo desarrollar el conocimiento necesario para la enseñanza y analizarlo con el fin de facilitar el aprendizaje de los futuros docentes.
  • 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.