İlköğretim Matematik Öğretmenliği Koleksiyonu

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

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  • Conference Object
    Citation - Scopus: 1
    Technology Use: Analysis of Lesson Plans on Fractions in an Online Laboratory School
    (PME, 2022) Pekkan, Zelha Tunç; Ünal, Gizem
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    Unconventional Thinking in Online Laboratory School: Fractions
    (PME, 2022) Kayıtmaz, Özlem; Pekkan, Zelha Tunç; Tunç-Pekkan, Zelha
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    In the Pursuit of a Course Design: a Tpack-Based Geometry for Preservice Mathematics Teachers
    (2023) Aras, İpek Sararlar; Birgili, Bengi
    Preservice mathematics teachers seem to need professional support regardingthe use of educational technologies to teach geometry topics. Particularly, ourprevious study showed that when it comes to their techno-pedagogical contentknowledge (TPACK), they self-report to need guidance to teach with technology.The purpose of this study was to develop a 14-week course to increase theirTPACK in hopes of bridging the knowledge gap identified in earlier studies. Thispaper summarized the course content with a humble expectation to get valuablefeedback from an international audience. The developed course includedlessons on components of TPACK, which were found to require improvement tobest meet future students’ needs in teaching geometry with technology. Wehope that preservice teachers’ TPACK levels will be improved after the course.
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    Differential Effect of Young Adults and Students Metacognitive Skills in Mathematics Problem Solving Process
    (eScholarship, 2023) Birgili, Bengi; Can, Rümeysa; Çakar, Tuna; Akar, Hanife
    The purpose of this study is to examine how young adults and pupils use their metacognitive abilities such as cognitive strategies and self-checking during the mathematics problem-solving process. The study group consisted of 12 young adults selected from three different faculties in a foundation university and 32 pupils from public and privateK-12 schools, Istanbul, Turkey. Multimodal mixed-methods design was employed, where participants were asked to think out loud while solving ten mathematical problems. The experimental process was recorded with the use of eye-tracking, which was utilized to evaluate the active use of metacognitive sub-skills. The findings from the experimental process revealed that there is a significant difference between the amount of reflection of young adults’ and pupils' cognitive strategy and self-checking skill levels on their responses to mathematics problem solving process in favor of pupils.
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    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.
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    Preservice Teachers' Math Teaching Anxiety in an Online Laboratory School
    (2022) Ölmez, İbrahim Burak; Pekkan, Tunç Zelha; Taylan, Didem; Birgili, Bengi
    The purpose of this study was to examine preservice teachers’ math teaching anxiety, to explore the relationships between math teaching anxiety and several variables, and to understand how preservice teachers’ math teaching anxiety changed during eight-weeks of the Online Laboratory School (OLS) within a university. We administered the Math Teaching Anxiety scale with 14 items to 43 preservice teachers by adapting Hadley and Dorward’s (2011) scale. The results revealed that on average, preservice teachers had math teaching anxiety from “a little” to “a moderate amount” degree before the OLS and their math teaching anxiety did not significantly change during the OLS. Moreover, math teaching anxiety was only significantly correlated with the number of methods courses completed so far.
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    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
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    Mathematics Teacher Education With University Within School Model and Flipped Classroom Technique
    (2016) Tunç-Pekkan, Zelha
    Abstract : 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.
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    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
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