İlköğretim Matematik Öğretmenliği Koleksiyonu

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

Browse

Filters

2014 - 20173

Settings

Publication Index: search.filters.publicationIndex.ScopusSubject: search.filters.subject.Mathematical thinking

Search Results

Now showing 1 - 3 of 3
  • Article
    Citation - Scopus: 5
    Predicting Undergraduate Students' Mathematical Thinking About Derivative Concept: a Multilevel Analysis of Personal and Institutional Factors
    (Elsevier BV, 2014) Ubuz, Behiye; Aydın, Utkun
    This 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.
  • Article
    Citation - WoS: 8
    Citation - Scopus: 10
    The Thinking-About Test for Undergraduate Students: Development and Validation
    (Springer, 2015) Ubuz, Behiye; Aydın, Utkun
    Two 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.
  • Article
    Citation - Scopus: 6
    University-School Collaboration as a Tool for Promoting Pre-Service Mathematics Teachers’ Professional Skills.
    (International Journal of Research in Education and Science, 2017) Tunç-Pekkan, Zelha; Kılıç, Hülya; Pekkan, Zelha Tunc
    In this paper, we discuss pre-service mathematics teachers’ professional gains from a university-school collaboration where they were given opportunity to observe two teacher educators’ instructional practices in a 6th grade classroom, interact with students in one-to-one fashion and reflect on the teacher educators’ and their own practices. Three pre-service teachers out of nine volunteers attended all modelling and practice sessions for 20 weeks. The data collected through interviews, field notes, videos of both class activities and group reflections and written reflections. All nine pre-service teachers appreciated the value of working closely with students in a school setting rather than just observing the teachers. Furthermore, they gained experience about noticing students’ mathematical thinking and critically analyzing their own practices.