M.S. Theses
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Browsing M.S. Theses by Author "Ader, Engin."
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Item Mathematics teachers' self-regulated learning behaviors in an immersive virtual environment(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Dalak, Hazal.; Ader, Engin.Virtual Environments (VEs) are emerging with developing technology, and teachers are necessary to educate themselves to employ technology to raise twenty-first century skills in the new generation. In this manner, Immersive Virtual Environments (IVEs) are the settings that encourage learners to be engaged, independent, and motivated, which are the features of self-regulated learners. The current study aims to investigate mathematics teachers’ self-regulated learning (SRL) behaviors in IVEs during problem-solving since promoting students’ SRL behaviors are possibly encouraged by teachers’ SRL behaviors. By considering the purpose of the study, a case study was conducted with eleven middle school mathematics teachers who were able to practice during the Pandemic by Prisms, an IVE focusing on exponential growth through a game. The video records were taken for the think-aloud data collection process. After the participants experienced the immersive environment, a semi-structured interview was conducted to get reflections on the experience. The transcripts of the records are analyzed by a coding scheme that includes four main phases of SRL behaviors: planning, monitoring, strategy use, and evaluation. The findings demonstrated that while planning has been the least referred SRL behavior, strategy use behavior was the most addressed SRL behavior. This study is significant to see similarities in the existing literature; however, understanding such environments requires further investigation before it is included in educational settings.Item Preservice mathematics teachers’ cue utilization and accuracy in judging students’ understanding of rational numbers(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2023) Karagözler, Aybüke.; Ader, Engin.This study investigates preservice mathematics teachers’ judgment accuracy (JA) under different cue-availability conditions. Whether there is a difference in JA or cue utilization (CU) under varying availability of cues and the relationship between preservice teachers’ misconception knowledge about rational numbers and JA, together with CU during judgments, are explored. Twenty-five preservice teachers made judgments about middle-graders working with rational numbers. Firstly, they completed a test measuring their misconception knowledge. Then, online meetings were organized to present the materials for them to make judgments and collect their judgment and CU data simultaneously. Collected data were analyzed to make comparisons among JA and CU and investigate the relationships between constructs involved in the study. The results showed that more accurate judgments were made when both student and answer cues were available. Answer cues were used significantly more than student cues when both types of cues were available; student cues were used significantly more when only student cues were available. The CU did not significantly relate to JA except for overall grade in math cue—one of the available student cues. Misconception knowledge was not found to be related to JA but related to the utilization of the misconception cue—one of the available answer cues. The relationship between JA and CU requires further investigation with larger samples. Also, the misconception knowledge may be measured via different instruments to give insight into why no relationship was found.Item Preservice mathematics teachers’ promotion of self-regulated (PSRL) in time : a mixed-method study(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Cihangir, Meryem.; Ader, Engin.These two-phased mixed method quasi-experimental study was conducted to investigate preservice mathematics teachers’ promotion of self-regulated learning (PSRL) with respect to time through participation in a self-regulated learning (SRL) Enriched Seminar Course. Preservice teachers’ self-efficacy beliefs for promotion of self-regulation (SE-PSRL) over time was also investigated. 44 senior preservice mathematics teachers at a university in Istanbul participated for the first phase of the study. They were divided into two sections for a practice teaching seminar course before the onset of the research, constituting the experimental (intervention) and control (no intervention) groups. The SRL Enriched Seminar Course was implemented with the intervention group for one academic term. The participants in the control group were enrolled in the seminar course without a particular focus on SRL. Participants were administered two different scales that measured their SE-PSRL and PSRL at four different time points, associated with their teaching experiences at their practice teaching schools. Qualitative data were also gathered through semi-structured interviews. Mixed design ANOVA was used to analyze the differences between SE-PSRL and PSRL scores of the groups with respect to time. The second phase of the study was conducted to investigate inservice mathematics teachers’ (PSRL) as a follow up study. Thirty inservice teachers who participated the first phase of the study was selected for the follow-up study and participants were administered SRLIT scale that measured their PSRL at once. Preliminary results of the study indicated that while participants’ SE-PSRL scores differed statistically, PSRL scores did not differ statistically according to time and group. Interview data point towards various reasons for such unanticipated findings. NOTE Keywords : Self-Regulated Learning, Promotion of Self-Regulated Learning, Teacher Training.Item The importance of equal sign understanding in 4th and 5th grades :|a mixed method study(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2020., 2020.) Çaksen, Beyzanur.; Ader, Engin.; Özel, Serkan.The aim of the current study was to investigate fourth and fth grade students' equal sign conceptions in the light of the revised Turkish mathematics curriculum (MoNE, 2018) that includes newly added objectives related to the equal sign concept in fourth grade. The study was conducted in a private school in Istanbul, Turkey, during the spring semester of the 2018-2019 academic year. A total of 53 students-30 fourth grade and 23 fth grade-participated in the study. Both the arithmetic achievement test and the equal sign test (EST) taken from Capraro et al. (2011) were used as instruments. After applying the tests, the semi-structured interviews were conducted to gain a deeper insight into the students' equal sign conceptions. Moreover, the fourth and fth grade students' textbooks and other course materials were analyzed in terms of 13 standard and non-standard equal sign contextual presentations. According to the quantitative analysis results, the average score of fth-grade students was 11.21 whereas the fourth-grade students' average score was 8.13 out of 13 in the EST. The analysis of the course materials displayed that standard contextual presentations of the equal sign, that are only helpful for teaching the operational view, have higher frequencies in fourth grade, whereas non-standard presentations are dramatically high in fth grade. The results of the semi-structured interviews supported that both the fourth and fth grade students have some misunderstandings of the relational meaning according to the error patterns found in the EST results. The educational implications, limitations, and recommendations for future studies were also discussed.