M.S. Theses

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A case study for teaching presence of community of inquiry in an asynchronous learning environment for preservice mathematics teachers
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2023., 2023) Ihlamur Türkoğlu, Begüm.; Aslan-Tutak, Fatma.
Online and blended learning-teaching practices and studies are increasing with technological developments. In these environments, building learning communities are important for effective learning experiences. Community of Inquiry (CoI) framework developed by Garrison, Anderson, and Archer (2000) explains meaningful online or blended learning experiences within the interaction of social, cognitive, and teaching presence. The purpose of this study is to explore the experiences of the pre-service mathematics teachers in the asynchronous components of a blended teacher education course on the teaching presence element of CoI. It is also aimed to understand teaching presence experiences of the teacher educator in this asynchronous environment to explore students’ experiences. An undergraduate blended course was selected as the focus of this case study. The data was collected through CoI survey and student interviews to explore teaching presence experiences of students. In addition, classroom observation notes, online discussions and postings, and interviews with the instructor were used as secondary data sources. Overall, the findings from CoI survey indicated that all presences of CoI yielded high perceptions in the course. The interview transcripts and secondary data sources show that teaching presence developed in the course and the experiences were parallel with the existing categories and indicators of CoI. On the other hand, the implications of teaching presence were unique to course activities and tools. There is a close interaction with the tools and teaching presence. Finally, the study found that there is a relationship between teaching presence and other presences.
A way to compare mathematics teacher candidates' mathematical knowledge for teaching: TEDS-M released tests
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2014., 2014.) Ertaş, F. Güneş.; Aslan-Tutak, Fatma.
This study aimed to investigate mathematics teacher candidates' mathematical knowledge for teaching (MKT) by using Mathematics Knowledge Instrument for Preservice Primary and Secondary Mathematics Teachers which were Turkish translated versions of TEDS-M Primary and Secondary Released Items. The sample of the study was comprised of three groups of teacher candidates from two universities in Istanbul: primary mathematics education, secondary mathematics education and mathematics departments. The data gathered from both freshman and senior students. Firstly, this study aimed to examine di erences in MKT of teacher candidates at the beginning and at the end of the undergraduate education. For all three departments separately, senior students had statistically signi cant higher scores than freshman students. The second purpose of the study was to discover the di erences between secondary mathematics education and mathematics departments in teacher candidates' MKT acquired while studying in these departments. While there was no signi cant di erence between freshman secondary mathematics education and freshman mathematics students, senior secondary mathematics education students had statistically signi cant higher MKT scores than senior mathematics students. Lastly, this study was also aimed to conduct international comparisons. In primary level, for 32 of 34 items, the correct response percentages of senior students from primary mathematics education were higher than international average. In secondary level, for 28 of 31 items, senior students from secondary mathematics education or mathematics departments were above the international average. The common content area of items that both primary and secondary mathematics teacher candidates were below the international average was \data".
An examination of in-service secondary mathematics teachers' technological pedagogical content knowledge and their technology integration self-efficacy
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2014., 2014.) Karataş, Firdevs İclal.; Aslan-Tutak, Fatma.
The aim of this study was to identify perceived technological pedagogical content knowledge (TPACK) and technology integration self-efficacy (TISE) of secondary mathematics teachers. In addition, the purpose was to examine the relationship between TPACK and TISE variables. Moreover, possible gender, age and years of experience diversities related to TPACK and TISE were examined. The research conducted with 138 secondary mathematics teachers from 28 different FATIH project schools in six districts of Istanbul. Turkish translated versions of TPACK-M and TISE scales were used to collect data. The results indicated that secondary mathematics teachers’ perception of TPACK and their TISE are moderate level. Moreover, there was a strong relationship between TPACK and TISE variables. According to demographic results, there was no significant difference in TPACK perception of male and female mathematics teachers while there was significant difference in TISE of mathematics teachers in favor of males. Also, small negative correlation was found between age and mathematics teachers’ TPACK perception though strong negative correlation was found between age and mathematics teachers’ TISE. Furthermore, there was no significant difference in TPACK perception and teaching experience of secondary mathematics teachers. However, there was significant difference in TISE and teaching experience of secondary mathematics teachers. More experienced mathematics teachers recorded lowest mean score for TISE. Based on the findings, it is recommended to provide professional development programs for teachers. It could be useful to use TPACK as a framework to understand what knowledge teachers must have to integrate technology into teaching and TISE as a belief to adopt current technologies.
An investigation of mathematics preservice teachers' noticing skills
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2018., 2018.) Tün, Sena Simay.; Aslan-Tutak, Fatma.; Kılıç, Hülya.
As student centered teaching approaches have become popular in recent years, teachers’ noticing skills in terms of attending to students’ mathematical thinking, in terpreting their thinking and responding to them have become one of the prominent issues investigated by scholars. Studies revealed that preservice teachers’ noticing skills can be improved through analysis of videos of their own teaching. In this study, the progress in preservice teachers’ noticing skills through and after an intervention was investigated. Throughout the 2016-2017 academic year, two preservice mathematics teachers worked with 7th grade students on the mathematical tasks about numbers, algebra, data analysis and geometry. Data were collected through videos of preservice teachers’ interactions with students during task implementations, videos of their oral reﬂections just after implementations and their written reﬂections about implementa tions. The researcher identiﬁed mathematical opportunities (MOST) occurred during the implementations and these MOST instances were used as a medium to investigate in the noticing skills of preservice teachers. The attending, interpreting and respond ing level of preservice teachers during the implementation of mathematical tasks were analyzed according to coding scheme. The analysis of data revealed that preservice teachers attended to majority of the mathematical opportunities (approximately %84) occurred during task implementations. In addition to this, they interpreted possible reasoning behind students’ thinking in their written reports. However, their respond ing for such opportunities were mostly in the form of orienting students for correct answers rather than eliciting their conceptual understanding. Therefore, video analy sis and written reports might be eﬀective tools to improve preservice teachers’ noticing skills.
An investigation of preservice teachers' STEM awareness through definitions and relationships of STEM areas
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2017., 2017.) Tezsezen, Seçil.; Aslan-Tutak, Fatma.
The purpose of the study is to investigate STEM (Science, Technology, Engineering, Mathematics) awareness of preservice freshman and senior teachers who study in STEM related teaching programs through definitions and relationships of STEM areas. In this sense, participants’ definitions and descriptions of STEM areas through STEM related daily topics were examined. The study investigated whether there was a significant difference between freshman and senior preservice teachers in terms of using relationship between STEM areas while defining and describing STEM areas. In addition, the study aimed to describe how participants who see the relationship between STEM areas express the relationships between STEM areas. In this study, mixed-method approach was used. The research had two phases. In the first phase, STEM awareness (STEM-A) Open-Ended Questionnaire was administered to 204 participants. The results of this instrument were quantitatively analyzed. According to analysis of STEM-A Open-Ended Questionnaire, there was no significant difference between freshman and senior participants in terms of using relationship between STEM areas while defining and describing STEM areas. For the second phase, participants who defined and described at least one STEM area in terms of relationships between STEM areas were chosen and 9 participants were interviewed to investigate their understanding of relationship. Four different STEM related daily topics were used to collect data (2 in STEM-A and 2 in interviews). The research showed that participants used more statements related to relationships between STEM areas while defining STEM areas. In this sense, it can be stated that they had difficulty in expressing the relationship between STEM areas in daily life STEM related cases.
Assessment conceptions of Turkish mathematics teachers of international middle years programme (MYP)
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2019., 2019.) Özcan, Merve.; Aslan-Tutak, Fatma.
The primary purpose of this study was to investigate Middle Years Programme (MYP) Mathematics Teachers conceptions of assessment. It was also aimed at ﬁnd ing out the relationship between teachers’ conceptions of assessment, curriculum ori entation and mathematics related beliefs. Quantitative data were gathered through an online survey which contains Teacher Conceptions of Assessment Abridged Scale (TCoA-IIIA), Curriculum Orientation Scale (COS), Mathematics Related Beliefs Scale (MRBS) and some open ended questions from 30 MYP mathematics teachers. Qualita tive data was collected by conducting interviews with 3 of these teachers. The descrip tive results revealed that MYP mathematics teachers mostly think that assessment is for Improvement while moderately agreeing on accountability purposes. Correla tion analysis indicated a strong positive correlation between Improvement and Student Accountability conceptions. Irrelevance had negative correlations with Improvement and School Accountability. Traditional beliefs had moderate negative correlations with Improvement and Student Accountability. On the other hand, there was a moderate positive correlation between Student Accountability and Constructivist Beliefs. The interviews were analyzed with two methods, (i) coding for teachers’ conceptions of as sessment and (ii) thematic analysis. Improvement (66 codes), Student Accountability (15 codes) and Irrelevance (2 codes) conceptions were appeared in the ﬁrst analysis. In addition, thematic analysis revealed 6 themes about teachers’ conceptions of assessment in relation with curriculum.
Describing secondary school mentor teachers' mentoring conceptions and motivations in preservice teacher education
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Şahin, Arife.; Aslan-Tutak, Fatma.
The main purpose of this study is to describe secondary school (5th – 12th grade) mentor teachers’ mentoring conceptions and motivations. It is also aimed to examine relationship between mentoring conceptions and motivations. Lastly, the study aims to examine whether mentor teachers’ mentoring conceptions and motivations are differen tiated in terms of their subject areas, years of mentoring experience, school levels, and school types. The sample of the study was comprised of 141 secondary school mentor teachers in Istanbul. The data were collected by using the Mentoring Conception Scale (MCS), and the Mentoring Motivation Scale (MMS). Within the scope of this study, the MCS and the MMS were translated Dutch to Turkish and Confirmatory Factor Analysis was performed. The results of the study showed that mentor teachers tended to give high scores for each conception and motivation factors. While mentor teachers reported stronger agreement with a developmental mentoring conception than an in strumental mentoring conception, they reported almost equal agreement on personal learning and generative outcome motives. It was found that all of the relationships between mentoring conception and motivation factors were statistically significant and positive. The results also showed that mentor teachers’ conception and motivation factors were differentiated in terms of subject areas but not years of mentoring expe rience, and school types. Mentor teachers whose subject areas are in Language and Social Science group tended to give high scores for each conception and motivation factor than Science and Mathematics groups.
Determinants of high achieving students' career choices in stem fields
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2018., 2018.) Türker, Büşra.; Aslan-Tutak, Fatma.
One of the most important educational improvements of the 2 I 51 century has occurred in the Science, Technology, Engineering and Mathematics (STEM) fields (Bybee, 20 I 0). STEM means the integration of disciplines into the real life experiences (Labov et a/. , 2010; Sanders, 2009). Motivated by the need to meet the deficit in the STEM workforce, experts has worked on improving the STEM education (TUSIAD, 2014) Particularly along with the increasing number of university students who choose STEM fields, an urge to improve the quality of the education in such fields has arisen. That's why, it is firstly essential to understand which factors play a role in the choices of students, who get high scores in the University Entrance Exam to pursue a career in such fields. To this end, the main purpose of the present study was to investigate the factors affecting high-achieving students' career choices in STEM fields. In the literature, factors are classified into five different categories: STEM self-efficacy, gender, parental variables, career selection, and high school STEM score. The study examined the reasons behind the choices of students in a certain state university, which requires relatively higher University Entrance Exam scores. Participants consisted of 314 preparatory students who would study either in a STEM or in a Non-STEM field. A 26-item questionnaire including both open ended (N=l2) and Iikert-type (N=l4) questions were used to in the study. The resutls revealed that there were no significant differences between STEM and Non-STEM students regarding their gender and high school STEM scores. Students who chose STEM departments as a major were found to have significantly higher STEM self -efficacy scores and parents with higher interest in STEM than students choosing Non-STEM fields. This might be because the university where the questionnaire was applied is one of the high ranking universities accepting only students who get high points in the University Entry Exam.
Exploration of effective professional development characteristics from the perspective of integrated teaching project's coordinator, facilitator, and participants
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2020., 2020.) Kurutaş, Büşra Sümeyye.; Aslan-Tutak, Fatma.; Özel, Serkan.
It is quite important for policy makers and practitioners to invest in the most efficient learning environment for teachers to reinforce their learning and ultimately student achievement. Even though scholars are aware of Professional Development’s (PD) importance, review studies showed that effects of PDs are far from what is expected. Therefore, this phenomenological study aimed to discover effective PD characteristics by collecting data from each person with different roles involved in a PD. In this way, it was expected to discover remaining unknown aspects of maintaining effective PDs. Under the scope of this study, interviews were conducted with one PD coordinator, one facilitator, and five participants. Results supported each element of the effective PD consensus view. However, it was also discovered that even though some PD characteristics such as inclusion of assessment process, iterative and sustainable process, using instructional modellings, considering cognitive load, and PD venue were discussed in the literature, they were still overlooked. Additionally, new insights to the literature such as scope of the PD and learning how to learn were proposed and implications for future studies are offered.|Keywords : Professional Development, Online Professional Development, Teacher Learning, Teacher Change, Professional Development Effects on Classroom.
Exploring critical mathematics awareness of undergraduate voluntaries teaching mathematics
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2021., 2021.) İnan, Hatice Gamze.; Aslan-Tutak, Fatma.
The purpose of this explorative case study was to explore the preservice mathematics teachers', who were teaching mathematics voluntarily to the students from low-income families, critical mathematics education (CME) awareness. Through this purpose, the focus group interview and case-based semi-structured individual interviews with the three participants, who were the cases, were conducted. The data were coded, and subthemes and themes emerged. As a result of the data analysis process, the participants' CME awareness, which may be the first step of the action praxis of Freire, were found as limited based on the components of CME awareness: (i) philosophical beliefs on the nature of mathematics, (ii) awareness of social justices, and (iii) views of teaching and learning mathematics. The three participants' CME awareness was discussed based on these three components. The two components, philosophical beliefs on the nature of mathematics and social justice awareness, were considered according to two different models, which categorize both in a hierarchical order from the lowest to the higher levels. Each case of all three was placed in the each of categories of those two models, and a covert relationship between the components of philosophical beliefs on the nature of mathematics and social justice awareness was found. Moreover, it was discussed that neither teaching voluntarily nor having classroom time with the socioeconomically disadvantaged students influence the participants' CME awareness. Similarly, the progress in the teacher education program and the learning pedagogy courses do not have an impact on CME awareness. It could be stated that preservice mathematics teachers should be supported both theoretically and practically to have CME awareness and to apply it in their classrooms.
Investigation of preservice mathematics teachers' algebraic thinking through translations among multiple representations
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2018., 2018.) Pehlivan, Zeynep.; Aslan-Tutak, Fatma.
The objective of this explanatory study was to gain insight into thinking pro cess of preservice secondary school mathematics teachers as they approached problems that required for translations from graphical representations to model representation. Previous research has indicated preservice teachers’ weakness on transition of multiple representations as well as their tendency to use symbolic demonstrations and proce dures. Algebraic thinking is a cohesive thread of exploring mathematical relationships, formulating generalizations and reasoning and connecting of multiple representations. In this aspect, this study strongly emphasized preservice teachers’ patterns of behavior that elicits algebraic thinking while translation process are required between graphi cal representation and model representation. For this purpose, explanatory research design (Creswell, 2008) was implemented. Semi-structured and video-recorded inter views with four preservice teachers who recruited according to their relatively diﬀerent positions in the study constituted the main data sources of this study. The ﬁnd ings demonstrated preservice teachers’ relatively weak conceptual understanding on the concept of functions and diﬃculties with coordinating and interpreting dependent and independent variables. Besides, some participating teachers elicited their complex ity between perception of the shape of the graph and attributes of the graph, which pointed their limited knowledge on mathematical model representations. These results may indicate importance of addressing translations among multiple representations in functions during preservice teacher education.
Mathematical quality of geometry instruction of a novice high school teacher
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2019., 2019.) Semercioğlu Kapçak, Buket.; Aslan-Tutak, Fatma.
The aim of this study is to examine the quality of geometry instruction of a novice high school mathematics teacher and the factors that aﬀect her instruction. The quality of the geometry instruction of a participant who is ﬁrst year mathematics teacher is aimed to be examined. The data was collected by observing the mathematics teacher who worked at a private high school in Istanbul during the academic year 2017 -2018 through 6 lessons for 3 weeks. The observation form was designed by adapting the Mathematical Quality of Instruction tool. The observation data collected through the videotaped classroom observation was supported by lesson plans and materials along with the interviews. During the classroom observation, Mathematical Quality of Instruction scale was ﬁlled with additional notes. In the light of the data collected from diﬀerent sources, the quality analysis of the geometry lesson was provided. First, the data was presented as a summary for each lesson. Afterwards, the data was given separately for each code of the Mathematical Quality of Instruction scale. It was speciﬁed that the Mathematics lesson was qualiﬁed as high for some of the codes. For instance, the ratio of the explanation code used in the lessons was very high. Taking all the codes into consideration, it was observed that the quality of mathematics lesson was limited. In addition to these results, among the factors that aﬀect instruction of the teacher, it is claimed that besides the high school and college education of the teacher, the culture of the school where the teacher has been working has also an eﬀect on the subject. It was revealed that the novice participant’s knowledge of geometry instruction was based on her high school education. It can be suggested that geometry lessons should also be involved in college education.
Mentoring practices in pre-service mathematics teacher education within the context of pedagogical formation programs
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2020., 2020.) Civan, Berna Sena.; Aslan-Tutak, Fatma.
The main purpose of this research is to examine mentoring practices within the context of pedagogical formation program in teaching mathematics in Turkey from the perspectives of three stakeholders of mentoring: supervisors, mentors, and mentees. The perceptions of all stakeholders about mentoring practices were analysed based on the factors of Five-Factor Mentoring Model: Personal Attributes, System Require ments, Pedagogical Knowledge, Modelling and Feedback. The sample of the study was comprised of 246 mentees from 6 universities, 54 mentors (each collaborating with one of these universities) and 6 supervisors from each university. The mentors’ and mentees’ perceptions on mentoring practices were investigated by MEMT-Mentor and MEMT Mentee surveys, respectively; and Confirmatory Factor Analyses were conducted for each. Open-ended questionnaires which aimed to examine mentors’ and mentees’ typ ical examples of effective mentoring practices were also implemented. Supervisors’ perceptions on mentoring practices and interactions with mentors and mentees were examined through a semi-structure interview. The findings showed that mentees and mentors gave high scores for each factor in the surveys. The practices about System Requirements were perceived by them as among the least performed practices. The findings also showed that in the pedagogical formation program of teaching mathemat ics, the practices carried out in the scope of the practicum course differ for many aspects from those identified in the regulations, and supervisor selection along with mentor se lection are issues of debates. The results can be used in studies about planning the process of mentoring and mentor training.
Teachers' content knowledge in teaching slope of a line
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2012., 2012.) Köklü, Oğuz.; Aslan-Tutak, Fatma.
The purpose of this study was to investigate teachers' content knowledge - subject matter knowledge (SMK) and pedagogical content knowledge (PCK)-during teaching the slope of line in eighth grade. The study focused on two pre-service, two novice, and two experienced primary mathematics teachers’content knowledge in instruction. The study included a semi-structured pre-interview with the participants on the ways they were planning to teach, observation and video recording of lessons on slope of line, and finallya semi-structured post-interview. Instructions and interviews were transcribed and coded by open coding. The video recorded data were analyzed in terms of the units of a framework, Knowledge Quartet (KQ), and triangulated with the interview data. Findings were reported in four sections. The sections in which the findings were reported in terms of the units of the analytical framework were (i) the pre-service teachers (no official teaching experience), (ii) the novice teachers (1-3 years of teaching experience), (iii) the experiencedteachers (3-5 years of teaching experience), and finally (iv) the comparison of teachers' content knowledge. Findings were reported in terms of the four units of the framework with a comparison table among the participants.The study of the slope of lines provided a rich source to interpret teachers' content knowledge in this mathematical concept and its teaching (SMK and PCK). The study provided that foundational knowledge was significantly observed in teachers’ instruction. In addition, this type of knowledge was considerablysignificant in experienced teachers' instructions. Findings indicated also that as teachers become more experienced, they may have more robust content knowledge (SMK and PCK). As experienced teachers differed from their novice and pre-service colleagues, not much significant differences were observed between groups of novice and pre-service teachers in terms of their content knowledge of teaching slope of a line based on KQ.
Teaching functions to 9th grade students using realistic mathematics education approach: An action research
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2018., 2018.) Kaya, Ayşe.; Aslan-Tutak, Fatma.
This action research study sought to improve teaching and learning of functions and to develop positive perceptions of mathematics and mathematics learning. For these purposes, instructional sequences based on Realistic Mathematics Education (RME) principles of teaching functions for understanding were developed. Twenty-four 9th grade students attended RME based instruction which took four weeks. In order to investigate the effectiveness of the instruction, students’ knowledge of functions was assessed by Function Knowledge Test before and after the instruction. In addition, students’ conceptions of mathematics and perceptions of mathematics learning were also investigated before and after the instruction. Changes in the students’ conceptions of mathematics and perceptions of mathematics learning were evaluated through the completion of a pre and post open ended questionnaire. Furthermore, students’ experiences about learning functions based on RME approach were examined and evaluated through a post open ended questionnaire and students’ journals. The results of the study showed that the function instruction based on RME principles of teaching functions for understanding has positive impacts on development of students’ knowledge of functions. In addition, it was found that the instruction may help some participants to improve their conceptions of mathematics or to ensure participants with cohesive conceptions of mathematics to hold the same conception of mathematics after the instruction. Also, it was found that there were significant changes in the results of some perceptions, but not all perceptions of mathematics learning. It is deduced that RME approach is promising. On the contrary, findings related to perceptions of learning functions revealed that students overemphasize RME approach in their learning of functions.
The effect of origami-based instruction on spatial visualization, geometry achievement and geometric reasoning of tenth-grade students
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2012., 2012.) Arıcı, Sevil.; Aslan-Tutak, Fatma.
The purpose of this study was to investigate the effect of instruction type (origamibased and traditional instruction) on tenth-grade students‟ spatial visualization, geometry achievement and geometric reasoning concerning certain key topics in triangles. The study was conducted in a public high school in Tekirdağ with 184 tenth-grade students by using a quasi-experimental pretest-posttest design. One group (n = 94) received traditional instruction while the other group (n = 90) received origami-based instruction. In the origami-based instruction, there were twelve class hours in total. The origami-based instructional materials were designed by the researcher based on the literature. The van Hiele Test (vHT) was used to compare group differences in terms of geometric reasoning just prior to the treatment. The van Hiele Test results indicated that students in experimental and control groups had similar van Hiele levels, thereby similar geometric thinking levels before treatment. The Card Rotation Test (CRT), Cube Comparison Test (CCT) and Paper Folding Test (PFT) were used to measure students‟ spatial visualization ability. Furthermore, Geometry Achievement Test (GAT) and Geometric Reasoning Test (GRT) were developed by the researcher to evaluate students‟ geometry achievement and geometric reasoning ability, respectively. A Repeated Measures Analysis of Variance (ANOVA) was used to analyze data collected from each pretest and posttest. The results of the study revealed that there was a statistically significant change in spatial visualization, geometry achievement and geometric reasoning abilities of students who received origamibased instruction across two time periods (from pre-treatment to post-treatment). The results of this study suggested that origami-based geometry instruction could be effective to enhance students‟ spatial visualization, geometry achievement and geometric reasoning abilities.
The effect of sociomathematical norms and technology integrated instruction on 6th grade students understanding of altitude
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2019., 2019.) Senger, Ezgi.; Aslan-Tutak, Fatma.
This action research study was designed to improve students’ conceptual under standing of the concept of the altitude. For this purpose, an instruction was designed in the environment enriched with sociomathematical norms which are sharing solutions, working collaboratively acceptable mathematical explanations and being free to make mistakes. To improve the learning environment, instruction enhanced with technology by using various simulations and GeoGebra as dynamic tool. Before and after the 5-week long instruction with forty-eight 6th grade students, The Altitude Test was im plemented to assess students’ conceptual understanding of the concept of the altitude and misconceptions related to the concept of the altitude. Teacher’s ﬁeld notes and classroom audio and board recordings were used to detect sociomathematical norms and use of technology in the classroom. Students’ views about sociomathematical norms and technology were determined by students’ journals. The results of Altitude test showed that students improved their understanding of the concept of the alti tude. The result of the pre and post-tests showed that students had misconceptions related to the concept of altitude. Sociomathematically enriched, technology incor porated instruction led to decreasing or eliminating many misconceptions related to the concept of altitude and improved students’ conceptual understanding. Students’ journals showed that students’ views about norms and technology in the classroom reﬂected their learning positively. The result of altitude tests and the frequency of the misconceptions were also parallel with students’ views. It can be stated from the ﬁndings that the instruction enriched with sociomathematical norms helped students improve their conceptual understanding.
The relation of teacher efficacy to students' trigonometry self - effiacy and trigonometry achievement
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2012., 2012.) Saraç, Ayşe.; Aslan-Tutak, Fatma.
The purpose of the present study is to investigate the relationship between teacher efficacy to student trigonometry self-efficacy and student trigonometry achievement. Teacher efficacy was searched through three different variables: general teaching efficacy, mathematics teaching efficacy and trigonometry teaching efficacy. The sample of this study consisted of 16 mathematics teachers (n1=16) and their tenth grade students (n2=571) from seven different schools in Istanbul. The teachers completed Teachers‟ Sense of Efficacy Scale and Self Efficacy Beliefs toward Teaching Mathematics Scale and students completed Student Trigonometry Self-Efficacy Scale and Students Trigonometry Achievement Test. Also, there were semi-structured short interviews with teachers on their trigonometry teaching experiences, in order to study their trigonometry teaching efficacy. According to the interview findings they were categorized as having high trigonometry teaching efficacy and low trigonometry teaching efficacy. No significant correlation was found between general teaching efficacy and mathematics teaching efficacy with student variables of student trigonometry self-efficacy and student trigonometry achievement. The t-test results showed that students of teachers having high trigonometry teaching efficacy get higher scores on trigonometry self- efficacy scale than the students of teachers having low trigonometry teaching efficacy. Between the students‟ achievement test scores, on the other hand, no significant difference was found.
Work personality types and pre-service mathematics teachers' reasons for choosing mathematics teaching
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2014., 2014.) Akkurt, Şeyma.; Aslan-Tutak, Fatma.
The present study aims to investigate the personality types and the reasons of Turkish pre-service mathematics teachers for choosing mathematics teaching and examines differences according to gender and level of teaching of the participants. It is also aimed to determine if there is a relationship between the personality types and reasons for choosing mathematics teaching. The participants of this study are 384 senior pre-service mathematics teachers from 9 universities in Turkey. The aim of the present study was threefold. First one was to examine the reasons given by Turkish pre-service mathematics teachers for choosing teaching as a career through demographic characteristics (gender and level of teaching) of the participants. Among participants, altruistic social utility reasons (enhance social equity, make social contribution, and shape future of children and adolescents) was the highest rated category of reasons. On the other hand, the fallback reason category was rated lowest. The second purpose was to examine the work personality types of Turkish pre-service mathematics teachers based on Holland’s (1997) work personality types theory through demographic characters (gender and level of teaching). Social personality type category was rated highest which is consistent with the theory. Investigative work personality type was rated second highest while the enterprising category was rated lowest. The analysis showed that, women have significantly higher scores on artistic work personality type, while men have significantly higher score on realistic work personality type. Moreover, secondary mathematics pre-service teachers have significantly higher score on investigative work personality type compared to primary pre-service mathematics teachers. The third aim was to determine if there is a relationship between the reasons and work personality types of the Turkish pre-service mathematics teachers. Social utility values reasons were found to be highly related with social work personality type.

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