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Browsing İlköğretim Bölümü by Author "Ader, Engin."
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Item A comparative analysis of noticing of mathematics teachers with varying teaching experience(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Erdik, Evrim.; Ader, Engin.Teachers’ noticing refers to attending to classroom events and interpreting why those events are worth noticing. Noticing is regarded as an essential component of teaching expertise. The purpose of present study is to investigate what mathematics teachers with different years of experience notice, and differences and similarities between the teachers in terms of noticing. 15 participant mathematics teachers were purposefully selected and divided into three groups as, inexperienced, less experienced and experienced teachers, according to their teaching experience. Quantitative and qualitative tools were used to analyze the data. Chi square tests were conducted to examine whether noticing of teachers with varying teaching experience significantly differed from each other. A coding schema which assigned actor, topic, stance and specificity to a specific event was used. Results showed that there were statistically significant differences between teacher groups in terms of their noticing about the actor and topic of the noticed incident and the stance they adopted. Statistically significant differences were especially between the experienced teachers and the inexperienced teachers. Moreover, there were qualitative differences and similarities between them on what they noticed and how they analyzed the events that they noticed. Implications of the findings for teachers and teacher educators were apparent.Item A study for profiling mathematics teachers regarding factors affecting promotion of students metacognition(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Şeker, Vuslat.; Ader, Engin.The main objective of this study was to describe mathematics teachers’ profiles on factors affecting their promotion of students’ metacognition through developing profiling tools. In the light of this aim, four factors from the Framework for Analysing Mathematics Teaching for the Advancement of Metacognition -FAMTAM- (Ader,2009) were used. The factors were (1) teachers’ conceptualization of metacognition, (2) teachers’ perceptions of students’ features and needs, (3) distribution of mathematical authority in the classroom and (4) the external pressure perceived by teachers. The Teachers’ Conceptualization of Metacognition Scale, the Teachers’ Perceptions of Students’ Features and Needs Scale, the Distribution of Mathematical Authority Scale and the External Pressure Perceived by Teachers Scale were developed to reach the aim of the study. The sample consisted of 314 middle and secondary school mathematics teachers. In this study, descriptive, correlational and causal comparative research designs were used. Descriptive statistics were done to explain mathematics teachers’ current thoughts on four factors. Correlational analyses were done to investigate the relationships between four factors. Group comparisons based on gender, age, education level, years of experience, teaching level and school types were examined. The results showed that most mathematics teachers conceptualized metacognition in accordance with the commonly accepted conceptualizations in the literature. They were aware of students’ features and needs. They supported a learning environment where mathematical authority was exercised by students. However, they perceived high external pressure from various factors influencing their promotion of students’ metacognition. Moreover, significant gender differences were observed on teachers’ claims about their distribution of mathematical authority, perceived external pressure and conceptualization of metacognition in favor of female teachers. Significant differences according to age and years of experience were observed only on teachers’ distribution of mathematical authority in favor of teachers with 20-29 age group and 1-5 years of experience respectively. There were also significant differences on distribution of mathematical authority and perceived external pressure according to teachers’ educational background. Teachers with a master’s degree supported the distribution of mathematical authority more and perceived less external pressure than teachers with a bachelor degree. In addition, significant teaching level differences were found on each factor in favor of middle school mathematics teachers. Lastly, perceived external pressure and teachers’ conceptualization of metacognition also significantly differed on school types. Teachers working at a public school perceived higher external pressure and their conceptualization of metacognition’s scores were lower than teachers working at a private school. Implications of the findings and potential ways forward for making better sense of teachers’ considerations for promoting metacognition are discussed.Item Pre-service mathematics teachers TPACK development in a computer-assisted mathematics instruction course(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Erdoğan, Nazmi.; Ader, Engin.In Turkey there is a policy to integrate technology into education. Classrooms have been equipped with interactive white boards, internet networks, and tablet computers. In this process, it is essential for pre-service teachers to know how to use technology for educational purposes. The aim of this thesis is to investigate pre-service mathematics teachers‟ technological, pedagogical, and content knowledge (TPACK) development in a computer assisted mathematics course. The need to train pre-service teachers as capable of using technology for teaching makes this research important. This research was based on collection and analysis of both quantitative and qualitative data. Qualitative part of this research was a case study. Quantitative data were collected from 29 pre-service teachers with a TPACK Survey. Qualitative data were collected from 6 pre-service teachers by interviewing and observing throughout the course. Findings from this research show that it is possible for a university course to develop pre-service teachers‟ TPACK and this development is related to given technology, various personal factors of pre-service teachers, group work among them, and the structure of the course. This thesis presents recommendations regarding content specific technology related courses and collaboration among pre-service teachers in these courses in order to support their TPACK development.Item Preservice mathematics teachers solving word problems: visual-spatial abilities, use of representations, and types of mathematical thinking(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2016., 2016.) Olgun, Beyza.; Ader, Engin.The main purpose of this study was to examine preservice teachers’ types of mathematical thinking, use of visual-spatial representations, visual-spatial abilities, and mathematical problem solving performances and to investigate the relationships between these variables. The sample of the study consisted of 113 preservice mathematics teachers in a private and four public universities in Istanbul and Ankara. In order to investigate the research questions two instruments were used. Firstly, preservice teachers’ types of mathematical thinking were determined. Although problem solving performances were similar for each type of mathematical thinking, preservice teachers who adopted harmonic and geometric types of mathematical thinking preferred to use schematic representations more than analytic thinkers in their problem solving processes. Use of visual-spatial representations was related with problem solving performance and schematic representations were associated more strongly with correct solutions in comparison with pictorial representations. The participants’ visual-spatial abilities had a significant relationship only with their use of schematic representations. The findings provided an insight about preservice teachers’ preferences for visual approach and their implications for teacher education programs. Preservice teachers should have an opportunity to learn how a schematic representation can be created and teacher education programs should include visual approaches with consideration of their efficacies.Item The proportional reasoning ability of preservice mathematics teachers :|a mixed method study(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Boyacı, Hayriye Sinem.; Ader, Engin.The aim of the current study was to investigate preservice mathematics teachers’ (PSMTs) proportional reasoning. The study was conducted in five public universities in Turkey, during the spring semester of 2018-2019 academic year. A total of 261 junior and senior university students from middle and secondary school mathematics teaching programs participated in the study. Proportional Reasoning Instrument (PRI) which is prepared by the researcher based on six components among characteristics of proportional reasoners outlined by Lamon (2005, 2007) and task based interviews with selected participants were used as data sources. Quantitative analysis results revealed that although PSMTs had relatively high scores on PRI, they experienced difficulties in reasoning about the multiplicative relationships in both direct and inverse proportions, realizing and understanding the invariance and covariance structures of proportional relationships, evaluating students’ alternative strategies and developing proper language for ratio and proportion. Results from the qualitative analysis showed that highest scorers on PRI provide conceptual explanations about the answers more than average and lowest scorers. It was also concluded that all PSMTs in the clinical interviews regardless of their performances on PRI, had difficulty in proper use of ratio and proportion language and overgeneralized use of cross-multiplication algorithm even for non-proportional and inverse proportion situations. While highest scorers overused the algorithm for inverse proportion situations, others used the algorithm frequently for both situations.Item The relationship among metacognitive knowledge, metacognitive calibration accuracy and mathematical problem solving performance(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2015., 2015.) Başol, Birce.; Ader, Engin.The purpose of this research was to investigate relationships among metacognitive knowledge, metacognitive calibration accuracy and mathematical problem solving performance. In order to measure metacognition more holistically, metacognitive knowledge and metacognitive calibration (both prospective and retrospective) were taken into consideration together. Mathematical problem solving performance was assessed through three mathematical word problems. In the analyses, judgment bias and different levels of performance of students were taken into consideration. There were 200 participants in the study obtained from seventh grade students from public (N=90) and private (N=110) schools. The convenient sampling method was used in the data collection process of the study. Results demonstrated a significant relationship between prospective and retrospective monitoring accuracy. Another significant relationship was found between problem solving performance and metacognitive monitoring calibration. In terms of judgment bias, students tended to be overconfident in their prospective judgments compared to retrospective ones. Moreover, there is a significant difference between overconfident and underconfident students' performances. High performers tend to be underconfident while low performers are generally overconfident. Lastly, metacognitive knowledge was a differentiating factor for low performers in prospective judgments not in retrospective judgments.