M.A. Theses
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Browsing M.A. Theses by Subject "Mathematics -- Study and teaching."
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Item Integrating mathematics and ICT objectives for algorithmic thinking, problem solving skills, and epistemological beliefs(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2022., 2022.) Turan, Dilek.; Kartal, Günizi.This mixed method study assessed the effectiveness of an integrated Mathematics and ICT curriculum designed according to the problem-based Arc of Learning framework, for student learning, and investigated its effects on the 5th-graders’ problem solving and algorithmic thinking skills, as well as mathematics related epistemological beliefs. PBL activities were developed by the researcher that integrated two units in the mathematics curriculum, and one unit in the ICT curriculum. The participants were 5 th grade students (n=23) in the experimental group while 6th graders (n=21) in the control group, and 193 5th-8th graders comprised the participants for the investigation of the middle schoolers’ mathematics related epistemological beliefs. Quantitative data were collected through Mathematics Oriented Epistemological Beliefs Scale (MOEBS); algorithmic thinking and problem-solving skills test (ATPS test), and mathematics and ICT unit tests. The qualitative data were collected through weekly assignments and students’ artifacts during the implementation. The results indicated that the students improved their ATPS skills at the end of the implementation. They also increased their Mathematics and ICT unit exam scores. The qualitative data supported the results from the quantitative data by showing that the students who increased their ATPS scores significantly also improved their scores in the Math and ICT unit exams. An examination of student artifacts in group work provided evidence for the learning process and the improvement the students experienced throughout the 5-week program. As for epistemological beliefs, no significant difference was found before and after the implementation in the MOEBS scores.Item Mathematics teachers' epistemological beliefs and technology acceptance in emergency remote teaching during the Covid-19 pandemic(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2022., 2022) Erol, Rumeysa.; Kartal, Günizi.This explanatory sequential mixed-method study examined middle school mathematics teachers’ emergency remote teaching (ERT) experiences in the Covid-19 pandemic in terms of their mathematics-oriented epistemological beliefs and technology acceptance levels. Quantitative data collected through Mathematics Oriented Epistemological Beliefs Scale (MOEBS) and Technology Acceptance Measure for Teachers Scale (T-TAM). Data from both scales are used to form four case groups. Participants (n=39) are invited to interviews based on their case groups. Qualitative data collected through semi-structured interviews and Concerns Based Adoption Model (CBAM) is used as a framework while collecting and analyzing the interview data. The results indicated that there is a positive but not statistically significant correlation between the mathematics- oriented epistemological beliefs and technology acceptance levels of middle school mathematics teachers. It is shown that teachers’ concerns about ERT practice are coherent with their MOEBS and T-TAM scores. Addition to concerns, teachers’ needs are mentioned to guide in-service training programs such crisis and future applications.