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 comparison between students' mental models of atomic structure and visulizations in textbooks for the concept of atom
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2012., 2012.) Polat, Zeynep.; Akaygün, Sevil.
This study was designed for two major goals which are to describe students’ mental models about atom concept from 6th to 11th grade and to compare students’ mental models of atomic model with visual representations of atom in textbooks. in order to analyze the comparison of students’ mental models from their drawings and textbook visuals Chisquare analyzes were used. Descriptive statistics were also used to describe students’ mental models and textbook visual representations. The date was collected as qualitatively (Mental Model Atom Test) with 4 open ended questions including also drawings and quantitatively (Evaluation Rubric for Atomic Model Representations). The study was implemented in 2 elementary schools and 3 high schools with 180 students. in addition, 525 visuals from the Ministry of Education textbooks were evaluated in the study. The results indicated that Bohr’s Atomic Model were seen as the most frequent model in both the student’ drawings and textbook atom visuals. The consistency with textbook visuals and students’ drawings were not established statistically because of the 6th grade students and 10th grade students’ drawings. The results obtained by qualitatively can show that motion was not seen frequently in students’ drawings similarly textbooks visuals. Finally, the results stated that students are very stable to draw their previous model even though they can encounter with the new atom model.
A model for developing the multiplication of complex numbers
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2019., 2019.) Tekin, Deniz.; Karagöz Akar, Gülseren.
This study investigated a prospective mathematics teacher’s development of the multiplication of complex numbers in Cartesian, vector and polar forms during an instructional sequence involving quantitative reasoning. The teaching experiment methodology was used for the design of the instructional sequence and the conduct of the study. For this, upon completion of the articulation of the understanding of the multiplication of complex numbers by the researcher, a written pre-assessment, also used as the written post-assessment after the completion of the teaching sessions, was given to 28 prospective mathematics teachers. Following, one hour long pre-clinical interviews were conducted with two of the participants. Based on the analysis of the pre-interviews, one of the participants was selected. Teaching experiments included 4 teaching sessions upon completion of which a written post-assessment and also a post-clinical interview was conducted. Results, upon completion of the teaching ses sions, showed that that in contrast to the data from the pre-interview, the prospective mathematics teacher was able to develop the multiplication of complex numbers in Cartesian, vector and polar forms in a quantitative structure in relation to each other. Particularly, results showed that she was able to explain the reasoning behind the polar form pointing to one of the complex numbers as operand vector acting on the other one. Similarly, she was able to justify the relationship between the multiplication of complex numbers in Cartesian, vector and polar forms. Results also pointed to some diﬃculties the participant had encountered while developing the reasoning behind the polar form of the multiplication of complex numbers. Results in juxtaposition to each other suggested a model for developing the multiplication of complex numbers quanti tatively.
A model study to examine the relationship between metacognitive and motivational regulation and metacognitive experiences during problem solving in mathematics
(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2009., 2009.) Aşık, Gürsu.; Erktin, Emine.
The main aim of the study was to investigate students’ poor problem solving performance within a self-regulation framework. The relations between students’ metacognitive experiences, metacognition and motivational regulations were thought to be an appropriate point of view to approach the problem of mathematical problem solving. Students’ feelings of difficulty, familiarity and understanding, estimated effort and predicted solution correctness factors were examined under metacognitive experiences. Self-efficacy and effort were indicators of motivational regulation factor. Awareness, selfchecking, evaluation and use of cognitive strategies were included as the indicators of metacognitive regulation factor. The relationships were investigated and the proposed model was tested with the data of 406 students obtained from eight grade students from public (N=252) and private (N=154) schools. Convenient sampling method was used in the data collection process of the study. The data provided empirical evidence for the proposed model on the framework. The results demonstrated significant relations between metacognitive and motivational regulation, metacognitive experiences and mathematical problem solving performance. A significantly high correlation was found between metacognitive and motivational regulation. Although motivational and metacognitive experience had direct effects on student’s problem solving performance, metacognitive regulation did not. On the other hand, metacognitive and motivational regulation had indirect effects on problem solving performance through the mediation of metacognitive experiences. Type of school differences were evident for most variables, whereas gender differences were not.
A prospective secondary mathematics teachers's development of the meaning of the cartesian form of complex numbers
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2016., 2016.) Saraç, Merve.; Karagöz Akar, Gülseren.
In thisstudy,Iarticulatehowaprospectivesecondarymathematicsteacher reconstructs complexnumbersuponthesetofrealnumbersinthecontextofthe solution setsofquadraticequations.Previousresearchhasindicatedthatonceasked the meaningof x and y in theCartesianformofacomplexnumberwhichisformally de ned as x + iy where x and y are realnumbers,bothstudentsandteacherswere able tostatethat x and y are realnumbers,yetconsideredthemseparatelyrather than beingcomponentsofasingleentity.Thus,thequestionarisesastowhat x and y refer toalgebraicallyandgeometrically;why x and y havetoberealnumbersand what itmeanstobeanelementofthesetofcomplexnumbers.Thisstudyexplicates a prospectivesecondarymathematicsteacher'sanswerstothesequestionsthroughthe articulation oftheparticipant'squantitativereasoningbyconsideringSfard's(1991) theory onthedualnatureofthemathematicalconceptions.Withthisaccount,Iintend to contributetomathematicseducationbyprovidingevidenceonhowthedevelopment of theelementsofcomplexnumbers,whichisthroughshrinking/stretchingofthe distance(s) betweentherootsandthex-coordinateofthevertexofanyquadratic functions' graph,a ordsconceptualizinganycomplexnumberasasingleentityina well-de nedsetratherthanonlyanalgebraicprescriptionofcertainoperations.As the resultoftheinstructionalsequenceinthisstudy,theparticipantpresentsthiswell- de ned setasthesetconsistingoftherootsofquadraticequationswithrealcoe cients.
A scale development for social and emotıonal learning skills of middle school children
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2023) Oğuzhan, Ecem Elif.; Arıkan, Serkan.; Göl-Güven, Mine.
The purpose of the current study is to develop a self-reported social emotional learning (SEL) skills scale based on the Taxonomy Project designed by the Ecological Approaches to Social Emotional Learning (EASEL) Laboratory of the Harvard Graduate School of Education. The scale is planned to include 5 of these major dimensions and 56 items for the analysis. A group of 5 students was interviewed prior to administering the study to determine the length of time and the clarity of the scale. Then, the scale is further tested by confirmatory factor analysis (CFA) with a sample of the 893 5th and 6th graders (10-12 years) from different public schools. Once the proper CFA results are obtained, item response theory (IRT) is utilized to assess item performance in the SEL assessment tool, providing a more profound insight into the measured construct. In brief, to create greater precision and transparency in the field, the current study developed a standardized common SEL skills scale in line with SEL framework provided as an outcome of the Taxonomy Project.
A study for development of statistical literacy scale for undergraduate students
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2012., 2012.) Şahin, Füsun.; Akarsu, Füsun.; Yıldırım, Fetih.
Statistical literacy was defined as the ability to understand basic concepts, vocabulary and symbol of statistics, and some probability; and critically evaluate statistical information in everyday life situations. The aim of this study was to develop a valid and reliable instrument measuring statistical literacy for university students. Statistics content covered in previous instruments on statistics learning (CAOS- Web ARTIST Project, 2005; Statistical Literacy Skills Survey, Schield, 2008; ARTIST Topic Scales, 2006) and 6-12 grades curricula implemented in Turkey were examined. A Statistical Content Rating Form (SLCRF) was formed in the light of knowledge and skills involved in the related domain. Scholars who were offering statistics and research methods courses were asked which statistics topics undergraduate students are required to know for being statistically literate. Content coverage was determined according to scholars’ answers, and then questions were selected among existing instruments in the literature. For topics that questions in the literature are insufficient then new questions were written by the researcher. Suggested questions were examined by experts and the 42 questions were chosen and tried out with a pilot study with 33 participants. Based on the results, the number of questions was reduced to 20 and it was tried again with a sample consisting of 90 participants. Then, the number of questions was reduced to 17 and Statistical Literacy Scale (SLS) was developed. SLS was administered to 476 undergraduate students. The construct validity of SLS was examined with experts’ item based opinions and results of factor analysis. Content validity was assured with SLCRF results. From the data gathered from 476 participants the Cronbach alpha coefficient was calculated as .532. It is possible to say that SLS has the attributes of construct, content, and curricular validity.
A study on construct validity of science items in pisa 2006: the case of Turkey
(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2009., 2009.) Çirci, Ruhan.; Baykal, Ali.
This study was designed for three major goals. The first goal is to investigate construct validity in the Turkish version of the PISA 2006 science units including stimuli (e.g. text, graphs, and pictures) and items in terms of positive and negative entities embedded in them. The second goal is to understand the effect of the negative entities detected in the science units on total test and at item level by achievement scores of 15 year-old students. The third goal that emerged through the study aimed to explore the 15 year-old students’ familiarity with PISA science units in terms of the students’ unique learning experiences. The study consists of three phases. The first phase is the exploration of eight science units including eight stimuli and 25 items. In order to analyze these science units, content analysis was implemented for all of the stimuli and items in the science units. An Item Rating Form was developed and used in order to compose categories of the content analysis from the revisions of the teachers (80 secondary school science teachers in total) working at different regions in Istanbul. Content analysis results showed that there were five main categories defined for the negative entities (content, language, typicality, presentation and structure) and four main categories formed for the positive entities (context, content, science process and composition). The number of the thematic units of the negative entities was more than the thematic units of the positive entities. The second phase of the study based on the results of the content analysis from first phase. For the second phase the revisions on the science units were made for recovery of the negative entities described in the science units. Hence, two tests were present, one of them is PISA-Original Turkish test (PISA-OT test) which includes Turkish science units used in PISA 2006 study and the other is PISA-Revised Turkish (PISA-RT test) which contains revised versions of science units made at the second phase of the present study. At the second phase the effect of the negative entities on the achievement scores of the students examined by using two instruments (PISA-OT and PISA- RT). The results of the second phase showed that there was a statistically significant effect of the negative entities included in the revision process on the total achievement levels of the students. Although the results of analysis at the item level showed that there were significant differences between the two comparison groups for eleven of the items, there was no significant difference for the remaining eleven items. In addition, it is found that the mean scores for the group who answered the PISA- Revised Turkish test were higher than the means of the group who took the PISA-Original Turkish test on each of the 22 items. The third phase is the examination for the answer of the third research question related with the familiarity of students with the stimuli of PISA science units in terms of language, lay-out, school knowledge and daily life experiences. It is found that students tend to be moderately familiar with the PISA stimuli. Based on the results of the three phases, it can be concluded that the aim of selection and formation of the items for the science literacy test is important from the point of construct validity. However, released PISA stimuli and items in Turkish form achieved this aim partially.
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 investigation of STEM education researchers’ and middle school teachers’ conceptions of STEM education based on their self efficacy beliefs of STEM education
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Türkyılmaz Sarıgül, Merve.; Akaygün, Sevil.
This study was designed to investigate STEM education researchers’ and middle school teachers’ conceptions of STEM education based on their self-efficacy beliefs of STEM education. This study is designed as explanatory case design qualitative method study. The participants of this study were 9 STEM education researchers and 9 middle school teachers who were selected based on their self-efficacy beliefs which measured by Teacher Self-Efficacy Scale for STEM Practices (TSESSP). In order to investigate the conception, qualitative data obtained through semi structure interviews were obtained using The STEM Education Conceptualization Level Determination Interview Protocol (SECLDIP). The interviews of the participants were transcribed verbatim and open coded. Based on the results of the analysis, it was concluded that since middle school teachers implement STEM education in their courses, there are certain commonalities in the conceptualization of STEM education between STEM education researchers and middle school teachers. However, STEM education researchers convey theoretical understanding with examples that illustrate the integrated character of STEM education while middle school teachers have a grasp that STEM education is an interdisciplinary activity, and their understanding is limited to classroom practices rather than theoretical components. In addition, it was concluded that for the aspects of nature and scope of integration and implementation, the answers get more problem based with disciplinary integration as the self- efficacy belief increases.
An analysis of 4th grade students' routine and non-routine problem-solving skills using cognitive diagnostic models
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Taştan, Züleyha.; Arıkan, Serkan.
Assessment is an important part of education that provides feedbacks to both students on their learning and educators on their instruction. Assessments enhance students’ learning when providing effective and immediate feedback to learners. In this study, Cognitive Diagnostic Assessments (CDAs) are used to give informative and in-depth feedback to teachers and students. CDAs provide cognitive data about students’ strengths and weaknesses in a particular ability. This study investigates routine and non-routine problem-solving attributes of grade 4 students with four operations (addition, subtraction, multiplication, and division) using CDA. The test used in the study is specifically developed with diagnostic purposes regarding 2021-2022 4th grade mathematics curriculum and analysed with Cognitive Diagnostic Models (CDMs). There are 6 attributes and 20 items in the test. A Q-matrix was constructed to show attribute-item relationship. Before administering the test, a group with 10 students were asked to answer the items and interviewed later to evaluate the timing and clarity of the items. The final form of CDA test was administered to 511 students in 4th grade, from various public and private schools. The responses were analysed by the GDINA package in R. As a result of the analysis, each participant was assigned to an attribute profile showing which skills they have mastered and which they have not. The results showed that 75% of the students have mastered routine problem-solving skills, while 17% of the students have mastered non-routine problem-solving skills. The most frequent attribute profiles in the study group are found as follows: 000010, 010010, 111111, 111110, 000000 and 110010.
An ethnographic research: the cultural portraits of middle school mathematics classrooms in an international school
(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2006., 2006.) Çorlu, Mehmet Sencer.; Akarsu, Füsun.
The reality that classrooms are becoming more multicultural each day, partly due to globalisation, has changed the classroom cultures from the way they were in the past. Classrooms in international schools are extreme examples of this change. The purpose of this ethnographic study was to describe the formal mathematical enculturation of the middleschool students in an international sc hool. It examined the entire academic year during the ongoing creation of a specific mathematical culture within the classroom and revealed and portrayed how each of its members defined, maintained, and shared the unique mathematical culture of the classroom. Ethnomathematics and mathematical enculturation theories, as well as mathematics as a component of culture became the foundations of this study, providing invaluable contribution in explaining the mathematical culture of the research setting. This study sought answers to questions starting with “how” and “what” instead of answers to questions that start with “why”. The best qualitative approach to describe the everyday life of participants in this particular research was through ethnography. The quantitative analysis was used to supplement the findings. The data obtained from this study proved the dynamic nature of the creation of the culture in an international school mathematics classroom. Thus, the central theory of this study, Bishop’s (1988) mathematical enculturation was verified in terms of its ability to describe the mathematics culture of an international school and to explain the approaches of students to enculturation and acculturation processes.
An examination of elementary and lower secondary level Japanese and Turkish mathematics curricula through quantitative and (co)variational reasoning in terms of the treatment of functional relationships
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2021., 2021.) Turan, Nurdan.; Karagöz Akar, Gülseren.
This study investigated the similarities and differences between Japanese and Turkish curriculum materials, i.e. the course of study, teachers’ guides, and textbooks, in terms of quantitative and covariational reasoning depicted in the concepts of functional relationships, i.e. linear functions, proportions, rate, and ratio. The analysis was focused on the overall structures of textbooks and the learning opportunities of functional relationships in regard to quantitative and covariational reasoning in the curriculum materials. The tasks, problem situations, questions asked of students, and the use of representations were examined as potential learning opportunities. The finding showed that Japanese textbooks allocated more pages to introduce functional relationships than Turkish textbooks regardless of grade level. Findings also displayed that Japanese curriculum has a spiral nature in terms of covariational reasoning, ratio conception, and task variables. In particular, it has a clear focus on supporting learners’ quantitative reasoning and covariational reasoning which seems to gradually raise up to continuous covariation. Whereas Turkish curriculum seems to support students to reach up to coordination of values level of covariational reasoning. Moreover, in terms of ratio and proportion, the Japanese curriculum starts with supporting students’ additive strategies on tasks and gradually introduces multiplicative strategies; whereas Turkish curriculum materials do not cover all multiplicative strategies and do not seem to have spiral nature in terms of ratio conception.
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 examination of STEAM teacher competencies
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2019., 2019.) Beşkese, Münire Berna.; Özel, Serkan.
The purpose of this study was to investigate how STEAM teachers conceptualize, define, and actualize what it means to be a STEAM teacher. A phenomenological research which is one of the qualitative methods was followed. A literature review, field visit (to one of the best STEM schools in Istanbul) and four pilot studies were completed to design in depth, semi-structured interview questions that served the two research questions; “How do STEAM teachers conceptualize the STEAM teacher competencies?” and “How do STEAM teachers define the differences between ideal teacher competencies and STEAM teacher competencies?”. Five teachers from USA with at least two years of experience as a STEAM teacher were interviewed. Respondents’ resumes and STEAM teacher competency mind maps were used for triangulation. Hierarchical Focusing Method was followed to receive interviewees’ prominently conceptualized STEAM teacher competencies. Rapid Identification of Themes from Audio Recordings (RITA) method was utilized to capture the facial expressions and tones that reflected the sense of importance of the competency the interviewee was talking about. As a result, one hundred and thirty-nine abilities, characteristics and skills were listed as the STEAM teacher competencies and twenty eight abilities, characteristics and skills were recorded as the differences between ideal and STEAM teacher competencies. “Collaborating with Colleagues”, “Collaborating with Professionals”, “Life-long Learner”, and “Creator and Innovator” were declared the most for STEAM teacher competencies. “Integrating Concepts”, “Appreciating Arts” and “Having various Hobbies” were highly mentioned STEAM teacher competencies which ideal teachers might not necessarily possess.
An investigation of high school students' physics achievement in terms of their achievement goal orientations, self efficacy beliefs and learning conceptions of physics
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2017., 2017.) Sağlam, Havva.; Toğrol, Ayşenur.
The aim of this study was to investigate the contributions of high school students’ achievement goal orientations, physics learning self efficacy beliefs and physics learning conceptions on their physics performance. In addition, high school students’ achievement goal orientations, physics learning self efficacy beliefs, and physics learning conceptions were examined in terms of gender and grade differences. Comparisons between sciencemathematics and literature mathematics groups were also made in order to investigate field differences. The sample of this study consisted of 583 students from ninth, tenth and eleventh grades. Quantitative data collection methods were used in this investigation. The instruments that were administrated to students were the Achievement Goal Orientation Questionnaire (AGQ), Physics Learning Self Efficay Questionnaire (PLSEQ) and Physics Learning Conceptions Questionnaire (PLCQ). In order to analyze data multiple regression analysis, two-way ANOVA and one-way MANOVA were used. The results of this study suggested that high school students’ achievement goal orientations, physics learning self efficacy beliefs and physics learning conceptions explain 12.4 per cent of variance of their physics performance. Male students obtained higher physics learning self efficacy and qualitative physics learning conception scores compared to female students. In terms of field differences, science-mathematics and literature-mathematics groups had significantly different scores from most of the scales.
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.
Assessing preservice matematics teachers' stastistical reasoning
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2014., 2014.) Karatoprak, Rabia.; Karagöz-Akar, Gülseren
Statistical reasoning is to understand and reason with statistical information and make interpretations based on sets of data (Gar eld, 2002). In this study, statistical reasoning types of preservice mathematics teachers studying in _Istanbul were investigated. Participants were 91 secondary and 82 elementary school preservice mathematics teachers studying in the last semester of their program. Instrument was Statistical Reasoning Assessment { SRA (Gar eld, 2003). It was translated to Turkish and then validity and reliability was examined before applying to preservice mathematics teachers. Data was analyzed descriptively. Results showed that both secondary and elementary school preservice mathematics teachers were successful in interpreting probability, understanding independence, interpreting two-way tables and understanding importance of large samples. On the other hand, there was lack of understanding in selecting appropriate average, correctly computing probability, sampling variability, distinguishing between correlation and causation. Also results showed that they had law of small numbers misconception and equiprobability bias. Furthermore a comparison between secondary and elementary school preservice mathematics teachers' statistical reasoning was done. Results showed that there was no statistical di erence between their reasoning types. In this regard, the results suggest that in order to address and develop their understanding in concepts and misconceptions, statistics courses are suggested to be given importance in mathematics education programs. Results, portraying the statistical reasonig types of preservice mathematics teachers in Istanbul, might also be taken as a basis for further resarch investigating preservice mathematics teachers' statiatistical reasoning types in Turkey.
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.

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