Lutfi Incikabi

After the reform in Turkey: A content analysis of SBS and TIMSS assessment in terms of mathematics content, cognitive domains, and item types

Abstract The aim of this study was to compare SBS with TIMSS in terms of distribution of content domains (numbers, algebra, geometry, and data and chance) and cognitive domains (knowing, applying, and reasoning), and item types (multiple choice and structured response) as classified in TIMSS 2007 framework. The results of this study reveal that while there is considerable overlap in the content included in the SBS and TIMSS mathematics assessments at eighth grade, differences exist in the distribution of items with respect to cognitive categories and item types.

Understanding expertise-based training effects on the software evaluation process of Mathematics Education teachers

This case study examined the educational software evaluation processes of pre-service teachers who attended either expertise-based training (XBT) or traditional training in conjunction with a Software-Evaluation checklist. Forty-three mathematics teacher candidates and three experts participated in the study. All participants evaluated educational software selected by the novice groups in accordance with Software Evaluation checklist. Two analysis procedures were applied: (a) similarities in rankings of the same educational software between the XBT and traditional groups using the checklist and (b) organizing common themes in the data collected through journals and in-class observations. The results showed that the expert-XBT group agreement rate was 63%, while the expert-traditional group agreement rate was 42%. Moreover, the XBT group showed a similar approach to the experts, including assessing each criterion and evaluating the software as a whole.

The effect of expertise-based training on the quality of digital stories created to teach mathematics to young children

This study investigated the effect of expertise-based training (XBT) on the quality of digital stories created by early childhood education (ECE) pre-service teachers. The participants of the study were 69 pre-service teachers from the ECE Department. The study was experimental, utilizing a static-group pre-test/post-test design, supported with qualitative data. Data were collected through analysis and evaluation of digital stories, open-ended questionnaire, and journals. During analysis, an independent t-test was conducted and open coding analysis was applied. The results showed that the XBT group teachers earned significantly higher scores on their digital stories than the traditional group. Moreover, the XBT group focused more on the details of digital story creation, such as emphasizing the purpose of the story during each component; choosing an appropriate tone of voice; using pictures, including characters as Pepe, Kayo, and The Smurfs; and defining key words then applying pictures accordingly.

Motivations and Expectations for Pursuing Graduate Education in Mathematics and Science Education

Abstract The aim of this study was to reveal the reasons behind the decisions of individuals for pursuing graduate education in mathematics and science education. In this paper, candidates were investigated in terms of their explanations for the necessities of graduate education, their motivational factors for pursuing higher education and their expectations from it. Being qualitative in nature this study was a case study and the case being examined was graduate candidates’ motivations for and expectations from graduate education. The sample consisted of 49 graduate candidates (teachers and recent college graduates) applying to a university in Turkey. Among the results of the study were that graduate candidates’ explanations for necessities for graduate education were mainly gathered under themes of academic development, professional development and social development; that the same themes were also found in their expectations from graduate education; that motivations were consisted of internal and external motivation factors; and that motivations generally caused academic expectations, especially ISCSR and PAS.

The Relationship between Pre-service Primary School Teachers’ Beliefs about Mathematics and Critical Thinking Dispositions

Bu arastirmanin amaci sinif ogretmeni adaylarinin matematigin dogasi, ogretimi ve ogrenimi hakkindaki inanislari ile elestirel dusunme egilimleri arasindaki iliski duzeyini ortaya koymaktir. Arastirma veri baglaminda nicel bir paradigmaya sahiptir ve iliskisel tarama modeline gore tasarlanmistir. 2014-2015 egitim-ogretim yilinda bir devlet universitesinin Egitim Fakultesi Sinif Egitimi Anabilim Dali’ nda ogrenim goren ucuncu ve dorduncu sinif ogretmen adaylari arastirmanin calisma grubunu olusturmaktadir. Arastirmada iki temel veri toplama araci kullanilmistir. Bunlardan ilki Kayan, Haser ve Isiksal-Bostan (2013) tarafindan gelistirilen Matematik Hakkindaki Inanislar Olcegi iken digeri Kokdemir (2003) tarafindan Turkceye uyarlanan California Elestirel Dusunme Egilimi Olcegi’dir. Verilerin analizinde betimsel istatistik yontemlerinden aritmetik ortalama islemleri ile bagimsiz gruplar t testi, korelasyon analizi teknikleri kullanilmistir. Arastirma sonuclarina gore sinif ogretmeni adaylari matematigin dogasi, ogrenimi ve ogretimi hakkinda geleneksel inanislara kiyasla daha cok yapilandirmaci inanislara sahiptirler. Bununla birlikte elestirel dusunme egilimlerinin kismen olumlu yonde oldugu gorulmustur. Ogretmen adaylarinin hem matematik hakkinda inanislar hem de elestirel dusunme egilimlerinde sinif duzeyi degiskenine gore anlamli bir farklilik bulunamamistir. Son olarak korelasyon analizi sonuclarina gore yapilandirmaci inanislar boyutu ile elestirel dusunme egilimleri olcegi faktorleri arasinda pozitif yonde dusuk duzeyde iliskinin var oldugu gorulmustur.

Pre-service science teachers’ perceptions of mathematics courses in a science teacher education programme

ABSTRACT Most science departments offer compulsory mathematics courses to their students with the expectation that students can apply their experience from the mathematics courses to other fields of study, including science. The current study first aims to investigate the views of pre-service science teachers of science-teaching preparation degrees and their expectations regarding the difficulty level of mathematics courses in science-teaching education programmes. Second, the study investigates changes and the reasons behind the changes in their interest regarding mathematics after completing these courses. Third, the current study seeks to reveal undergraduate science teachers’ opinions regarding the contribution of undergraduate mathematics courses to their professional development. Being qualitative in nature, this study was a case study. According to the results, almost all of the students considered that undergraduate mathematics courses were ‘difficult’ because of the complex and intensive content of the courses and their poor background mathematical knowledge. Moreover, the majority of science undergraduates mentioned that mathematics would contribute to their professional development as a science teacher. On the other hand, they declared a negative change in their attitude towards mathematics after completing the mathematics courses due to continuous failure at mathematics and their teachers’ lack of knowledge in terms of teaching mathematics.

Neden İlköğretim Matematik Öğretmenliği Programındayım? Tercih Nedenleri ve Beklentilerin Cinsiyet ve Akademik Başarı Bağlamında İncelenmesi: Kastamonu Üniversitesi Örneği

Bu arastirmanin amaci; ogretmen adaylarinin ilkogretim matematik ogretmenligi programini tercih etme sebeplerini, programdan beklentilerini belirlemek ve bunlari cinsiyetlerine ve akademik basari duzeylerine gore nasil bir ozellik gosterdigini incelemektir. Arastirmada ozel durum calismasi yontemi benimsenmistir. Nitel bir calisma olan bu arastirmada elde edilen verilerin analizinde icerik analizi kullanilmistir. Bulgular frekans ve yuzde hesabi yapilarak tablo halinde sunulmustur. Arastirmaya Kastamonu Universitesi ilkogretim matematik ogretmenligi programinda ogrenim goren 102 dorduncu sinif ogrencisi katilmistir. Arastirma bulgularina gore, ogretmen adaylarinin programi tercih sebepleri arasinda aile, universiteye giris sinav puani, ogretmen etkisi gibi dissal faktorlerin etkili oldugu gorulmustur. Frekans degerlerine gore hem dusuk hem de yuksek basari duzeyindeki ogrenciler de benzer olarak dissal faktor temelli tercihlerde bulunmuslardir. Ogretmen adaylarinin beklentilerinin mesleki gelisim, akademik gelisim ve sosyal gelisim temalarinda yogunlastigi gorulmustur. Erkek ogretmen adaylari, mesleki gelisim faktorunu kadin ogretmen adaylarina gore daha onemli gor urken, kadin ogretmen adaylarinin akademik gelisim ve sosyal gelisim temelli beklenti faktorlerini erkek ogretmen adaylarina gore daha belirleyici olarak gordukleri sonucuna ulasilmistir. Ogretmen adaylari basari duzeyi farklilik gosterse bile mesleki gelisim icerisinde ozellikle matematik ogretim becerisinin kazanilmasina daha fazla deginmislerdir.