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Soner Durmuş

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Necmettin Erbakan University

Salih Akyıldız

Trabzon University

Tuğba KONTAŞ AZAKLI

Burçin Ermeğan Coşkun

Trakya University

Pamukkale University

sümeyye aydın gürler

University of Gaziantep

NURAN KEMANKASLI

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Papers by Soner Durmuş

Fen ve Teknoloji, Matematik ve Sınıf Öğretmenlerinin Sahip Oldukları Matematik ve Matematik Eğitimi Değerlerinin Farklı Değişkenler Açısından İncelenmesi1

dem.org.tr

Özet-Sosyal bilimlerin tersine, matematik birçok kişi tarafından değer içermeyen bir alan olarak ... more Özet-Sosyal bilimlerin tersine, matematik birçok kişi tarafından değer içermeyen bir alan olarak görülmektedir. Öğretme ve öğrenme üzerine farklı teoriler matematiğin kendi değerlerine sahip olduğuna dair yeni ufuklar açmıştır. Genel olarak literatürde değerler üç kategoride sınıflandırılmaktadır: Genel eğitsel değerler, matematiksel değerler (rasyonalizm/objektivizm, kontrol/ilerleme, açıklık/gizlilik) ve matematik eğitimi değerleri (doğruluk/açıklık, tutarlık, yararcılık, etkili organizasyon, eğlence, esneklik, açık fikirlilik, kalıcılık, sistematik çalışma). Bu değerler gizli veya açık bir şekilde matematik derslerinde gözlenebilmektedir. Öğretmenler bilerek veya bilmeyerek bu değerleri öğrencilerine yansıtırlar. Bu çalışmanın amacı, bahsedilen değerleri iki ana kategoride (pozitivist-nesnel, oluşturmacı-öznel) sınıflandırarak bu kategorilerdeki değerleri belirleyici bir matematik değerler ölçeği kullanarak ilköğretim öğretmenlerinin sahip olduğu değerleri ortaya çıkarmaktır. Bu amaçla araştırmacıların başka bir çalışmada öğretmen adaylarına uyguladıkları 34 maddelik 5'li Likert formatındaki ölçek, öğretmenler hakkında farklı bilgileri de içerek şekilde yeniden düzenlenmiştir. Milli Eğitim Bakanlığı bünyesinde görev yapan sınıf öğretmenlerinden, matematik öğretmenlerinden ve fen ve teknoloji öğretmenlerinden olmak üzere toplam 194 katılımcıya bu yeni ölçek uygulanmıştır. Faktör analizleri sonucunda madde sayısı 34'ten 24 maddeye indirgenmiştir. Bazı demografik © Değerler Eğitimi Merkezi nash.edu.au/research/groups/smte/projects/vamp/seah-2000.pdf adresinden 9.10.2007 tarihinde edinilmiştir. Seah, W. T. (2001). Exploring issues of control over values teaching in the mathematics classroom.

İlköğretim Öğretmen Adaylarının Rasyonel Sayıları Anlama Düzeylerinin Belirlenmesi

Kuram Ve Uygulamada Egitim Bilimleri, 2005

Tracing proof schemes: some patterns and new perspectives

Journal of Research and Advances in Mathematics Education, Feb 1, 2022

The aim of this paper is to review some studies conducted with different learning areas in which ... more The aim of this paper is to review some studies conducted with different learning areas in which the schemes of different participants emerge. Also it is about to show how mathematical proofs are handled in these studies by considering Harel and Sowder's classification of proof schemes with specific examples. As a result, it was seen that the examined studies were addressed in the learning areas of Analysis, Geometry, Algebra, Linear Algebra, Elementary Number Theory, Probability, Combinatorics, and MIX. Students in early grades tend more towards external and empirical proof schemes. On the other hand, the characteristics of the proof schemes become more sophisticated as the participants' profiles change to pre-service teachers or as they become more specializing in mathematics. Some results are as follows: the academic achievement levels, genders, and grade levels of the participants in the studies examined in this paper have indicated that they have similar traces with the schemes they use. In addition, it has been determined that new perspectives such as examining Harel and Sowder's classification with new lenses, revealing the overlooked roles of some dynamics in proof, or improving the framework provide an important research area in terms of revealing students' potentials.

A Computer Assessment Tool for Structural Communication Grid

Turkish Online Journal of Educational Technology, Oct 1, 2005

Assessment is one of the most important part of educational process that directs teaching, learni... more Assessment is one of the most important part of educational process that directs teaching, learning as well as curriculum development. However, widely used classical assessment techniques such as multiple choice tests are not adequate to provide neither a correct picture of students' performances nor the effectiveness of the teaching process. Structural Communication Grid is an alternative assessment approach to classical multiple choice tests because it reveals students' ideas and reasoning by forcing them to organize interrelated set of givens rather than focusing on the correct answer. The set of givens such as statements, graphics, pictures, etc can be presented as a grid of numbered boxes each containing a piece of information. The grid is usually designed to contain more than one correct choice in order to externalize the student's conceptual structure and to assess their degrees of meaningful learning. Several questions could be designed with the same set of givens in order to avoid finding the correct choices by elimination method. However, it is difficult to implement and evaluate it by paper and pencil tests since both the boxes chosen and the choosing order are required to be graded. In this study, the basic features and elements of the first computerized version of structural communication grid tester, called SCGT, will be presented and its possible contributions to mathematics education will be discussed.

İlköğretim Matematik Öğretmen Adaylarının Sahip Olduğu Değerler Ve Modelleme Düzeylerine Ilişkin Bir Inceleme

Kuram Ve Uygulamada Egitim Bilimleri, 2011

Fostering mathematical creativity with problem posing activities: An action research with gifted students

Thinking Skills and Creativity, 2021

Abstract The aim of this research was to foster the skills of problem posing and mathematical cre... more Abstract The aim of this research was to foster the skills of problem posing and mathematical creativity of the gifted student having difficulties with posing problems. The participants consisted of six 7th grade students. With this purpose, a 30-h action plan consisting of 18 problem posing activities based on the model of Stoyanova (1997) was prepared. The Problem Posing Test was used as the pre-test and post-test to measure the skills of problem posing and mathematical creativity. At the first step of data analysis, posed problems was analyzed by the Problem Posing Assessment Rubric in order to calculate the pre-test and post-test problem posing scores. Then the problems were analyzed based on two components of creativity, fluency and flexibility, and the composite creativity scores were calculated. The findings showed that the gifted students had significantly higher post-test scores on both measures. Therefore, it can be said that the action plan improved the problem posing and mathematical creativity skills of the gifted students.

Effects of Redesigned Model Eliciting Activities on Seventh Grade Students’ Mathematics Success and Students’ Views about These Activities

Malikussaleh Journal of Mathematics Learning (MJML), 2020

In this study, the effects of redesigned modeling activities on the academic achievement of 7th g... more In this study, the effects of redesigned modeling activities on the academic achievement of 7th grade students and the student’s view about these activities were investigated. We use explanatory sequential mixed method design that is one of the mixed research methodology for this investigation. The quantitative part of this research established according to semi-experimental study with pre-posttest, and qualitative part of this study execute with the case study. Quantitative data were collected with multiple choice academic achievement tests, and qualitative data were collected with study papers, observation forms, forms of student’s view, and semi-structured interviews at the end of all activities. The quantitative data were analyzed with covariance analysis. Qualitative data were analyzed with content analysis. As a result, a statistically significant difference was found in favor of the experimental group on the academic achievement which influenced by modeling activities. This d...

The Use of Graphing Calculators with Symbolic Calculations on Performance Gains in a College Algebra Class

Online Submission, Sep 5, 2001

Matematik Öğretmen Adaylarının Matematik Tarihinin Matematik Eğitimindeki Rolüne Yönelik Algıları Üzerine Bir İnceleme

It has been revealed by various researchers that using HoM in secondary school mathematics educat... more

Matematikte Öğrenme Güçlüklerinin Saptanması Üzerine Bir Çalışma

Gazi Üniversitesi Kastamonu Eğitim Dergisi, 2004

Matematik Öğretmen Adaylarının Matematik Tarihinin Matematik Eğitimindeki Rolüne Yönelik Algıları Üzerine Bir İnceleme

Amasya Üniversitesi Eğitim Fakültesi Dergisi, Dec 7, 2020

It has been revealed by various researchers that using HoM in secondary school mathematics educat... more

Matematiğin Duyuşsal Özellikleri

Ankara Pegem Akademi Yayıncılık eBooks, 2021

From Face-to-Face Teaching to Online Tutoring: Challenges, Solutions and Perspectives

Universities in the Networked Society, 2019

The chapter reports on the results of the case study related to the implementation of online tuto... more The chapter reports on the results of the case study related to the implementation of online tutoring in one of the state universities in Turkey. The research is a qualitative study based on the free interview of the focus group of online tutors and ICT experts on their experiences and problems they faced during their first year of online tutoring to the university students. The problems identified were grouped in four clusters (a) technical, (b) managerial, (c) instructional and (d) psychological. Based on the findings, a complex of solutions have been suggested and being implemented into practice in order to enhance the quality of online tutoring in the framework of the formal university education. The main purpose of the enhancements is to raise the online tutors’ competences in ICT tools for online tutoring purposes and to reformat their teaching experience from the face-to-face mode of teaching to the specifics of online tutoring and communication mediated by appropriate ICT to...

One Year Experience of Distance Education at Abant Izzet Baysal University

ICT Education in Turkey: National ICT Curriculum to Improve Teaching and Learning

İlköğreti̇m 6.SINIF Öğrenci̇leri̇ni̇n Cebi̇r Öğrenme Alanindaki̇ Kavram Yanilgilarinin Gi̇deri̇lmesi̇nde Çalişma Yapraklarinin Etki̇li̇li̇ği̇

Ilkogretim caginda ogrencilerin cebir konulari ile ilgili kazanimlari gunluk yasamlarinda onemli ... more Ilkogretim caginda ogrencilerin cebir konulari ile ilgili kazanimlari gunluk yasamlarinda onemli rol oynamaktadir. Bundan dolayi arastirmanin amaci i) ilkogretim altinci sinif ogrencilerinin cebir ogrenme alanindaki olasi gucluklerini ve kavram yanilgilarini belirlemek ii) cebir ogrenme alanindaki konulari anlamada ve kavram yanilgilarini gidermede etkili olabilecek bir ogretim tasarimi sunmaktir. Arastirmada, “Kontrol Gruplu On Test-Son Test Deney Modeli” kullanilmistir. Deney grubuna, calisma yapraklari kullanilarak egitim verilirken, kontrol grubuna ise geleneksel ogretim yaklasimina gore egitim verilmistir. Deney ve kontrol gruplarinin cebir ogrenme alanindaki kavram yanilgilarini belirlemek icin arastirmaci tarafindan gelistirilen “Cebir Testi” ogretimden once ve sonra uygulanmistir. Arastirmanin bulgularina gore ogrencilerin cebirde harflerin kullanimi anlamada, degiskenlerle ve esitlik kavrami ile ilgili bir takim kavram yanilgilarinin oldugu tespit edilmistir. Ayrica calisma...

İlköğretim 6-8. Sınıf Öğrencilerinin Cebir Öğrenme Alanındaki Kavram Yanılgıları

Hacettepe Universitesi Egitim Fakultesi Dergisi, 2006

Matematiksel düflünmenin geliflim sürecinde cebir, önemli bir yer tutmaktad›r. Bir çok araflt›rma... more Matematiksel düflünmenin geliflim sürecinde cebir, önemli bir yer tutmaktad›r. Bir çok araflt›rma ilkö¤retim 6-8. s›n›flardaki ö¤rencilerin cebirle ilgili farkl› kavram yan›lg›lar›na sahip olduklar›n› ortaya koymufltur. Bu çal›flma ile bu kavram yan›lg›lar›n›n neler olduklar› belirleme amaçlanm›flt›r. Araflt›rman›n bulgular› ilgili literatürdeki bulgular da göz önüne al›narak elefltirel bir yaklafl›mla ele al›nm›flt›r. Kavram yan›lg›lar›n› gidermeye yönelik öneriler sunulmufltur.

Matemati̇k Öğretmenli̇ği̇ 1. Sinif Öğrenci̇leri̇ni̇n Geometri̇ Alan Bi̇lgi̇ Düzeyleri̇ni̇n Tespi̇ti̇, Düzeyleri̇n Geli̇şti̇ri̇lmesi̇ İçi̇n Yapilan Araştirma Ve Sonuçlari

ÖZET: Bu araştırmanın amacı, Matematik Öğretmenliği bölümü öğrencilerinin almak zorunda oldukları... more

An Approach to Integrate Constructivist Learning Theory into the Teachings of Mathematics

Abant Izzet Baysal University Graduate School of Social Sciences, 2001

Problem Merkezli ve Görsel Modellerle Destekli Geometri Öğretiminin Sınıf Öğretmenliği Öğrencilerinin Geometrik Düşünme Düzeylerinin gelişimine etkisi

ÖZET: Bu araştırmanın amacı problem merkezli ve görsel modellerle destekli geometri öğretiminin h... more

Fen ve Teknoloji, Matematik ve Sınıf Öğretmenlerinin Sahip Oldukları Matematik ve Matematik Eğitimi Değerlerinin Farklı Değişkenler Açısından İncelenmesi1

dem.org.tr

Özet-Sosyal bilimlerin tersine, matematik birçok kişi tarafından değer içermeyen bir alan olarak ... more Özet-Sosyal bilimlerin tersine, matematik birçok kişi tarafından değer içermeyen bir alan olarak görülmektedir. Öğretme ve öğrenme üzerine farklı teoriler matematiğin kendi değerlerine sahip olduğuna dair yeni ufuklar açmıştır. Genel olarak literatürde değerler üç kategoride sınıflandırılmaktadır: Genel eğitsel değerler, matematiksel değerler (rasyonalizm/objektivizm, kontrol/ilerleme, açıklık/gizlilik) ve matematik eğitimi değerleri (doğruluk/açıklık, tutarlık, yararcılık, etkili organizasyon, eğlence, esneklik, açık fikirlilik, kalıcılık, sistematik çalışma). Bu değerler gizli veya açık bir şekilde matematik derslerinde gözlenebilmektedir. Öğretmenler bilerek veya bilmeyerek bu değerleri öğrencilerine yansıtırlar. Bu çalışmanın amacı, bahsedilen değerleri iki ana kategoride (pozitivist-nesnel, oluşturmacı-öznel) sınıflandırarak bu kategorilerdeki değerleri belirleyici bir matematik değerler ölçeği kullanarak ilköğretim öğretmenlerinin sahip olduğu değerleri ortaya çıkarmaktır. Bu amaçla araştırmacıların başka bir çalışmada öğretmen adaylarına uyguladıkları 34 maddelik 5'li Likert formatındaki ölçek, öğretmenler hakkında farklı bilgileri de içerek şekilde yeniden düzenlenmiştir. Milli Eğitim Bakanlığı bünyesinde görev yapan sınıf öğretmenlerinden, matematik öğretmenlerinden ve fen ve teknoloji öğretmenlerinden olmak üzere toplam 194 katılımcıya bu yeni ölçek uygulanmıştır. Faktör analizleri sonucunda madde sayısı 34'ten 24 maddeye indirgenmiştir. Bazı demografik © Değerler Eğitimi Merkezi nash.edu.au/research/groups/smte/projects/vamp/seah-2000.pdf adresinden 9.10.2007 tarihinde edinilmiştir. Seah, W. T. (2001). Exploring issues of control over values teaching in the mathematics classroom.

İlköğretim Öğretmen Adaylarının Rasyonel Sayıları Anlama Düzeylerinin Belirlenmesi

Kuram Ve Uygulamada Egitim Bilimleri, 2005

Tracing proof schemes: some patterns and new perspectives

Journal of Research and Advances in Mathematics Education, Feb 1, 2022

The aim of this paper is to review some studies conducted with different learning areas in which ... more The aim of this paper is to review some studies conducted with different learning areas in which the schemes of different participants emerge. Also it is about to show how mathematical proofs are handled in these studies by considering Harel and Sowder's classification of proof schemes with specific examples. As a result, it was seen that the examined studies were addressed in the learning areas of Analysis, Geometry, Algebra, Linear Algebra, Elementary Number Theory, Probability, Combinatorics, and MIX. Students in early grades tend more towards external and empirical proof schemes. On the other hand, the characteristics of the proof schemes become more sophisticated as the participants' profiles change to pre-service teachers or as they become more specializing in mathematics. Some results are as follows: the academic achievement levels, genders, and grade levels of the participants in the studies examined in this paper have indicated that they have similar traces with the schemes they use. In addition, it has been determined that new perspectives such as examining Harel and Sowder's classification with new lenses, revealing the overlooked roles of some dynamics in proof, or improving the framework provide an important research area in terms of revealing students' potentials.

A Computer Assessment Tool for Structural Communication Grid

Turkish Online Journal of Educational Technology, Oct 1, 2005

Assessment is one of the most important part of educational process that directs teaching, learni... more Assessment is one of the most important part of educational process that directs teaching, learning as well as curriculum development. However, widely used classical assessment techniques such as multiple choice tests are not adequate to provide neither a correct picture of students' performances nor the effectiveness of the teaching process. Structural Communication Grid is an alternative assessment approach to classical multiple choice tests because it reveals students' ideas and reasoning by forcing them to organize interrelated set of givens rather than focusing on the correct answer. The set of givens such as statements, graphics, pictures, etc can be presented as a grid of numbered boxes each containing a piece of information. The grid is usually designed to contain more than one correct choice in order to externalize the student's conceptual structure and to assess their degrees of meaningful learning. Several questions could be designed with the same set of givens in order to avoid finding the correct choices by elimination method. However, it is difficult to implement and evaluate it by paper and pencil tests since both the boxes chosen and the choosing order are required to be graded. In this study, the basic features and elements of the first computerized version of structural communication grid tester, called SCGT, will be presented and its possible contributions to mathematics education will be discussed.

İlköğretim Matematik Öğretmen Adaylarının Sahip Olduğu Değerler Ve Modelleme Düzeylerine Ilişkin Bir Inceleme

Kuram Ve Uygulamada Egitim Bilimleri, 2011

Fostering mathematical creativity with problem posing activities: An action research with gifted students

Thinking Skills and Creativity, 2021

Abstract The aim of this research was to foster the skills of problem posing and mathematical cre... more Abstract The aim of this research was to foster the skills of problem posing and mathematical creativity of the gifted student having difficulties with posing problems. The participants consisted of six 7th grade students. With this purpose, a 30-h action plan consisting of 18 problem posing activities based on the model of Stoyanova (1997) was prepared. The Problem Posing Test was used as the pre-test and post-test to measure the skills of problem posing and mathematical creativity. At the first step of data analysis, posed problems was analyzed by the Problem Posing Assessment Rubric in order to calculate the pre-test and post-test problem posing scores. Then the problems were analyzed based on two components of creativity, fluency and flexibility, and the composite creativity scores were calculated. The findings showed that the gifted students had significantly higher post-test scores on both measures. Therefore, it can be said that the action plan improved the problem posing and mathematical creativity skills of the gifted students.

Effects of Redesigned Model Eliciting Activities on Seventh Grade Students’ Mathematics Success and Students’ Views about These Activities

Malikussaleh Journal of Mathematics Learning (MJML), 2020

In this study, the effects of redesigned modeling activities on the academic achievement of 7th g... more In this study, the effects of redesigned modeling activities on the academic achievement of 7th grade students and the student’s view about these activities were investigated. We use explanatory sequential mixed method design that is one of the mixed research methodology for this investigation. The quantitative part of this research established according to semi-experimental study with pre-posttest, and qualitative part of this study execute with the case study. Quantitative data were collected with multiple choice academic achievement tests, and qualitative data were collected with study papers, observation forms, forms of student’s view, and semi-structured interviews at the end of all activities. The quantitative data were analyzed with covariance analysis. Qualitative data were analyzed with content analysis. As a result, a statistically significant difference was found in favor of the experimental group on the academic achievement which influenced by modeling activities. This d...

The Use of Graphing Calculators with Symbolic Calculations on Performance Gains in a College Algebra Class

Online Submission, Sep 5, 2001

Matematik Öğretmen Adaylarının Matematik Tarihinin Matematik Eğitimindeki Rolüne Yönelik Algıları Üzerine Bir İnceleme

It has been revealed by various researchers that using HoM in secondary school mathematics educat... more

Matematikte Öğrenme Güçlüklerinin Saptanması Üzerine Bir Çalışma

Gazi Üniversitesi Kastamonu Eğitim Dergisi, 2004

Matematik Öğretmen Adaylarının Matematik Tarihinin Matematik Eğitimindeki Rolüne Yönelik Algıları Üzerine Bir İnceleme

Amasya Üniversitesi Eğitim Fakültesi Dergisi, Dec 7, 2020

It has been revealed by various researchers that using HoM in secondary school mathematics educat... more

Matematiğin Duyuşsal Özellikleri

Ankara Pegem Akademi Yayıncılık eBooks, 2021

From Face-to-Face Teaching to Online Tutoring: Challenges, Solutions and Perspectives

Universities in the Networked Society, 2019

The chapter reports on the results of the case study related to the implementation of online tuto... more The chapter reports on the results of the case study related to the implementation of online tutoring in one of the state universities in Turkey. The research is a qualitative study based on the free interview of the focus group of online tutors and ICT experts on their experiences and problems they faced during their first year of online tutoring to the university students. The problems identified were grouped in four clusters (a) technical, (b) managerial, (c) instructional and (d) psychological. Based on the findings, a complex of solutions have been suggested and being implemented into practice in order to enhance the quality of online tutoring in the framework of the formal university education. The main purpose of the enhancements is to raise the online tutors’ competences in ICT tools for online tutoring purposes and to reformat their teaching experience from the face-to-face mode of teaching to the specifics of online tutoring and communication mediated by appropriate ICT to...

One Year Experience of Distance Education at Abant Izzet Baysal University

ICT Education in Turkey: National ICT Curriculum to Improve Teaching and Learning

İlköğreti̇m 6.SINIF Öğrenci̇leri̇ni̇n Cebi̇r Öğrenme Alanindaki̇ Kavram Yanilgilarinin Gi̇deri̇lmesi̇nde Çalişma Yapraklarinin Etki̇li̇li̇ği̇

Ilkogretim caginda ogrencilerin cebir konulari ile ilgili kazanimlari gunluk yasamlarinda onemli ... more Ilkogretim caginda ogrencilerin cebir konulari ile ilgili kazanimlari gunluk yasamlarinda onemli rol oynamaktadir. Bundan dolayi arastirmanin amaci i) ilkogretim altinci sinif ogrencilerinin cebir ogrenme alanindaki olasi gucluklerini ve kavram yanilgilarini belirlemek ii) cebir ogrenme alanindaki konulari anlamada ve kavram yanilgilarini gidermede etkili olabilecek bir ogretim tasarimi sunmaktir. Arastirmada, “Kontrol Gruplu On Test-Son Test Deney Modeli” kullanilmistir. Deney grubuna, calisma yapraklari kullanilarak egitim verilirken, kontrol grubuna ise geleneksel ogretim yaklasimina gore egitim verilmistir. Deney ve kontrol gruplarinin cebir ogrenme alanindaki kavram yanilgilarini belirlemek icin arastirmaci tarafindan gelistirilen “Cebir Testi” ogretimden once ve sonra uygulanmistir. Arastirmanin bulgularina gore ogrencilerin cebirde harflerin kullanimi anlamada, degiskenlerle ve esitlik kavrami ile ilgili bir takim kavram yanilgilarinin oldugu tespit edilmistir. Ayrica calisma...

İlköğretim 6-8. Sınıf Öğrencilerinin Cebir Öğrenme Alanındaki Kavram Yanılgıları

Hacettepe Universitesi Egitim Fakultesi Dergisi, 2006

Matematiksel düflünmenin geliflim sürecinde cebir, önemli bir yer tutmaktad›r. Bir çok araflt›rma... more Matematiksel düflünmenin geliflim sürecinde cebir, önemli bir yer tutmaktad›r. Bir çok araflt›rma ilkö¤retim 6-8. s›n›flardaki ö¤rencilerin cebirle ilgili farkl› kavram yan›lg›lar›na sahip olduklar›n› ortaya koymufltur. Bu çal›flma ile bu kavram yan›lg›lar›n›n neler olduklar› belirleme amaçlanm›flt›r. Araflt›rman›n bulgular› ilgili literatürdeki bulgular da göz önüne al›narak elefltirel bir yaklafl›mla ele al›nm›flt›r. Kavram yan›lg›lar›n› gidermeye yönelik öneriler sunulmufltur.

Matemati̇k Öğretmenli̇ği̇ 1. Sinif Öğrenci̇leri̇ni̇n Geometri̇ Alan Bi̇lgi̇ Düzeyleri̇ni̇n Tespi̇ti̇, Düzeyleri̇n Geli̇şti̇ri̇lmesi̇ İçi̇n Yapilan Araştirma Ve Sonuçlari

ÖZET: Bu araştırmanın amacı, Matematik Öğretmenliği bölümü öğrencilerinin almak zorunda oldukları... more

An Approach to Integrate Constructivist Learning Theory into the Teachings of Mathematics

Abant Izzet Baysal University Graduate School of Social Sciences, 2001

Problem Merkezli ve Görsel Modellerle Destekli Geometri Öğretiminin Sınıf Öğretmenliği Öğrencilerinin Geometrik Düşünme Düzeylerinin gelişimine etkisi

ÖZET: Bu araştırmanın amacı problem merkezli ve görsel modellerle destekli geometri öğretiminin h... more