Browsing by Subject "Mathematics education"
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Item Open Access Application of the Rasch rating scale model with mathematics anxiety rating scale-short version (MARS-SV)(Bilkent University, 2012) Kurum, HilalThis study aimed to explore the relationship between students’ mathematics anxiety and their mathematics achievement by applying the Rasch Rating Scale Model to investigate whether mathematics anxiety is debilitative or facilitative for their mathematics achievements. For data analysis, the study employed the Rasch Rating Scale Model on an instrument called Mathematics Anxiety Rating Scale (MARS-SV) and examined the differences between the students’ MARS-SV mean scores and the applied Rasch measures. The study was carried out with 79 ninth grade students from different classes in a private high school, Ankara. In the first phase, these students’ school exam marks were obtained. MARS-SV was administrated to the 79 students and then descriptive analyses applied to MARS-SV data. The correlation between the students’ mean scores on the MARS-SV and school exam marks was computed. In the second phase, the Rasch Rating Scale Model was applied to the MARS-SV raw scores to give Rasch measures for mathematics anxiety. The correlation between these Rasch measures and the students’ mathematics school exam marks was computed. Also a descriptive analysis was applied to the Rasch measures.It was found that there were moderate negative correlations between students’ mathematics exam marks and the two types of anxiety measured by the student mean scores (r = -0.40) and the Rasch measures (r = -0.45). The finding indicated that the mathematics anxiety was debilitative for students. In conclusion, the Rasch analysis provided the more reliable measure of student anxiety, which approaches more to the normal distribution. In addition, it provides a practical conversion table from a raw score of anxiety to its counterpart Rasch measure.Item Open Access Comparison of international baccalaureate primary years program and national curriculum program 4th grade student's misconceptions on the topic of fractions(Bilkent University, 2015) Şengül, EzgiThe purpose of this study was to compare the misconceptions of fractions in IB Primary Years Program (IBPYP) to the misconceptions of fractions of Ministry of National Education (MoNE) 4th grade students. To measure this, the three most popular subtopics of fractions covered in 4th grade mathematics curriculum were selected. These subtopics were (1) partitioning, (2) ordering and (3) addition. Then, nine questions for each subtopics were developed. Accordingly, a fractions test that included 27 items total was developed and used in this research. Analyses were conducted to determine if different curricula cause any response patterns. Analysis showed that only 7 out of 27 items were answered statistically differently by the IBPYP and MoNE students. PYP students had higher correct answer and lower misconception rates in 6 out of these 7 items. However, in general, the correct answer and wrong answer patterns seemed to have no substantial difference across the two curricula. Also, the results proved that some fractions subtopics were more challenging for students than others. Some suggestions about how to address misconceptions were made in the present study.Item Open Access The development of an inquiry-based teaching unit for Turkish high school mathematics teachers on integral calculus: the case of definite integral(Bilkent University, 2017-09) Özdemir, ÇiğdemThe 2013 official national curriculum published by the Turkish Ministry of Education formally required high school mathematics teachers to actively incorporate computer software in their teaching. The primary purpose of this study was to demonstrate the development of an inquiry-based teaching unit especially geared for high school mathematics students and teachers for the general concept of integral calculus. The main theme chosen as a case for this proposed inquiry unit was on definite integral and volumes of solids of revolution of real life daily objects. As a result, the primary purpose was to provide the process of developing a practical example of using pedagogically driven dynamic mathematics software (GeoGebra), a 3D digital model coupled with hands-on real life examples, all embedded in a constructivist learning environment. Also, within this study, the perceived effectiveness of the developed teaching unit by in-service high school mathematics teachers based on their experiences was reported.Item Open Access Engaging 6th grade students with mathematics by using multiple intelligence theory(Bilkent University, 2012) Yılmaz, BegümMathematics is a source of fear for many students and many struggle while learning mathematics. Most believe that they do not have the ability to learn mathematics and this perception decreases their motivation. The relationship between teaching and learning mathematics has been improved by integrating various approaches into the mathematics lessons. By 2000s, multiple intelligence theory was taken into consideration as one such approach in Turkey. This study aimed to explore whether there was a correlation between 6th grade students’ multiple intelligence types and their preferences of components of math lessons addressing multiple intelligence theory. The study was completed with fourteen 6th grade students with ages ranging from 11- 13 years at Ankara Bilkent Laboratory and International School, Turkey. In the first session of the study, students’ multiple intelligence types were identified by administering a multiple intelligence survey. Then several mathematics lesson activities based on multiple intelligence theory were implemented during 2 math lessons in block schedule to discover students’ preferences of learning mathematics. In the next session students were expected to describe how their learning was affected by classroom activities based on the multiple intelligence theory. Students reflected on which activities they liked and which activities were most effective by rating the activities in the given reflection forms. Students’ reflections and their personal intelligence types were correlated. It was found that bodily-kinesthetic intelligence was rated to be the most dominant intelligence among the participating 6th grade students. However, lesson activities addressing linguistic and mathematical-logical intelligences correlated highest with students’ mathematical learning.Item Open Access An exploratory study of visually impaired students’ perceptions of inclusive mathematics education(SAGE Publications Ltd, 2015) Bayram, G. İ.; Corlu, M. S.; Aydın, E.; Ortaçtepe, D.; Alapala, B.The Turkish Disability Act introduced inclusive education to Turkey as a solution to the problems experienced by students with disabilities, including visually impaired students. The main purpose of this study was to explore the challenges faced by visually impaired students learning high school mathematics in inclusive classrooms in Turkey. The data were qualitative, consisting of interviews conducted with three high school graduates; they were analysed using the constant comparison method. In the interviews, students described the effects of various teaching methods on their learning and evaluated the social aspect (broadly speaking) of inclusive education. The results show that while the social needs of visually impaired Turkish students were adequately met through inclusive education, their academic needs were not, which we speculate to be partly because of mathematics teachers’ negative attitudes towards inclusive education.Item Open Access Exploring challenges of mathematics teachers who teach high school mathematics for visually impaired students in Turkey(Bilkent University, 2017-09) Baykaldı, GamzeIn inclusive education, every child is supported in such way that no child falls behind. For this purpose, inclusive education practices unite students with individual differences that are in the same educational environment. However, many teachers, regardless of their specialty, hold negative attitudes towards inclusive education. Therefore, it is necessary to explore the experiences and actions of mathematics teachers while teaching high school mathematics to visually impaired (VI) students by considering what kind of challenges they encounter and to what extent these challenges affect teachers’ willingness to accept the inclusion of these students. This qualitative study aimed to explore this subject using a grounded theory as a specific method. Semi-structured interviews conducted with eight mathematics teachers who had experience teaching VI students were analyzed using the constant comparative method. Major findings were categorized into five themes: teaching mathematics practices, the mathematics curriculum, preparation of material, assessment practices, and beliefs regarding inclusive education and VI students. The findings showed that teachers were divided into two groups in terms of their commitment to inclusive practices. The first group was described as reluctant to teach VI students, and the second was willing to run effective inclusive practices. Findings were discussed in terms of existing research on teachers’ preparedness for, and belief in, inclusive education.Item Open Access Integration of science into mathematics in high school curriculum : a delphi study(Bilkent University, 2012) Aktan, TuğbaThe focus of this study is to examine opinions about the implementation of the curriculum integration of mathematics and science (CIMAS). For this purpose, the study aims to explore possible mathematics topics for CIMAS and reach a consensus about advantages, disadvantages, and limitations of implementation of CIMAS. To achieve the consensus, a Delphi study was conducted with experts with regard to curriculum integration. The experts were university academics and school teachers in Ankara. The research produced a number of key findings: almost each unit in mathematics can be integrated with science; physics seems more feasible for integration with mathematics; CIMAS is perceived to increase student motivation and positive attitudes toward mathematics, to provide meaningful learning anda more effective teaching environment for school teachers. Although CIMAS is not seen to have disadvantages that hinder learning and teaching, the integration has limitations related to curriculum, teachers, and facilities that are obstacles to effective implementation. The main conclusions drawn from this study were that the integration of mathematics and science curriculum is expected to provide advantages and satisfy the psychological, pedagogical, and sociological needs of students. The findings could be valuable for curriculum developers, teachers, and teacher educators.Item Open Access Investigating the mental readiness of pre-service teachers for integrated teaching(International Online Journal of Educational Sciences, 2015) Corlu, M. S.; Capraro, R. M.; Çorlu, A. M.There has been some criticism of the teacher education programs in Turkey, claiming that pre-service teachers were not ready for the profession. This study explored the mental readiness of pre-service teachers to facilitate integrated mathematics and science. Data were collected from pre-service teachers who were enrolled in either integrated or departmentalized teacher education programs. Data were analyzed using a three-way multivariate factorial analysis of variance model. The independent variables were program (integrated or departmentalized), department (mathematics or science), and gender while the dependent variables were the attitudes towards the integrated teaching and nature of mathematics and science. The results indicated that pre-service mathematics teachers in the integrated teacher education program had more favorable attitudes towards integrated teaching of mathematics than pre-service mathematics teachers in the departmentalized program. The study showed that the integrated program may be an effective alternative to the standard departmentalized teacher education programs in Turkey.Item Open Access Number guessing(Australian Association of Mathematics Teachers Inc., 2009) Sezin, F.; Sezgin, F.Item Open Access Which preparatory curriculum for the International Baccalaureate Diploma Programme is best? The challenge for international schools with regard to mathematics and science(Springer Netherlands, 2014) Corlu, M. S.There are two mainstream curricula for international school students at the junior high level: the International Baccalaureate (IB) Middle Years Programme (MYP) and the Cambridge International General Certificate of Secondary Education (IGCSE). The former was developed in the mid-1990s and is currently being relaunched in a 21st-century approach. The latter programme of study was developed by University of Cambridge International Examinations in 1985 and has become popular in recent years among British domestic and international schools worldwide due to the clarity of its learning content. The prevailing uncertainty about which curriculum is best to prepare students for the IB Diploma Programme represents a challenge for international schools. The purpose of the current study is to develop a methodology through causal models which can explain the relationship between student performance in the IGCSE and the Diploma Programme with regard to mathematics and science. The data evaluated here consisted of external examination scores of students who attended a private international high school between the years 2005 and 2012. Two structural equation models were developed. The first model employed a maximum likelihood estimation, while the second model used a Bayesian estimation with a Markov Chain Monte Carlo method. Both models fit the data well. The evidence suggests that the IGCSE provides a good foundational preparation for the Diploma Programme in mathematics and science.