Scholarly Publications - Educational Sciences

Permanent URI for this collectionhttps://hdl.handle.net/11693/115556

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Browsing Scholarly Publications - Educational Sciences by Author "Alacacı, C."

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    Mathematical knowledge and skills expected by higher education in engineering and the social sciences: implications for high school mathematics curriculum
    (International Society of Educational Research, 2015-03-25) Başaran, M.; Özalp, G.; Kalender, İ.; Alacacı, C.
    One important function of school mathematics curriculum is to prepare high school students with the knowledge and skills needed for university education. Identifying them empirically will help making sound decisions about the contents of high school mathematics curriculum. It will also help students to make informed choices in course selection at high school. In this study, we surveyed university faculty members who teach first year university students about the mathematical knowledge and skills that they would like to see in incoming high school graduates. Data were collected from 122 faculty members from social science (history, law, psychology) and engineering departments (electrical/electronics and computer engineering). Participants were asked to indicate which high school mathematics topics and skills they thought were important to be successful at university education in their field. Results were compared across social science and engineering departments. Implications were drawn for curriculum specialists, students, and mathematics educators.
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    Publishing in a mathematics education research journal
    (Modestum LTD, 2010) Alacacı, C.
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    Solving a stability problem by Polya's four steps
    (Istanbul Aydin University, Engineering Faculty, 2011) Alacacı, C.; Doğruel, M.
    In this paper, we consider the proof of stability of a nonlinear system. We found it useful to employ Polya’s general four step problem solving process to organize and present the solution and our thinking. Polya's ideas can help us become aware of how we think when we solve problems. Reflecting on how we solve a problem allows us make conceptual connections between a problem at hand and the problems we may need to solve in the future.
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    Unpacking the inequality among Turkish schools: findings from PISA 2006
    (Elsevier, 2010-03) Alacacı, C.; Erbaş, A. K.
    The study investigates the effects of certain school characteristics on students’ mathematics performances in Turkey in the PISA 2006 while controlling for family background and demographic characteristics. Three models of Hierarchical Linear Modeling (HLM) are constructed. The results reveal that 55% of the variance is attributable to between-schools and the remaining 45% to individual student characteristics. About two-thirds of the 55% is explained by selectivity in admissions, time to study mathematics and students’ SES, gender and the geographical region. The findings are interpreted to explain why Turkish schools differed greatly in average student performance in PISA 2006 by using the conceptual efforts on school quality factors and family background characteristics.