Scholarly Publications - Elementary Teacher Education

Permanent URI for this collectionhttps://hdl.handle.net/11693/115540

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    A strategy to engage students in inquiry‑based learning of mathematics: Predict, observe and explain
    (Springer, 2025-07-26) Karakoc, Gokhan; Alacaci, Cengiz; Ayas, Alipaşa
    The current research implemented the Predict Observe and Explain (POE) instructional approach in mathematics and examined its efficacy in enhancing students’ understanding of functions in terms of their ability to connect algebraic and graphical representations in optimization problems. Two grade 11 classes (40 students in total) and two grade 10 classes (42 students in total) participated in this study, for a combined total of 82 students. Following a quasi-experimental design, students in the experimental group solved six open mathematical tasks in a small group setting. They were explicitly asked to predict the outcome before attempting to solve the tasks, make observations using concrete materials and finally attempt a solution. They were then expected to reflect on their observation and initial predictions to interpret their findings. The control group students were given the same tasks without an explicit heuristic. They directly attempted to solve the same problems without prediction and observation. The data were collected using students’ written responses to each task. Students’ responses to the tasks were assessed based on the following criteria: understanding, constructing, using a mathematical model, communicating and interpreting results. An independent samples t-test showed that the POE strategy improved students’ learning in cognitive domains. The POE strategy helped students better understand the problem, select and apply appropriate mathematical methods and interpret their findings. Students in the control group spent more time discussing and integrating clues into possible solutions to the given tasks. The results were interpreted within the frame work of inquiry-based education, informed by semiotic representation theory.
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    Mathematics graduate teaching assistants’ conceptions of equity and equitable teaching
    (Springer, 2026-01-02) Yu, Franklin; Beisiegel, Mary; Milbourne, Hayley; Kocabaş, Sezai
    Mathematics Graduate Teaching Assistants (MGTAs) play a crucial role in undergraduate mathematics education, yet little research has explored their conceptions of equity and equitable teaching. This study investigates how 37 MGTAs across three U.S. universities conceptualize equity in their instructional practices. Using semi-structured interviews and qualitative data analysis, we identified several prominent themes related to equitable teaching. The findings suggest that MGTAs primarily associate equitable teaching with individualized approaches, ensuring equal opportunities, and fostering student success. These perspectives largely align with the dominant axis of Gutiérrez’s (2009) equity framework, focusing on access and achievement, while the critical aspects of identity and power are largely unaddressed. These results highlight the need for professional development programs that deepen MGTAs’ understanding of systemic inequities in mathematics education. Addressing these gaps can better prepare MGTAs to create inclusive and transformative learning environments that support historically marginalized students.