Browsing by Author "Incikabi L."

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After the reform in Turkey: A content analysis of SBS and TIMSS assessment in terms of mathematics content, cognitive domains, and item types
(2012-01-01) Incikabi L.; Incikabi, L
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. © 2012 Copyright The University of Johannesburg.
After the reform in Turkey: A content analysis of SBS and TIMSS assessment in terms of mathematics content, cognitive domains, and item types
(2012-01-01) Incikabi L.
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. © 2012 Copyright The University of Johannesburg.
An analysis of Turkey's recent middle school mathematics teaching programs within the context of the learning-teaching processes
(2019-11-29) Incikabi L.; Uysal R.
The current study compares recent middle school mathematics teaching programs in Turkey based on teaching-learning processes (student characteristics, teacher characteristics, learning-teaching approaches, and measurement and evaluation approaches). Being qualitative in nature, this study was conducted by performing document analysis. The data source of this study comprises the middle school mathematics teaching programs published in 1998, 2005, and 2013. The obtained data were presented using tables and were compared in terms of similarities and differences. According to the results, programs since 1998 had provided different definition of an active student. Moreover, the use of strategies and techniques, which are student-centred and enable students to actively participate in the learning process, is striking since the 2005 program. In addition, the most important change in the measurementevaluation processes is the adoption of the result- and process-oriented measurement and evaluation concept instead of the result-oriented measurement and evaluation approach.
An Investigation of Change in Mathematics, Science, and Literacy Education Pre-service Teachers' TPACK
(2013-11-01) Tokmak H.; Incikabi L.; Ozgelen S.
This quasi-experimental research study aimed to investigate the effect of technological, pedagogical, and content knowledge (TPACK)-based course design on mathematics, science, and literacy education pre-service teachers' TPACK. Participants in the study consisted of 31 mathematics, 32 science, and 38 literacy education pre-service teachers who attended introduction to computers. To collect data, the technological pedagogical content knowledge self-efficacy instrument (TPACKSEI) developed by Graham et al. (2009) was applied before and after the course. The results showed significant improvements in all groups of pre-service teachers' mathematics, science, and literacy education self efficacy on their TPACK. Moreover, there were no significant differences between natural science (mathematics and science education) and social science (literacy) for pre-service teachers' TPACK. However, there were significant differences between natural science and social science pre-service teachers' technological knowledge and technological content knowledge. © 2012 De La Salle University.
An investigation of mathematics and science questions in entrance examinations for secondary education institutions in Turkey
(2013-01-01) Incikabi L.; Kurnaz M.; Pektas M.
This study aimed to investigate LDE mathematics and science questions in terms of cognitive requirements (knowing, applying and reasoning) and structural properties (conceptual, algorithmic and graphical). The methodology adopted in the current study was document analysis. The results of this study indicated that LDE science assessments emphasized conceptual questions, while mathematics questions were more algorithmic in structure. In addition, both mathematics and science items de-emphasized graphical representations. In terms of their cognitive requirements, both science and mathematics LDE items neglected the cognitive domain of reasoning. Moreover, science questions mostly met in the intersection of knowing and conceptual, while mathematics questions often required students to apply knowledge on algorithmic questions. This study also concluded that the distribution of question requirements differed from year to year. Some implications regarding the results included that implementing a nation-wide assessment that neglects graphical representations contradicts the target goal of the mathematics and science programs in Turkey. The fact that the LDE was designed to determine the level of students' learning yet neglects reasoning questions also presents a contradiction to the curricular aims.
Analyzing prospective mathematics teachers' development of teaching practices in mathematics: A lesson study approach
(2016-08-18) Incikabi L.; Kacar A.
This study analyzed the changes in mathematics teacher candidates' teaching processes in terms of content of lesson plan, pedagogy aspects, and classroom management based on the evaluations of the experts, peers, and their own. The results indicated that experts, peer, and self-evaluation of the teaching processes signaled positive changes in teacher candidates' pedagogical content knowledge in mathematics after the lesson study process. Further, the study also demonstrates that teacher candidates acknowledged lesson study as a tool for providing slight improvement in teaching practices while experts and peers provided evidence for impressive improvements in teaching experiences.
Effects on the technological pedagogical content knowledge of early childhood teacher candidates using digital storytelling to teach mathematics
(2015-05-04) Kildan A.O.; Incikabi L.
This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK). This study was quasi-experimental and indicated that teacher candidates' evaluations of digital storytelling were affected by their preparation experiences. Moreover, results showed a shift from dual intersections of technology, pedagogy, and content knowledge to the triple intersection of TPACK.
Evaluating views of teacher trainees on teacher training process in Turkey
(2013-02-01) Kildan A.O.; Ibret B.ü.; Pektaş M.; Aydinözü D.; Incikabi L.; Recepoglu E.
The views of the teacher trainees who have recently started the teaching profession on teacher training process are of great value because they are new graduates and they are in their first year in the profession. Since the teachers in their first year in the profession do not have any experience, they have to pursue the educational tasks based on the knowledge and skills they acquired in their faculties. The main purpose of the study is to evaluate the views of the teacher trainees on the process of teacher training in Turkey.Being qualitative in nature, the current research was a descriptive study. The study group involved 58 newly-appointed teacher trainees from different branches who began their teaching profession in Kastamonu in 2010. An "Interview Form" was used for data collection. The data collected from the participants were analysed through Nvivo 9 software package. As a result of the study, the teacher trainees indicated that they felt insufficient especially related to curriculum and content knowledge and that teaching practice and school experience courses do not adequately contribute to their profession.
Flipping the mathematics instruction: A critical overview of recent trends in application
(2020-11-13) Incikabi L.; Serin M.K.; Incikabi S.
The flipped classroom is a rotational model in which students move between teacher-faced practices in the classroom during the standard school day and out-of-school teaching they receive online for the related concepts. In recent years, with the proliferation of technology-supported education, flipped classroom practices have been used more in mathematics classrooms, and gained the attention of mathematics education researchers. This attention also triggered the studies examining the trends of flipped classroom practices on mathematics education. This chapter introduces the theoretical underpinnings of the flipped classroom and provides a recent literature review of the studies on flipped classrooms in mathematics education from various dimensions. Accordingly, several results obtained from the analyses as well as potential issues for future research are proposed in this book chapter.
Gamification of middle school mathematics and science: Game-playing for learning
(2021-11-26) Incikabi L.; Kepceoglu I.; Pektas M.
Integrating technology into mathematics teaching: A TPACK (technological, pedagogical, content knowledge)-based course design for college students
(2013-12-01) Incikabi L.; Tokmak H.S.
The relationships between content, pedagogy, and technology are important for teaching, yet complex for teachers. The idea of technological, pedagogical, and content knowledge (TPACK) has emerged in the educational technology field as a framework to explain the complexity of technology integration. In contrast to a simple view of technology, TPACK framework emphasizes the connections, interactions, affordances, and constraints of content, pedagogy, and technology. TPACK framework presents a way of thinking about effective technology integration. The preparation of teachers for effective technology integration to instruction appears to be a key component of almost every improvement plan for education and educational reform programs. This chapter provides a course design example for teacher educators about how to give pre-service teachers experience integrating technology with their instructions. The instructor designed this course to enhance mathematics teacher candidates' understanding of TPACK as a result of an intense educational technology course sequence. © 2013, IGI Global.
Integration of the computer games into early childhood education pre-service teachers' mathematics teaching
(2014-12-31) Tokmak H.S.; Incikabi L.
Mathematics experiences in the early years of education can help children be more prepared for the future. Mathematics is known to be one of the most difficult learning areas. Computer games in today's technological world seem to offer a way to educate young children in mathematics in a fun and engaging way. However, success does not rely solely on the technology itself, but also how it is used during instruction. For that reason, early childhood teachers have a responsibility to integrate technology into their instruction, and to understand such technologies with regard to content and audience. Therefore, this chapter provides an example of how to incorporate educational computer games into upper-level education courses. The instructor designed the course described in this chapter to teach early childhood teachers how to integrate educational computer games for the purpose of teaching mathematics to young children.
Integration of the computer games into early childhood education pre-service teachers' mathematics teaching
(2013-12-01) Tokmak H.S.; Incikabi L.
Mathematics experiences in the early years of education can help children be more prepared for the future. Mathematics is known to be one of the most difficult learning areas. Computer games in today's technological world seem to offer a way to educate young children in mathematics in a fun and engaging way. However, success does not rely solely on the technology itself, but also how it is used during instruction. For that reason, early childhood teachers have a responsibility to integrate technology into their instruction, and to understand such technologies with regard to content and audience. Therefore, this chapter provides an example of how to incorporate educational computer games into upper-level education courses. The instructor designed the course described in this chapter to teach early childhood teachers how to integrate educational computer games for the purpose of teaching mathematics to young children. © 2013, IGI Global.
Investigating mathematical creativity through the connection between creative abilities in problem posing and problem solving
(2022-09-01) Sadak M.; Incikabi L.; Ulusoy F.; Pektas M.
The majority of existing research have repeatedly embedded problem solving and problem posing in the assessment of students’ mathematical creativity, but there is a lack of studies focusing on the relationship between these two regarding mathematical creativity. In this study, we aimed to examine whether there is a relationship between the constructs of creative ability in mathematical problem posing (CAMPP) and creative ability in mathematical problem solving (CAMPS) and to examine the structure of this relationship through confirmatory factor analysis. The participants were 187 sixth-grade students in Turkey. Data were collected by two creative ability tests, namely CAMPP and CAMPS. We used a rubric to characterize mathematical creativity by interpreting scores of in the dimensions of creative ability (fluency, flexibility, and originality) in the context of problem solving and problem posing. The findings showed that mathematical problem posing and mathematical problem solving both constituted the constructs of CAMPP and CAMPS respectively, based on the dimensions of creative ability. Moreover, the structure of the relationship between the constructs of CAMPP and CAMPS can be explained better with a constituted higher-order factor of Creative Ability in Mathematics (CAM) rather than placing one of these factors as a sub-construct under the other one.
Motivations and expectations for pursuing graduate education in mathematics and science education
(2013-01-01) Incikabi L.; Pektas M.; Ozgelen S.; Altan Kurnaz M.
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. © Kamla-Raj 2013.
Perceptions of competencies developed in an active learning course featuring the design of web-based instruction on mathematics
(2015-05-31) Tokmak H.; Incikabi L.
This chapter presents a research study on mathematics education pre-service teachers' perceptions of competencies developed in an active learning course. During the course, the pre-service teachers designed web-based instruction (WBI) to teach mathematics to a targeted group of children. Data were collected through a demographic questionnaire, unstructured focus group interviews, open-ended questionnaires, and WBI design documents. WBI documents were analyzed according to Khan's (1997) identified components. The results of the study showed that, according to the mathematics education pre-service teachers, their internet search skills, content knowledge about distance education, web interface design skills, and technological knowledge increased or improved due to the WBI project. Moreover, participants observed how the constructivist philosophy did not apply to their designs. In addition, their designs were created from the perspectives of users rather than producers, as many components of WBI were not taken into account during or after the project.
Pre-service science teachers’ perceptions of mathematics courses in a science teacher education programme¹
(2017-08-18) Incikabi L.; Serin M.
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.
Reform Movement in Turkey: Changes in Geometry Content in Student Selection and Placement Examinations in Secondary Education
(2012-07-01) Incikabi L.
This article aims to present the changes in student selection and placement examinations in secondary education by focusing on the geometry content during the postreform period. The methodology, also used by Petway (2000), includes three steps toward the aim of examining the following: technical aspects, content coverage, and examination results. Among the results of the study is that the new examinations covered more geometry content, which is distributed more evenly through the upper elementary grades than the previous ones, and that the new transition system to the secondary schools has placed more emphasis on students’ performance scores and their behavior grades at the each level of upper elementary school than the ones of the prereform period, which were mostly based on the examination results.
Reform Movement in Turkey: Changes in Geometry Content in Student Selection and Placement Examinations in Secondary Education
(2012-07-01) Incikabi L.
This article aims to present the changes in student selection and placement examinations in secondary education by focusing on the geometry content during the postreform period. The methodology, also used by Petway (2000), includes three steps toward the aim of examining the following: technical aspects, content coverage, and examination results. Among the results of the study is that the new examinations covered more geometry content, which is distributed more evenly through the upper elementary grades than the previous ones, and that the new transition system to the secondary schools has placed more emphasis on students’ performance scores and their behavior grades at the each level of upper elementary school than the ones of the prereform period, which were mostly based on the examination results.
Sixth grade students’ skills of using multiple representations in addition and subtraction operations in fractions
(2018-03-01) Kara F.; Incikabi L.
The current study aims to show the transition skills of sixth grade students between the representations (numerical, model, number line and verbal) given in addition-subtraction operations in fractions and to analyse the ability of the students to construct each representation type. In this research, case study method was used in terms of the subject and process followed. The study group of the research is the sixth grade students of three middle schools in Kastamonu province placed in the northern part of Turkey. The research participants consisted of 59 students, 31 of which are male and 28 of which are female. Data collected through “Multiple Representations in Fraction Operations Test”. According to research findings, it has been determined that the achievement of students in using different representations in operations with fractions is higher in addition operation compared to subtraction operation. In addition, it turns out that students are more successful in numerical-numerical, model-model, model-numerical, and numerical-model transitions compared to other transitions in both operation types. It was also found out that students fail in other representation types such as number line and verbal representation transition situations.