Browsing by Author "Sadak M."

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    A critical ethnography on instructor-student interactions in a mathematics teacher education course
    (Elsevier Ltd., 2023) Sadak M.
    This study aimed to investigate the instructor-student interactions in a secondary level mathe matics teacher education course through a critical ethnographic perspective. Participants in the study were 16 pre-service teachers at one of the large midwestern universities in the U.S. The data for the study consists of the transcribed audio recordings collected in four classroom meetings as well as exclusive field notes. It was revealed as a result of the current study that negotiation - re negotiation mechanisms mediate the communications, which occur in accordance with the life worlds of students and instructor while system subordinates the lifeworld of these actors through its two main roots, contractual and normative systemic relationships. In addition, the reflection of these relationships on the instruction was also discussed. It is highly suggested for future re searchers to investigate these interactions with extended sample sizes as well as in different learning environments.
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    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.