Browsing by Author "Ulusoy, F"
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Web of Science A new diagnostic character in the roots of the genus Grammosciadium DC. (Apiaceae)(2017.01.01) Ulusoy, F; Karakaya, MA; Idman, DOM; Bani, BWeb of Science Comparative vegetative anatomy of the genera Grammosciadium, Caropodium and Vinogradovia (Apiaceae) in Turkey(2019.01.01) Idman, DOM; Karakaya, MA; Ulusoy, F; Bani, BWeb of Science Exploring prospective teachers' noticing of students' understanding through micro-case videos(2021.01.01) Ulusoy, F; Cakiroglu, EWeb of Science Gender bias and stereotypes in Australian, Singaporean and Turkish mathematics textbooks(2019.01.01) Incikabi, L; Ulusoy, FWeb of Science Investigating How Prospective Mathematics Teachers Prepare History Integrated Lesson Plans with Assessing Historical Elements in Mathematics Textbooks(2023.01.01) Girit-Yildiz, D; Ulusoy, FWeb of Science Investigating mathematical creativity through the connection between creative abilities in problem posing and problem solving(2022.01.01) Sadak, M; Incikabi, L; Ulusoy, F; Pektas, MPublication Middle school students’ reasoning with regards to parallelism and perpendicularity of line segments(2022-01-01) Ulusoy F.; Ulusoy, FThis study investigates middle school students’ reasoning about parallelism and perpendicularity of two line segments. Data were collected from 83 middle school students through an identification task consisting of various examples and non-examples of the parallelism and perpendicularity of two line segments. One-to-one interviews were also conducted with fifteen students to support students’ written reasons. The results indicated that middle school students identify parallel/perpendicular line segments by using three types of reasoning: visual reasoning, attribute reasoning, and language-based reasoning. With the influence of the concept images shaped by prototypical and intuitive examples and linguistic factors, some students either focused on non-critical attributes of the concepts as the critical ones or omitted critical attributes of the concepts. Hence, they either identified examples of parallel line segments and perpendicular line segments as non-examples or considered non-examples of the concepts as examples.Web of Science Web of Science Preservice mathematics teachers' selection of curriculum resources in individual and group lesson planning processes(2021.01.01) Ulusoy, F; Incikabi, LWeb of Science Publication Prospective Early Childhood and Elementary School Mathematics Teachers’ Concept Images and Concept Definitions of Triangles(2021-06-01) Ulusoy F.; Ulusoy, FThis study presents a characterization of prospective early childhood teachers’ (ECEPTs) and prospective elementary school mathematics teachers’ (EMEPTs) concept images and concept definitions of triangles through a defining task and an example generation task. Data consisted of 62 EMEPTs’ and 72 ECEPTs’ written statements for the definition of a triangle, drawings for examples and non-examples of triangles, and written reasons for drawings. The results showed that most of the prospective teachers wrote inappropriate statements for the definitions of a triangle by using necessary but not sufficient conditions or using neither necessary nor sufficient conditions with frequent inaccurate terminology usage. The appropriate statements for the definition of a triangle included necessary and sufficient conditions, but were mostly considerably not minimal and/or included inappropriate mathematical terminology. A very large portion of the examples drawn by the prospective teachers consisted of acute triangles with typical positions rather than right and obtuse triangles, which can be evaluated as the indication of prototypical concept images. Drawings of non-triangles also revealed that the prospective teachers mostly drew non-triangular non-examples that can be immediately accepted as non-triangles with the lack of a relatively long list of missing critical attributes, but they provided a small number of triangular non-examples that bear significant similarity to valid examples of a triangle. This result indicates that the prospective teachers’ concept images regarding non-triangles also formed by intuitive non-examples which can be considered as prototypes for non-triangles.Web of Science Prospective Middle School Mathematics Teachers' Covariational Reasoning for Interpreting Dynamic Events During Peer Interactions(2017.01.01) Yemen-Karpuzcu, S; Ulusoy, F; Isiksal-Bostan, MPublication Prospective Teachers' Graphical Representations for Two Simultaneously Changing Quantities in Dynamic Functional Situations(2020.01.01) Ulusoy, F; Fadime ULUSOYBu araştırma, ilköğretim matematik öğretmeni adaylarının iki değişkenin eş zamanlı değişimini içeren dinamik fonksiyonel durumları yorumlarken değişkenler arasındaki ilişkiyi grafik temsilleri aracılığıyla nasıl ifade ettiklerini ortaya çıkarmayı amaçlamaktadır. Bütüncül bir durum çalışması olan bu çalışmanın katılımcıları, bir devlet üniversitesinde öğrenim gören 100 ilköğretim matematik öğretmeni adayıdır. Veriler, içine su ile doldurulan iki farklı özellikteki şişeye ait yükseklik-hacim grafiğinin çizilmesini gerektiren bir dinamik fonksiyonel durum etkinliği için yapılan yazılı açıklamalar, grafik çizimleri ve klinik görüşmeler yoluyla elde edilmiştir. Bulgular, sadece altı öğretmen adayının grafik temsillerinin her iki durum için de doğru olduğunu göstermiştir. Grafik temsillerinde tespit edilen belirgin hatalar ve eksiklikler şunlar olmuştur: (i) değişkenler arasındaki farklı doğrusal ilişkiler için eğimleri koordine edememe, (ii) değişkenler arasındaki doğrusal olmayan ilişkileri doğrusal temsil etme, (iii) bağımlı ve bağımsız değişkenlerin rollerini değiştirerek temsil etme, (iv) değişkenler arasındaki ilişkiyi artan yerine azalan şekilde temsil etme ve (v) değişkenler arasındaki ilişkiyi verilen dinamik fonksiyonel durumun gerektirdiğinden daha az veya fazla sayıda bölüm içerecek biçimde temsil etmeWeb of Science Publication Prospective teachers’ skills of attending, interpreting and responding to content-specific characteristics of mathematics instruction in classroom videos(2020-08-01) Ulusoy F.; Ulusoy, FThis study explores prospective teachers’ skills of attending, interpreting and responding to content-specific characteristics of mathematics instruction in classroom videos. Prospective teachers analyzed the mathematics instruction of two teachers through four video clips and proposed alternative instructional ways to support the teaching and learning of mathematics. The results indicated that as prospective teachers examined the teachers’ instructional practices, they increased their level of attending and interpretation to content-specific aspects of instruction rather than focusing on generic dimensions of the instruction. When they watched and compared different characteristics of teachers’ mathematics instruction, they provided more detailed and mathematical instructional suggestions.Web of Science Secondary School Students' Representations for Solving Geometric Word Problems in Different Clinical Interviews(2019.01.01) Ulusoy, F; Argun, ZWeb of Science Taxonomic implications from morphological and anatomical studies in the section Stenodiptera from the genus Grammosciadium (Apiaceae)(2016.01.01) Bani, B; Ulusoy, F; Karakaya, MA; Koch, MAWeb of Science Web of Science The quality of prospective mathematics teachers' dynamic geometry tasks in terms of the coordination between mathematical depth levels and technological actions(2024.01.01) Ulusoy, F; Girit-Yildiz, D