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Öğe 6(th) grade students' use of different strategies in solving ratio and proportion problems(Elsevier, 2010) Avcu, Ramazan; Avcu, Seher; Keser, Hafize; Özçınar, Zehra; Kanbul, SezerThe general purpose of this study was to determine the strategies used by sixth grade students in solving ratio and proportion problems. The research was carried out at three different elementary schools of Konya province in Turkey during 2009-2010 educational years. The study was conducted with 278 elementary school 6(th) grade students. In sample choice, random sampling method was used. General survey model was employed in order to determine students' solution strategies. In determining these strategies, an open ended test consisting of 8 items was developed by the researchers. Items were developed by following the objectives of renewed elementary mathematics curriculum. Students' answers were evaluated with rubrics which were developed for each item according to the strategies used. Data were analyzed by using descriptive analyses. The results revealed that students used six different solution strategies in solving ratio and proportion problems. In addition, they most frequently used cross multiplication algorithm strategy during the solution of these problems. (C) 2010 Published by Elsevier Ltd.Öğe An instructional unit for prospective teachers’ conceptualization of geometric transformations as functions(Taylor and Francis Ltd., 2021) Avcu, Seher; Çetinkaya, BülentThis study explored prospective middle school mathematics teachers’ developing understanding of geometric transformations through designing and implementing an instructional unit in a technology supported classroom environment. The instructional unit including seven activities was developed by considering past research on learners’ pre-existing difficulties related to geometric transformations and research on learners’ developing understanding of geometric transformations as functions. This instructional unit involving a hypothetical learning trajectory was tested and refined in two iterations. The data were obtained through the Transformation Geometry Questionnaire (TGQ) administered both before and after the instructional unit, the task-based interviews, classroom observations involving pairwise and whole class discussions, and the activity sheets completed by the participants during the course of instruction. The analysis of data showed that the participants were at or below the level of action conception prior to the implementation. During and after the implementation of the instructional unit, all the participants displayed progress in the action-object continuum. Thus, the instructional unit proved useful in helping participants conceptualize geometric transformations as functions and in integrating their knowledge of functions and geometric transformations. The implications for developing participants’ understanding of geometric transformations were discussed.Öğe Hologram piramidindeki matematik: Stem etkinliği uygulaması(Mustafa ÇAKIR, 2023) Avcu, Seher; Eroğlu, DenizBu çalışmada sekizinci sınıf öğrencileri için bir STEM etkinliği tasarlanmış ve uygulanmıştır. Otuz öğrenci ile gerçekleştirilen bu etkinlikte yatay düzlemle yaptıkları açılar farklı olan çeşitli hologram piramitleri elde edilmiştir. Etkinlikte hologram piramidi tasarım aşamalarında kullanılan matematiksel fikirler sorgulanmış, elde edilen farklı piramitlerdeki hologram görüntüleri yansıma kanunları ve düz aynada görüntü oluşumu konusu ile ilişkilendirilerek karşılaştırılmıştır. Ayrıca, daha net hologram görüntüsü elde etmek için hologram piramidinin yüzeyinin yatay düzlemle yaptığı açı ölçüsü tartışılmıştır. Bu çalışmada, araştırmacılar tarafından tasarlanan hologram etkinliğinin öğrencilerin STEM ile ilgili bilgi ve becerilerini geliştirmek için uygulanabilir bir etkinlik olduğu görülmüştür. Ayrıca, alanyazında karşılaşılan hologram piramidi tasarım yöntemlerinden farklı olarak bu çalışmada hologram piramidinin katlama yoluyla elde edilmiş olması, etkinliği ortaokul öğrencilerinin seviyesine uygun hale getirmiştir. Çalışmada etkinliğin uygulanması sırasında ortaya çıkan öğrenci düşünceleri açıklanmıştır. Son olarak, etkinliği uygulamak isteyen öğretmenler için çeşitli önerilerde bulunulmuştur.Öğe Matematik Öğretmen Adaylarının Scratch ile Tasarlanan Dijital Matematik Oyunlarıyla İlgili Farkındalıkları(Van Yüzüncü Yıl Üniversitesi, 2023) Avcu, SeherBu çalışma ortaokul matematik öğretmen adaylarının dijital matematik oyunlarıyla ilgili farkındalıklarına odaklanılan bir olgubilim çalışmasıdır. Ölçüt örnekleme yöntemiyle belirlenen katılımcılar seçmeli bir ders kapsamında Scratch ile kodlama eğitimi almış ve Scratch ile matematiksel oyun tasarlamış olan on beş matematik öğretmen adayıdır. Araştırmanın verileri dijital matematik oyunlarının matematik eğitiminde kullanılmasıyla ilgili açık uçlu sorulardan oluşan bir test yardımıyla toplanmıştır. Araştırmanın verilerini katılımcı öğretmen adaylarının açık uçlu sorulara verdikleri yazılı cevaplar ve testteki sorulara yönelik gerçekleştirilen görüşmelerdeki ses kayıtları oluşturmaktadır. Veriler içerik analizi yöntemiyle analiz edilmiştir. Araştırmanın bulguları, katılımcı öğretmen adaylarının Scratch ile tasarlanan dijital oyunların matematik öğretiminde kullanılmasının faydaları ve sınırlılıkları ile ilgili bazı farkındalıklarının olduğunu göstermektedir.Öğe Pre-service elementary mathematics teachers' use of strategies in mathematical problem solving(ELSEVIER SCIENCE BV, 2010) Avcu, Seher; Avcu, Ramazan; Keser, H; Ozcinar, Z; Kanbul, SThe purpose of this study was to examine pre-service elementary mathematics teachers' strategies used in mathematical problem solving. To collect data about pre-service elementary mathematics teachers' problem solving strategies, survey study design was used. Problem solving test which was developed by Arslan (2002) was used as a measuring instrument. There were ten open ended items in the test and each item check whether specific problem solving strategies were used or not. Participants' performances were graded dichotomously and the strategies that students used to solve problem correctly were determined. The test was administered to 93 pre-service elementary mathematics teachers studying at Aksaray University in elementary mathematics education department during 2010-2011 fall semester. In sample choice, convenience sampling method was used. In this study, descriptive statistics was used. The demographic information was analyzed by using frequencies and percentages. The results of the study revealed that pre-service elementary mathematics teachers have capability to use problem solving strategies and to solve problems; however the use of different strategies is rather limited. (C) 2010 Published by Elsevier Ltd.Öğe Prospective middle school mathematics teachers’ conceptualizations of slope(Taylor and Francis Ltd., 2022) Avcu, Seher; Biber, Belma TürkerIn this study, the conceptualizations used by prospective middle school mathematics teachers when defining, representing, and exemplifying the slope concept and relating it with other mathematical situations were examined. Participants’ conceptualizations were identified by Nagle, C., Moore-Russo, D., Viglietti, J., & Martin, K. [(2013). Calculus students’ and instructors’ conceptualizations of slope: A comparison across academic levels. International Journal of Science and Mathematics Education, 11(6), 1491–1515. https://doi.org/10.1007/s10763-013-9411-2] framework. The findings showed the prospective teachers mostly used trigonometric and parametric conceptions. Real-world situation, calculus conception, geometric ratio, and determining property were other common conceptualizations used by the participants. On the other hand, algebraic ratio, behaviour indicator, physical property, and functional property conceptualizations were seldom used and linear constant conceptualization was never used by them. The implications for mathematics teacher educators and mathematics education researchers on how to remedy prospective teachers’ possible difficulties and errors about slope are discussed.Öğe The methodological quality of experimental STEM education articles published in scholarly journals from 2014 to 2020(International Journal of Assessment Tools in Education, 2022) Avcu, Ramazan; Avcu, SeherExperimental studies have a considerable impact on the educational policies and practices of many countries. In Turkey, policymakers are planning to initiate a STEM education reform in K-12 schools based on experimental studies. However, the methodological flaws in these studies may lead to biased outcomes and may mislead the STEM education community. Despite the importance of methodological quality, to the best of our knowledge, there are no studies that investigate the methodological quality of experimental STEM education articles published in scholarly journals. Therefore, in this study, we conducted a methodological review to examine the methodological quality of experimental STEM education articles published in refereed Turkish journals from 2014 to 2020. During the targeted period, we located 68 articles. We analyzed these articles by developing a coding framework. We found that the selected articles suffer seriously from various methodological flaws. We discuss the findings in light of the literature on methodological quality and suggest ways to improve the rigor of the experimental designs used. Ultimately, we discuss some implications for authors, journals editors, policymakers, and curriculum developers.Öğe The relationship between geometry attitudes and self-efficacy beliefs towards geometry(ELSEVIER SCIENCE BV, 2010) Ünlü, Melihan; Avcu, Seher; Avcu, Ramazan; Keser, H; Ozcinar, Z; Kanbul, SThe aim of this study was to investigate the relationship between geometry attitude scores and self-efficacy scores towards geometry. Thus, correlational model was used in the process of the study and convenience sampling method was used. The research was conducted with 126 pre-service elementary mathematics teachers studying at Aksaray University Education Faculty in 2010-2011 academic year. In investigating the relationship between geometry attitudes and self-efficacy beliefs about geometry "Self-efficacy scale towards geometry" developed by Canturk-Gunhan and Baser and "Geometry attitude scale" developed by Bindak were used. The results of the study revealed that, pre-service teachers' geometry attitude scores and self-efficacy scores towards geometry is high. In addition, there is a strong positive relationship between pre-service teachers' geometry attitudes and self-efficacy beliefs towards geometry.Öğe Turkish adaptation of the utley geometry attitude scale: A validity and reliability study(Ani Publishing, 2015) Avcu, Ramazan; Avcu, SeherProblem Statement: Among attitude measures, attitude scales are the most common, objective, and effective in gathering attitude data and there is a plenty of scales that measure various factors of attitude towards mathematics. However, there is a need for attitude scales that are content specific such as geometry, algebra, probability and statistics. One reason for this is that students' attitudes towards mathematics in general and their attitudes towards specific mathematical topics might differ considerably from each other. Besides, to hear a student say they like mathematics but dislike geometry or algebra is not uncommon. Thus, it is thought that it would be significant to have a scale that particularly measures learners' attitudes towards geometry. Purpose of the Study: Although, a number of studies have developed scales with the goal of measuring geometry attitudes of middle and secondary school students, there is no such instrument in the accessible literature in Turkey that serve the same purpose for undergraduate students. Therefore, the authors wanted to go further in this direction and attempted to fill this gap by adapting Utley Geometry Attitude Scale to Turkish. Methods: The participants of the study consisted of 863 undergraduate students (56 % female; 44 % male) from a public university in the inner part of Turkey. After the list wise deletion of the missing cases, the remaining sample (N = 750) was randomly divided into two subsamples to perform factor analysis. Data from the first subsample (n=371) were analyzed by exploratory factor analysis (EFA) to determine the factorial structure of the adapted scale. Later, the data from the second subsample (n=379) were analyzed by confirmatory factor analysis (CFA) to confirm the model obtained from EFA. In addition, item analysis was performed to ensure that there were no problematic items in the adapted scale. Finally, reliability analysis was performed by calculating Cronbach's alpha coefficients both for the adapted scale and its factors. Findings and Results: After EFA, the translated version of UGAS consisted of a four-factor structure with 25 items. Subsequently, CFA corroborated this four- factor structure and the goodness of fit indices were found to be appropriate for the acceptance of the model. The item total correlations were all larger than .30 and the reliability coefficients for the overall instrument and its factors ranged between .81 and .94. Conclusions and Recommendations: The results showed that the translated version of UGAS might serve as a valuable instrument both for educators and researchers to measure undergraduate students' attitudes towards geometry.
