Yazar "Cakiroglu, Erdinc" seçeneğine göre listele

Listeleniyor 1 - 3 / 3
  • Küçük Resim Yok
    Öğe
    Developing teachers' models for assessing students' competence in mathematical modelling through lesson study
    (Taylor & Francis Ltd, 2017) Yenmez, Arzu Aydogan; Erbas, Ayhan Kursat; Cakiroglu, Erdinc; Alacaci, Cengiz; Cetinkaya, Bulent
    Applications and modelling have gained a prominent role in mathematics education reform documents and curricula. Thus, there is a growing need for studies focusing on the effective use of mathematical modelling in classrooms. Assessment is an integral part of using modelling activities in classrooms, since it allows teachers to identify and manage problems that arise in various stages of the modelling process. However, teachers' difficulties in assessing student modelling work are a challenge to be considered when implementing modelling in the classroom. Thus, the purpose of this study was to investigate how teachers' knowledge on generating assessment criteria for assessing student competence in mathematical modelling evolved through a professional development programme, which is based on a lesson study approach and modelling perspective. The data was collected with four teachers from two public high schools over a five-month period. The professional development programme included a cyclical process, with each cycle consisting of an introductory meeting, the implementation of a model-eliciting activity with students, and a follow-up meeting. The results showed that the professional development programme contributed to teachers' knowledge for generating assessment criteria on the products, and the observable actions that affect the modelling cycle.
  • Küçük Resim Yok
    Öğe
    Evolution of Mathematics Teachers' Pedagogical Knowledge when They are Teaching through Modeling
    (Necmettin Erbakan Univ, 2017) Yenmez, Arzu Aydogan; Erbas, Ayhan Kursat; Alacaci, Cengiz; Cakiroglu, Erdinc; Cetinkaya, Bulent
    Use of mathematical modeling in mathematics education has been receiving significant attention as a way to develop students. mathematical knowledge and skills. As effective use of modeling in classes depends on the competencies of teachers we need to know more about the nature of teachers. knowledge to use modeling in mathematics education and how this knowledge evolves. The aim of this study is to investigate how teachers. pedagogical knowledge to use modeling in the classroom is formed and modified through professional development activities based on lesson study cycle from modeling perspective. The professional development program reported in this study included five monthly cycles consisted of meeting before the implementation, implementation of the activity and a follow up meeting. The participants were four in-service mathematics teachers. Results showed that the program provided opportunities for teachers to test, revise, and refine their knowledge. More specifically, teachers generated effective strategies for proper implementation of the modeling activities in the classroom.
  • Küçük Resim Yok
    Öğe
    Mathematics teachers' knowledge and skills about questioning in the context of modeling activities
    (Routledge Journals, Taylor & Francis Ltd, 2018) Yenmez, Arzu Aydogan; Erbas, Ayhan Kursat; Cakiroglu, Erdinc; Cetinkaya, Bulent; Alacaci, Cengiz
    Asking effective questions has been considered to be one of the most important indicators of good teaching since questioning is an important instructional tool and the ability to ask effective questions requires sophisticated pedagogical reasoning. Teachers can facilitate students' higher-level thinking through effective questions. However, teachers' utilization of effective and higher-level questions is usually limited in traditional settings. The goal of this study is to investigate how secondary mathematics teachers' knowledge and skills of questioning change when they are engaged in professional development activities based on the modeling perspective. The program included five cycles each of which lasted a month. Each cycle consisted of meetings before and after the implementation of a model-eliciting activity and its implementation. The results showed that the professional development program had a positive effect on teachers' ability to ask qualitatively different questions in order to move students' thinking forward.