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    Can TIMSS Mathematics Assessments be Implemented as Computerized Adaptive Test?
    (Assoc Measurement & Evaluation Education & Psychology, 2018) Gokce, Semirhan; Glas, Cees A. W.
    In recent years, there has been a growing interest and extensive use of computerized adaptive testing (CAT) especially in large-scale assessments. Numerous simulation studies have been conducted on both real and simulated data sets to determine the optimum conditions and develop CAT versions. Being one of the most popular large-scale assessment programs, Trends in International Mathematics and Science Study (TIMSS) has been implemented as paper and pencil tests to monitor student achievement in mathematics and science at fourth and eighth grade levels since 1995. The purpose of this study is to investigate the optimum CAT algorithm for TIMSS eighth grade mathematics assessments. Since Turkey and USA participated in 2007, 2011 and 2015 administrations, their data were combined and then 393 items were calibrated on the same scale by using marginal maximum likelihood estimation method. With this item pool, several scenarios were proposed and tested to determine not only the optimum starting rule, ability estimation method, test termination rule but also the efficiency of exposure control method. The results of the study indicated that estimating abilities with expected a posteriori method after 6 random items, terminating the fixed-length test after 20 items seemed to be the optimum algorithm for TIMSS eighth grade mathematics assessments. Also, it was found that using item exposure control had a prior importance for the effective use of the item pool. This study has some implications for both national and international large-scale test developers in determining the optimum CAT algorithm and its consequences compared with paper and pencil versions.
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    Dynamics of GeoGebra ecosystem in mathematics education
    (Springer, 2022) Gokce, Semirhan; Guner, Pinar
    The purpose of this study was to investigate the trends of GeoGebra related studies. We focused on the articles published between 2009 and 2021 and existed in Web of Science database. The bibliometric analysis of the GeoGebra related articles exposed four-clustered structure according to the degree of relationships among terms that reflect the articles. The clusters were identified as learner anatomy (the use of GeoGebra to improve students' mathematics learning), teaching analytics (the role of GeoGebra in mathematics teaching), technological focus (the technological and procedural issues), and conceptual extension (the attempts considering the features of GeoGebra, mathematics topics and skills). This study offers evidence to show trends and practices in GeoGebra related studies, as well as to clarify their relationships with other concepts. The investigation into GeoGebra's dynamics would help researchers, teachers, students, and policymakers gain insight into areas that need further research, as well as plan for future studies.
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    Forty Years of Mathematics Education: 1980-2019
    (Necmettin Erbakan Univ, 2021) Gokce, Semirhan; Guner, Pinar
    The purpose of this study is to establish the evolution and expose the trends of research in mathematics education between 1980 and 2019. The bibliometric analysis of the articles in Web of Science database indicated four-clustered structure. The first cluster covers the items related to the theoretical framework of mathematics education whereas the second cluster has the terms defining the methods for effective mathematics instruction. The third cluster includes the concepts interrelated to mathematics education while the fourth cluster encloses the studies about international mathematics assessments. The earlier studies look mathematics education mostly in students. perspective and investigates generalization, restructuring, interiorization and representation. Between 1995 and 2010, curriculum and teacher-related factors were dominant in mathematics education studies. After 2010, the articles investigated specific topics and carried the traces from all stakeholders in mathematics education. The investigation on the trends of mathematics education would provide gain insight about the areas that need more research, contribute to the researchers, teachers, students and policy makers in this field and light the way for further studies.
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    Ingenuity of scratch programming on reflective thinking towards problem solving and computational thinking
    (Springer, 2023) Gokce, Semirhan; Yenmez, Arzu Aydogan
    Individuals learn to develop problem solving strategies and make connections between their mathematical ideas while programming, so they have the opportunity to improve their thinking skills. Scratch provides an environment to experience problem scenarios and encourages them to act out imagination while having fun. The purpose of the study is to investigate the development of reflective thinking skills towards problem solving and computational thinking of elementary school students based on their Scratch instruction. The study used a sequential exploratory design as a mixed method approach with 524 students and 8 mathematics teachers. The results of the study revealed that Scratch significantly strengthened students' reflective thinking skills for problem solving and computational thinking. Based on the results, the reflective thinking towards problem solving and computational thinking did not vary by gender. In addition, Scratch instruction led to positive reflections in the mathematical learning environment.
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    Linguistic Distance and Translation Differential Item Functioning on Trends in International Mathematics and Science Study Mathematics Assessment Items
    (Sage Publications Inc, 2021) Gokce, Semirhan; Berberoglu, Giray; Wells, Craig S.; Sireci, Stephen G.
    The 2015 Trends in International Mathematics and Science Study (TIMSS) involved 57 countries and 43 different languages to assess students' achievement in mathematics and science. The purpose of this study is to evaluate whether items and test scores are affected as the differences between language families and cultures increase. Using differential item functioning (DIF) procedures, we compared the consistency of students' performance across three combinations of languages and countries: (a) same language but different countries, (b) same countries but different languages, and (c) different languages and different countries. The analyses consisted of the detection of the number of DIF items for all paired comparisons within each condition, the direction of DIF, the magnitude of DIF, and the differences between test characteristic curves. As the countries were more distant with respect to cultures and language families, the presence of DIF increased. The magnitude of DIF was greatest when both language and country differed, and smallest when the languages were same, but the countries were different. Results suggest that when TIMSS results are compared across countries, the language- and country-specific differences which could reflect cultural, curriculum, or other differences should be considered.
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    Linking critical thinking disposition, cognitive flexibility and achievement: Math anxiety's mediating role
    (Routledge Journals, Taylor & Francis Ltd, 2021) Guner, Pinar; Gokce, Semirhan
    The purpose of this study was to investigate the interplays among the critical thinking disposition, cognitive flexibility, math anxiety and math achievement with structural equation modeling and determine the degree of the mediating effect of math anxiety in primary, middle and high schools. Within the scope, we also focused on the predicting variables of math achievement and compared the general tendency of these variables by gender, school type and grade level. The participants of the study were 1628 students from grades 4, 8 and 12. While critical thinking disposition and cognitive flexibility had a significant and positive effect both among themselves and on math achievement, math anxiety had a significant and negative effect on all these variables in the models. Although math anxiety has a partial mediating effect on math achievement at middle school and high school levels, it shows no such effect in primary school.
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    Monitoring proficiency: Growth of number sense in primary school
    (Wiley, 2023) Gokce, Semirhan; Guner, Pinar; Bastug, Muhammet
    The purpose of this study is to develop tests for monitoring the number sense skills of primary school students based on proficiency definitions and to compare their number sense skills according to gender, school type, and mother's educational level. The first stage addressed to test development in which anchor items were used for vertical equating of number sense tests across grade levels. In the second stage, the number sense skills were compared in terms of student characteristics. The participants were 2034 primary school students. Reliable and valid number sense tests each consisting of 20 items were developed that allow comparison among Grades 2, 3, and 4. The findings indicated that number sense skills were not developed sufficiently in early childhood and had different trends in terms of gender through grades. Moreover, private schools outperformed public schools and the gap became higher in Grade 4. The results also showed that mother's education is an important factor for children to have higher number sense skills. Number sense is a prominent predictor of mathematics performance and monitoring number sense progress helps to evaluate the effectiveness of mathematics instruction.
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    Monitoring the nomological network of number sense studies
    (Taylor & Francis Ltd, 2021) Guner, Pinar; Gokce, Semirhan
    The purpose of this study was to investigate the bibliometric analysis of number sense studies over the past 30 years and monitor the trend regarding the nomological network accordingly. All the published articles in Web of Science database, containing the term number sense between 1990 and 2019, constituted the focus of the study. In the analysis of 448 articles, the distance-based bibliometric maps and the clusters were created by VOSviewer so that they provide information about the existence of nomological networks and the occurrence of the number sense-related concepts. The results of the study indicated that the terms of number sense-related studies were clustered in four groups depending on the degree of the relationships among them. The groups were identified as recognition of number sense to define clearly (recognition), evaluating the number sense to support (evaluation), associating the number sense with other skills and abilities to increase the success (association) and promoting number sense to improve instruction (promotion). This study put forth evidence to list the interrelated terms, to show the close relationship among the terms, to emphasize the diversity, to reveal the intertwining and to show the richness of number sense.
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    Pathways from cognitive flexibility to academic achievement: mediating roles of critical thinking disposition and mathematics anxiety
    (Springer, 2024) Gokce, Semirhan; Guner, Pinar
    The purpose of this study is to examine the mediating roles of critical thinking disposition and mathematics anxiety between cognitive flexibility and academic achievement. A cross-sectional study was held to observe and compare path coefficients among latent and observed variables across 662 university students studying elementary mathematics education. In concur with grade point average scores, Cognitive Flexibility Scale, UF/EMI Critical Thinking Disposition Instrument and Math Anxiety-Apprehension Survey scores were utilized for structural equation modeling analyses. The results of this study indicated that freshman students experience the greatest impact from cognitive flexibility on academic achievement, while sophomores experience the least impact. Additionally, with the exception of the model for sophomore students, the mediating effects of the critical thinking disposition between cognitive flexibility and academic achievement were positive and statistically significant. Additionally, none of the models' estimations of how mathematics anxiety would mediate between cognitive flexibility and academic achievement were statistically significant. Last but not least, for junior students only positive and statistically significant mediating effects of critical thinking disposition and mathematics anxiety between cognitive flexibility and academic achievement were found. This study put forth evidence to investigate cognitive flexibility, critical thinking disposition and math anxiety in higher education and to show the total, direct and mediating effects on academic achievement.
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    Pursuing the traces of mathematical reasoning
    (Springer, 2023) Yenmez, Arzu Aydogan; Gokce, Semirhan
    Reasoning is the process of thinking used to make claims and reach conclusions. It is among the first skills that should be taught to students in mathematics lessons and contributes to the creation and development of mathematical foundations. This study identifies evolution and trends in research on mathematical reasoning over the last four decades. Bibliometric analysis was used to reveal the intellectual architecture of the field, as it provides a comprehensive method for exploring and analyzing large volumes of scientific data. The research is organized in a four-step framework, namely, investigation, representation, characterization, and confirmation. This study, which reveals other concepts in which mathematical reasoning is associated with the developmental stages, can help academics, instructors, students, and policymakers in mathematics and other fields obtain insight into areas that need additional research, as well as paving the way for future studies.
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    Technology Integration in Higher Education: Situations of Faculty Members
    (Tuba-Turkish Acad Sciences, 2021) Caliskan, Erkan; Onal, Nezih; Gokce, Semirhan
    Since the use of technology in education is considered critical in terms of both teaching and learning, technology integration into instructional methods and teaching environments is a must. This requirement is indispensable for the education organizations at all levels of education, including higher education organizations. The use of instructional technology not only increases the success of the students but also offers many advantages to the academic staff. To benefit from technology for educational purposes, the staff must first adopt the technology and use it to support their teaching and then restructure their teaching experience with technology. The purpose of this study is to investigate the issues in technology integration of academic staff at a Turkish university located in Central Anatolia. Both qualitative and quantitative data analysis techniques were used in this study designed as a correlational survey research. The results showed that the techno-pedagogical competence of academic staff was almost at the advanced level. Moreover, the staff had high level of information and communication technologies (ICT) acceptance so they used technology in their teaching quite often. The participants reported that they used technology during the presentation of slides, and listed their major problems as insufficient infrastructure, limited ICT skills, inadequate technical support, and student- and software-related problems. The findings indicated that it was the daily life experiences of the academic staff rather than the in-service trainings that enhanced their technological and pedagogical skills.