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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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    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.