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Öğe An inquiry-based design research for teaching geometric transformations by developing mathematical practices in dynamic geometry environment(Springer, 2020) Uygun, TuğbaThis study reports the classroom mathematical practices proposed in an instructional sequence grounding on the principles of inquiry-based learning (IBL) through the use of the dynamic geometry software (DGS) in learning to teach geometric transformations. A 5-week instructional sequence consisting of IBL activities that were guided by the hypothetical learning trajectory (HLT) was designed. The participant 23 preservice middle-school mathematics teachers (PMSMTs) used the geometer's sketchpad in the sequence. The qualitative data obtained from whole-class discussions, classroom artifacts, and teacher candidates' products were analyzed by the three-phase methodology of Rasmussen and Stephan based on the Toulmin argumentation model. The findings revealed that three mathematical practices emerged at the end of the 5-week instructional sequence: (1) an in-depth understanding of geometric transformations, (2) operational definitions of geometric transformations and the identification of the relationship among them, and (3) the properties and attributes of geometric transformations. The development of the PMSMTs' understanding of geometric transformations in the instructional sequence was explained by the systematic nature of classroom mathematical practices. Hence, it was concluded that the PMSMTs' knowledge and understanding of transformation geometry were enhanced through the instructional sequence based on the specific HLT.Öğe Attachment to parents and math anxiety in Early adolescence: Hope and perceived school climate as mediators(Springer, 2020) Demirtaş, Ayşe Sibel; Uygun, TuğbaThis study was based on a sequential explanatory mixed method research design in order to build an understanding of the relationships among attachment to parents, hope, perceived school climate and math anxiety in early adolescents by proposing a multiple mediation model. In the quantitative part, a total of 300 secondary school students (55% girls and 44% boys) participated in the study. The mean age of the adolescents was 12.70 years (SD: 0.78). The participants were recruited from five middle schools in Turkey. In the qualitative part, semi-structured interviews were conducted with 10 students. The qualitative data were analyzed by content analysis. The results showed that there was a positive relationship among attachment to parents, hope, and perceived school climate, and all variables negatively correlated with math anxiety. The findings from the mediational analyses also indicated that the serial multiple mediation of hope and perceived school climate in the hypothetical model was statistically significant. Moreover, it was observed that the qualitative findings supported the established relationships among the variables and the mediational analyses.Öğe Developing subject matter knowledge through argumentation(International Journal of Research in Education and Science, 2019) Uygun, Tuğba; Akyüz, DidemArgumentation, as a kind of classroom discourse, is beneficial for establishing mathematical knowledge taking place in classroom conversations. It can enhance learners’ development of subject matter knowledge. Hence, this case study was designed to examine the effect of argumentations on developing subject matter knowledge in detail in mathematics. For this purpose, discussions happened in a collective learning environment, designed based on problem-based learning and taking place in a six-week instructional sequence, was investigated focusing on argumentations. 23 preservice middle school mathematics teachers (PMSMT) engaged in tasks designed by the researchers through classroom interaction between them and the instructor in this environment. The PMSMT’s mathematical ideas identified through Toulmin’s argumentation model were documented in this study. With the help of this model, the mathematical ideas were extracted and the development of PMSMT’s subject matter knowledge was analyzed and documented in detail. It was observed that the PMSMT improved their subject matter knowledge by forming mathematical ideas. They constructed new knowledge and revised their previous knowledge through argumentations. © 2019, International Journal of Research in Education and Science. All rights reserved.Öğe Development of Noticing Using Video Analysis by Argumentative Writing(2023) Uygun, TuğbaIn context-oriented way, the preservice teachers’ noticing of students’ geometrical thinking is examined with the help of reports for analysis of classroom videos prepared based on argumentative writing. A video group including 10 preservice middle school mathematics teachers was formed. The process of their development was explored through three stages including training in argumentation and argumentative writing. In these reports, it was observed that the participants generally described geometrical context rather than interpreting or evaluating the actions in individual video analysis in stage 1. Then, they took training in argumentative writing, and, they prepared reports based on Toulmin’s model of argumentation. Afterward, argumentative writing could encourage the development of noticing since it provided evidence by making connections between mathematical elements in students’ explanations and characteristics of students’ geometrical thinking. With the help of the nature of argumentative writing enhancing critical thinking, the preservice teachers could change their foci from describing the whole process to interpreting and evaluating critical instances.Öğe Development of TPACK with Web 2.0 tools: Design-based study(Bastas, 2023) Uygun, Tuğba; Sendur, Ali; Dere, Rahime; Özçakır, BilalThis mixed-method study, which aimed to examine the development of teacher candidates, was organized as a design-based study. During the 14-week instructional sequence, pre-service teachers were given training based on the designed hypothetical learning trajectory. The data collected through the lesson plans before and after the training and interviews were organized and analyzed by using the rubric prepared within the scope of Web 2.0 tools by the researchers. Moreover, the pre-training and post-training scores obtained using this performance rubric were analyzed with the related sample t-test. In addition, learning packages and interviews were analyzed using content analysis technique. The findings showed that there was an improvement in the technological pedagogical content knowledge of the pre-service mathematics teachers with the training provided for the use of Web 2.0 tools in mathematics education. In the study, an alternative educational content that can be used in lessons related to instructional technologies in undergraduate programs that train mathematics teachers has been prepared. © 2023, Bastas. All rights reserved.Öğe Development of Tpack: The Impact of Digital Storytelling(2022) Uygun, TuğbaIt may be important to provide preservice mathematics teachers with opportunities to acquire necessary knowledge and skills about digital stories and use them effectively in their classrooms by enhancing their professional development. Hence, the study focused on how professional development workshops about digital storytelling impacted 60 preservice middle school mathematics teachers’ (PMSMTs) technological pedagogical content knowledge. The present study was conducted in the context of four professional development workshop series focusing on digital storytelling based on four main objectives. In the study designed based on multiple case study, the data were collected via videotapes of the workshops, interviews and artefacts produced by the preservice middle school mathematics teachers. The data were analysed using the framework formed through the study. The findings of the study showed that these workshops enhanced the development of the preservice middle school mathematics teachers on technological pedagogical content knowledge in relation to digital storytelling. They represented the content knowledge, technological content knowledge, and technological pedagogical content knowledge in their lesson plans designed by using their digital stories. Moreover, specialized technological pedagogical content knowledge for digital storytelling could be formed to enhance their preparation of the lessons using these stories.Öğe Examining students’ mathematical understanding of patterns by pirie-kieren model(2020) Güner, Pınar; Uygun, TuğbaThe purpose of this study is to investigate students’ mathematical understanding of patterns. Three 7th grade students who enrolled in a public school solved the questions regarding the patterns. Semi-structured interviews were conducted with them about their solutions. The data were analyzed by using the Pirie-Kieren theory of mathematical understanding. The findings of this study revealed that students’ mathematical understanding varied between first six levels from primitive knowing to observing and their mathematical understanding mostly occurred between Image Making and Formalising layers. In terms of theory, students were able to pass the first and second “Don’t Need” boundaries but they could not progress their understanding over the third “Don’t Need” boundary. The results also illustrated that all of the students had knowledge about the patterns. In order to find the general rule of the pattern, they mostly endeavored to determine a formula and check its correctness by writing initial three steps.Öğe Implementation of Middle School Mathematics Teachers’Origami-based Lessons and Their Views about Student Learning(2019) Uygun, TuğbaIn the case study, the occurrence of student learning types in the origami-based mathematics classrooms was investigated based on teachers’ teaching. The study was performed in two stages. In the quantitative part of the study, the teaching of middle school mathematics teachers was observed to compare the different learning types based on their levels of constructivist-based teaching performances. Then, the stage was performed as qualitative part of the study. Qualitative data were collected through interviews, observations, and field notes in origami-based mathematics lessons and then analyzed. The participants’ performances separated into three levels were analyzed and reported with the help of qualitative data. The findings of the study illustrated that the existence of learning types represented by students in the origami-based lessons differentiated based on the teachers’ levels of constructivist-based teaching. In other words, it was observed that the middle school mathematics teachers illustrated different student learning types based on different level of performances about origami-based mathematics lessons. Hence, it can be stated that when origami takes place in mathematics lessons, student learning and use of origami effectively is directly related to the teachers. .Öğe Matematik öğretmeni adaylarının geometrik şekillerin elemanları ile ilgili konu alan bilgilerinin geometer’s sketchpad yardımıyla geliştirilmesi(2019) Uygun, TuğbaÇalışmanın amacı ortaokul matematik öğretmeni adaylarının (OMÖA) geometrik şekillerin elemanlarıyla ilgili alan bilgilerinin dinamik geometri ortamında nasıl geliştirdiklerini incelemektir. Bu amaç doğrultusunda tasarlanan çalışmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. Araştırma sürecine ilköğretim matematik öğretmenliği lisans programına kayıtlı 23 kişi katılmıştır. Araştırmanın verilerini toplu sınıf tartışmalarının video kayıtları, Geometer’s Sketchpad programıyla yaptıkları etkinliklerin bilgisayar ortamındaki kayıtları ve doldurdukları etkinlik kâğıtları oluşturmaktadır. Veri analiz kısmında Smart’ın (1998) geometrik şekillerin inşa edilmesi adımları, çalışmanın kategorileri olarak kullanılmıştır. Araştırma bulguları, OMÖA’nın bu elemanlarla ilgili alan bilgilerini ve öğrenmelerini teknoloji yardımıyla daha kolay ve etkili bir şekilde analiz ederek ve anlayarak geliştirebildikleri görülmüştür. Ayrıca bu elemanların önemine ve rollerine odaklanılarak OMÖA’nın anlamalarının sağlandığı tespit edilmiştir.Öğe Matematik Öğretmeni Adaylarının Somut Materyalleri Kullanma Becerilerinin İncelenmesi(2020) Özdemir, Burçin Gökkurt; Uygun, Tuğba; Gun, Ozge; Koçak, MeltemSomut materyallerin kullanımı, öğrenciyi aktif halde tutmakta ve daha zengin öğrenme imkânlarısunmaktadır. Somut materyaller, matematik öğretimini zevkli hale getirmekte olup öğrencinin motivasyonunuarttırmaktadır. Matematik öğretiminde, matematiksel kavramların öğrenciler tarafından iyi bir şekildeanlaşılması için somut materyallerden yararlanmak gerekir. Bu çalışmanın amacı, ortaokul matematik öğretmeniadaylarının, matematik öğretiminde kullanılan somut materyalleri kullanma becerilerinin incelenmesidir.Çalışmada nitel araştırma yaklaşımına dayalı durum çalışması yöntemi kullanılmıştır. Çalışma grubu, amaçlıörnekleme yöntemi ile belirlenmiştir. Bu doğrultuda çalışmaya bir devlet üniversitesinin Eğitim Fakültesi’nin 2.sınıfında öğrenim görmekte olan ve Öğretim Teknolojileri ve Materyal Tasarımı dersini alan toplam 45 ortaokulmatematik öğretmeni adayı dâhil edilmiştir. Verilerin analizinde, öğretmen adaylarının gözlem yoluyla toplananders anlatımlarına dair video kayıtları transkript edilmiştir. Oluşturulan dokümanlar nitel analiz edilmiştir.Çalışmanın bulguları ışığında, öğretmen adaylarının çoğunun somut materyalleri etkili ve amacına uygun olarakkullanamadıkları görülmüştür. Öğretmen adaylarının çoğu, konuyu öğretme amacıyla materyalleri kullanmakisteseler de pekiştirme amaçlı kullanmaktan öteye geçememişlerdir. Somut materyalleri etkili kullanan öğretmenadaylarının da sınırlı sayıda materyal kullandıkları görülmüştür.Öğe Mathematical Thinking and Problem Solving Performance: The Mediating Role of Hope(2024) Uygun, Tuğba; Dere, Rahime; Akbaş, Elif ErtemThe purpose of the present study is to provide a mediation model by exploring the relationships among mathematical thinking, hope and problem solving performance in mathematics. The participants of the present study were composed of 311 preservice mathematics teachers. In this mixed method research, these preservice mathematics teachers were conducted to the scales of Dispositional Hope and Mathematical Thinking, and Problem Solving Test. Based on the quantitative data analysis, it was observed that statistically significant relationships among the variables of hope, mathematical thinking and problem solving performance. The quantitative data collected through these instruments were also analyzed by mediation analysis techniques. The qualitative data gathered through semi-structured interviews were analyzed by content analysis technique. These data encouraged the findings acquired from quantitative data analysis. The qualitative findings confirmed the findings of the mediator role of hope. The qualitative findings encouraged the relationships among the variables and the role of mediator.Öğe Ortaokul matematik öğretmen adaylarının üçgen eşitsizliğini toplu argümantasyonla kavrayışları(2019) Uygun, Tuğba; Akyüz, DidemBu çalışmanın amacı, ortaokul matematik öğretmen adaylarının üçgen eşitsizliğiyle ilgili düşünce ve öğrenmelerini toplu argümantasyon yoluyla nasıl geliştirdiklerini incelemektir. Veri toplama süreci toplu sınıf tartışmaları, akran grubu tartışmaları ve yazılı belgeler üzerine kurulmuştur. Tartışma süreci Toulmin'in argümantasyon modeli kullanılarak analiz edilmiştir. Katılımcılar kolektif tartışma süreci boyunca, üçgen eşitsizliği konusundaki geometrik fikirlerini öne sürerek ve bunları sorgulayarak gerekli bilgi ve kavrayışa ulaşmışlar ve nihayetinde bu kavram hakkındaki bilgilerini ve kavrayışlarını geliştirmişlerdir. Katılımcıların, ügen eşitsizliği konusundaki bilgi ve kavrayışlarını, matematiksel fikirlerini argümantasyon yoluyla yeniden değerlendirerek geliştirdikleri görülmüştür.Öğe Ortaokul Öğrencilerinin Çok Çözümlü Problemleri Çözme Sürecindeki Matematiksel Yaratıcılıklarının İncelenmesi(2025) Aydoğan, Miray Alçı; Uygun, TuğbaBu araştırmanın amacı ortaokul 7. ve 8. sınıf öğrencilerinin çok çözümlü problemlere ürettikleri farklı çözüm yollarının incelenmesi ve matematiksel yaratıcılığın çok çözümlü problemler aracılığıyla değerlendirilmesidir. Bu çalışmada nitel araştırma deseni olarak durum çalışması kullanılmıştır. Araştırma 2023-2024 eğitim-öğretim yılında Antalya’da Milli Eğitim Bakanlığı’na bağlı bir devlet ortaokulunda gerçekleştirilmiştir. Araştırmada bu okulun 7. sınıflarından 5 öğrenci ve 8. sınıflarından 5 öğrenci olmak üzere toplam 10 öğrenci yer almıştır. Her bir öğrenciye araştırmacı tarafından 5 adet açık uçlu çok çözümlü problem verilmiştir. Öğrencilerden çok çözümlü problemlere farklı yollardan çözümler üretmeleri istenmiştir. Öğrencilerin her biriyle birer ders saati süresince klinik görüşmeler yapılarak veriler toplanmıştır. Araştırmanın verileri Wallas’ın (1926) hazırlık, kuluçka, aydınlanma ve doğrulama aşamalarından oluşan yaratıcılık modelinden yararlanılarak betimsel analiz yoluyla analiz edilmiştir. Çalışmanın sonuçları incelendiğinde 7. sınıfta öğrenim gören öğrencilerin genel olarak açık uçlu çok çözümlü problemlere fazla çözüm yolu üretemedikleri görülmüştür. Ancak öğrencilerin problemin türüne göre bazı problemlerde matematiksel yaratıcılıklarını daha etkili bir şekilde sergileyebildikleri gözlemlenmiştir. 8 sınıfa devam eden öğrenciler 7. sınıflara kıyasla genel olarak problemlere daha fazla çözüm yolu üretebildikleri gözlemlenmiştir. Yaratıcılık aşamaları açısından yapılan incelemelerde 8. sınıf öğrencilerinin aydınlanma ve doğrulama aşamalarını tam ve etkili bir şekilde gerçekleştirdikleri görülmüştür. 7. sınıf öğrencileri ise hazırlık ve kuluçka aşamalarını genel olarak tamamlamış fakat aydınlanma ve doğrulama aşamalarını yeterli ölçüde gerçekleştirememişlerdir. Bu nedenle, çok çözümlü problemlerin kullanımına önem verilmelidir.Öğe Phenomenological study about mathematics teaching anxiety in the context of professional identity(2021) Uygun, TuğbaPurpose: Drawing on semi-structured and focused- group interviews performed with various pre-service mathematics teachers and in-service mathematics teachers, the present study benefits from the frame of teacher identity to make the meaning of heterogeneity among their experiences and perceptions of mathematics teaching anxiety. The current study aims to reflect how the participants perceive and describe their experiences and perceptions about mathematics teaching anxiety through their teacher identity in this phenomenological research. Method: This research was designed based on phenomenological research. The data collected through interviews and focused-group interviews were analyzed through two stages. Initially, the participants' teacher identity was identified by the manual developed by Beijaard, Verloop and Vermunt's (2000) identity framework through the deductive approach. Afterwards, the transcripts of the interviews were examined by content analysis. The data collected through interviews were analyzed through two stages. Findings: The horizons and themes identified through the content analysis were represented through their characteristics of professional identity under three titles: the horizons experienced and perceived by IMTs and PMTs; the horizons experienced and perceived by only PMTs; the horizons experienced and perceived by only IMTs. Moreover, how the participants' experiences and perceptions about the phenomenon of mathematics teaching anxiety differentiated based on teacher identity characteristics were reported. Implications for Research and Practice: Interventions that may reduce the MTA of PMTs and IMTs can be designed more systematically and beneficially by considering the themes that emerged in the study and differences based on teacher identity. (C) 2021 Ani Publishing Ltd. All rights reservedÖğe Pre-service middle level mathematics teachers' noticing of student mathematical thinking and teacher identity in the context of virtual experimentation(Taylor & Francis Ltd, 2020) Uygun, TuğbaThe purpose of this study is to investigate pre-service middle-level mathematics teachers' noticing of student mathematical thinking and teacher identity in the context of virtual professional experimentation performed through the StoryCircles model. This study examined how pre-service middle-level mathematics teachers' education experiences in the context of StoryCircles affect their noticing of student mathematical thinking and how their experiences and noticing differentiate based on teacher identity. The results showed that StoryCircles supported the participants' noticing of student mathematical thinking as they engaged in scripting, visualizing and arguing about the lessons. In this study, it was found that the collaborative, communicative and reflective structure of StoryCircles increased the participants' levels of noticing student mathematical thinking. Moreover, it was observed that the way of increase in the level of noticing differed based on teacher identity.Öğe Preservice Middle School Mathematics Teachers’ Development of Flexibility and Strategy Use by Geometric Thinking in Dynamic Geometry Environments(Ozgen Korkmaz, 2022) Uygun, TuğbaThe current study, aimed to examine the development of flexibility and strategy use through instructional sequence encouraging the preservice middle school mathematics teachers’ geometric thinking and problem-solving performance on dynamic geometry environment. Mixed-method research design was used in the study. The study was conducted with 46 preservice middle school mathematics teachers selected by criterion sampling strategy. The data were collected through the tests including open-ended and multiple-choice questions. In the quantitative part of the study, it was attempted to identify whether the tasks affect problem solving skills and geometric thinking. The said individuals participated in six-week instructional sequence designed by the tasks of geometric constructions performed by GeoGebra. For the qualitative part, document analysis technique was used in order to illustrate the ways of this effect in detail and illustrate the development of flexibility and strategy use. It was observed that tasks by DGE improved the preservice middle school mathematics teachers’ scores of problem-solving and geometric thinking. Also, they solved the problems by representing the properties of higher thinking levels than the levels they had before participating in the instructional sequence enacted by GeoGebra. It is believed that this could encourage the improvement of their flexibility and strategy use. © 2022, Ozgen Korkmaz. All rights reserved.Öğe Problem solving performance and mathematics achievement: The mediating role of eye tracking measurements(2020) Şimşek, İrfan; Uygun, Tuğba; Güner, PınarThe purpose of the present study was to propose a model for mathematics achievement considering the mediating role of eye tracking measurements in the relationship between problem solving performance and mathematics achievement. In this sequential explanatory mixed method research design, a geometry test was conducted to 381 7th grade students. Their problem-solving process was recorded using eye tracking technology. Also, their mathematics achievement scores were acquired from their schools. Afterwards, semi-structured interviews were conducted to 15 students. Based on the results, it was observed that there was a positive relationship among problem-solving performance and mathematics achievement while eye tracking measurements were negatively correlated to problem solving performance and mathematics achievement. Qualitative findings also confirmed these results. Moreover, the hypothesized model could approximately express 22% of the variance on mathematics achievement.Öğe PROBLEM-SOLVING PERFORMANCE AND MATHEMATICS ACHIEVEMENT: THE MEDIATING ROLE OF EYE TRACKING MEASUREMENTS(2020) Simsek, Irfan; Uygun, Tuğba; Güner, PınarThe purpose of the present study was to propose a model for mathematics achievementconsidering the mediating role of eye tracking measurements in the relationship betweenproblem solving performance and mathematics achievement. In this sequential explanatorymixed method research design, a geometry test was conducted to 381 7th grade students. Theirproblem-solving process was recorded using eye tracking technology. Also, their mathematicsachievement scores were acquired from their schools. Afterwards, semi-structured interviewswere conducted to 15 students. Based on the results, it was observed that there was a positiverelationship among problem-solving performance and mathematics achievement while eyetracking measurements were negatively correlated to problem solving performance andmathematics achievement. Qualitative findings also confirmed these results. Moreover, thehypothesized model could approximately express 22% of the variance on mathematicsachievement.Öğe Teknoloji Destekli Etkinliklerle Zenginleştirilmiş Matematik Öğretiminin Özel Yetenekli Öğrencilerin Matematik Başarısına Etkisi: Deneysel Çalışma(Çanakkale Onsekiz Mart University, 2023) Çırak, Seçil; Uygun, TuğbaÇalışmanın temel amacı, özel yetenekli öğrencilerin eğitim ihtiyaçlarına yönelik hazırlanmış olan teknoloji destekli etkinliklerle zenginleştirilmiş matematik öğretim programının özel yetenekli öğrencilerin matematik başarılarına etkisini araştırmaktır. Bu amaçla nicel araştırma yöntemlerinden deneysel desen kullanılmıştır. 2020-2021 eğitim öğretim yılının ikinci yarısında Türkiye’nin Akdeniz Bölgesi’nde bulunan bir Bilim ve Sanat Merkezinde özel yetenekli olarak tanılanmış olan 5. sınıf bireysel yetenekleri fark ettirme programında (BYFP) öğrenim gören 36 öğrenci çalışma grubunu oluşturmaktadır. Çalışma grubunda bulunan öğrenciler 8 hafta boyunca teknoloji destekli etkinliklerle zenginleştirilmiş matematik öğretimi programına katılmışlardır. Araştırma verileri araştırmacı tarafından geliştirilen matematik başarı testi ile toplanmıştır. Verilerin analizinde SPSS 22.0 istatistik programı kullanılmış, Kolmogorov- Smirnov testi, Wilcoxon işaretli sıralar testi ve ilişkili örneklem t- testinden yararlanılmıştır. Çalışmanın sonucunda, teknoloji destekli etkinliklerle zenginleştirilmiş matematik öğretim programının özel yetenekli öğrencilerin matematik öğretiminde kullanılmasının faydalı olduğu, öğrencilerin matematik başarısını anlamlı düzeyde artmasını desteklediği tespit edilmiştir.
