Matematik ve Fen Bilimleri Eğitimi
http://digitalarchive.boun.edu.tr/handle/123456789/11615
2024-05-26T18:21:39ZHigh school students' meanings of cartesian coordinate system
http://digitalarchive.boun.edu.tr/handle/123456789/21483
High school students' meanings of cartesian coordinate system
Güven, Semra.
The aim of this study was to investigate high school students’ reasoning of spatial and quantitative Cartesian coordinate systems, their meanings of a point on a graph, outputs of a function and graphing within spatial and quantitative coordinate systems. The study was conducted at a private high school in Istanbul towards the end of Spring semester in 2021- 22 academic year. Participants consisted of 229 high school students from different grade levels who learned different kinds of functions and graphing in Cartesian coordinate system. The instrument with nine open ended questions was developed by the researcher based on the literature. Data were categorized by coded analysis and descriptively analyzed mainly according to framework for reasoning about graphs in spatial and quantitative Cartesian coordinate system and framework for representing a multiplicative object in the context of graphing. Analysis of the results showed that students had critical difficulty in conceiving axes as frame of reference to represent quantities as horizontal and vertical directed distances from origin in describing location of a point and coordinating quantities. Additionally, results showed that significant number of student students viewed x and y- coordinates and output of a function as a point on a graph hence carried non-normative meanings for point in terms of multiplicative object. Besides, students’ difficulties with function and function notation were found to be an issue in their reasoning about points. Relatedly, results regarding graphing in Cartesian coordinate system pointed to students’ difficulties in envisioning a graph as an emergent trace of multiplicative object representing changes in two quantities simultaneously. Students either focused on gross variation of the quantities and sketched a memorized graph, sketched a discrete graph, could not envision how the graph behaves between landmark points or sketched two separate graphs considering time as a secondary variable. NOTE Keywords : Cartesian coordinates, Graphical representation, Mathematics education, Mathematics teaching, High schools students, Spatial coordinate system, Quantitative, coordinate system, Multiplicative object.
2022-01-01T00:00:00ZMathematics teachers' self-regulated learning behaviors in an immersive virtual environment
http://digitalarchive.boun.edu.tr/handle/123456789/21485
Mathematics teachers' self-regulated learning behaviors in an immersive virtual environment
Dalak, Hazal.
Virtual Environments (VEs) are emerging with developing technology, and teachers are necessary to educate themselves to employ technology to raise twenty-first century skills in the new generation. In this manner, Immersive Virtual Environments (IVEs) are the settings that encourage learners to be engaged, independent, and motivated, which are the features of self-regulated learners. The current study aims to investigate mathematics teachers’ self-regulated learning (SRL) behaviors in IVEs during problem-solving since promoting students’ SRL behaviors are possibly encouraged by teachers’ SRL behaviors. By considering the purpose of the study, a case study was conducted with eleven middle school mathematics teachers who were able to practice during the Pandemic by Prisms, an IVE focusing on exponential growth through a game. The video records were taken for the think-aloud data collection process. After the participants experienced the immersive environment, a semi-structured interview was conducted to get reflections on the experience. The transcripts of the records are analyzed by a coding scheme that includes four main phases of SRL behaviors: planning, monitoring, strategy use, and evaluation. The findings demonstrated that while planning has been the least referred SRL behavior, strategy use behavior was the most addressed SRL behavior. This study is significant to see similarities in the existing literature; however, understanding such environments requires further investigation before it is included in educational settings.
2022-01-01T00:00:00ZExploring epistemic cognition in different task contexts
http://digitalarchive.boun.edu.tr/handle/123456789/21484
Exploring epistemic cognition in different task contexts
Köksal, Alp.
In this study epistemic performance in different task contexts was studied. There were, 2 physics professors, 4 teaching physics undergraduate students and 4 social sciences undergraduate students. Apt-AIR framework was adopted as the analytical framework. Data were collected using think aloud protocol and semi-structured interviews. In data analysis, (a) various examples for cognitive elements of epistemic performance were identified, (b) various behaviours related to metacognitive elements of epistemic performance were encountered and (c) comparisons were made between groups’ epistemic performances. The first task context was related with physics. Physicists have demonstrated a wide range of cognitive and metacognitive elements of epistemic performance. By doing so they have helped us to paint a picture of disciplinary characteristics of physics. All groups have identified experimentation and observations as reliable processes for producing or evaluating a knowledge claim. The theme of the second task context was mandatory covid vaccine. While evaluating knowledge claims and choosing sides, physicists have looked for the data. They have argued there were adequate amount of data during the time the video was shot. Teaching physics students, mostly trusted to their personal experiences and emotions. The frequency of demonstrated metacognitive elements of epistemic performance was lowest among teaching physics students compared to other two groups. The third group, social sciences students have kept well-being of the society at front while engaging with the second issue. The findings of the study tells us epistemic performance is contextual and Apt-AIR framework works as an analytical framework while capturing the cognitive and metacognitive elements of epistemic performance. The results suggest, there is a need to develop pre service teachers’ ability to perform apt epistemic performance.
2022-01-01T00:00:00ZInvestigating the differential relationship between the big five domains of social and emotional skills and mathematics achievement using OECD's SSES
http://digitalarchive.boun.edu.tr/handle/123456789/21482
Investigating the differential relationship between the big five domains of social and emotional skills and mathematics achievement using OECD's SSES
Altıner Sert, Mihriban.
The goal of the study is to investigate the differential relationship between the social and emotional skills measured by the “big five” skill domains and mathematics achievement for socioeconomic status, gender, and level of SEL evaluation groups. For this purpose, the study used the OECD 2019 Survey data on social-emotional skills from Turkey. The OECD conceptual framework combines and integrates skills from different applied frameworks (Kankaraš & Suarez-Alvarez, 2019). Big five model of social and emotional skills consists of task performance, emotional regulation, engaging with others, collaboration, and open-mindedness (Kankaraš & Suarez-Alvarez, 2019). In the current study, the participants are 9th grade, 10th grade, and 11th grade students in Istanbul, Turkey. The results indicated that 8% of the variance in mathematics achievement ({u1D445}2=0.077) was explained by the social andemotional skills domains, especially with open mindedness, emotional regulation and engaging with other domains. Also, there is a differential relationship between mathematics achievement and social and emotional skills for boys and girls. The relationship between social and emotional skills and mathematics achievement is stronger for girls ({u1D445}2=0.092)than boys ({u1D445}2=0.056). On the other hand, the results showed that while for low level SESstudents this model explains 13% of the variance in mathematics achievement ({u1D445}2=0.130),for medium level SES students, it explains 9% of the variance in mathematics achievement ({u1D445}2=0. 091). Furthermore, for high level SES group, the model explains 6% of the variancein mathematics achievement ({u1D445}2=0. 056). Therefore, it can be stated that there is differentialrelationship between social and emotional skills and mathematics achievement for different levels of SES. Lastly, there is a differential relationship between the five domains SSES model and mathematics achievement for non- evaluated ({u1D445}2= 0.062), informally evaluated({u1D445}2=0. 080) and formally evaluated ({u1D445}2=0.091) SEL groups. Overall, the findings suggestthat grouping variables need to be taken into consideration to understand the relationship between the mathematics achievement and emotional skills.
2022-01-01T00:00:00Z