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Öğe Adaptation of the modified abbreviated math anxiety scale: its relationship with mathematics self-efficacy and academic buoyancy(Springer, 2024) Kul, Ümit; Aksu, Zeki; Satıcı, Seydi AhmetMathematics anxiety (MA) is a widely recognized phenomenon that refers to the negative thoughts, fears, and stress experienced by individuals when working with numbers. It has a severe impact on individuals ranging from elementary school students to college students across various countries. Despite several instruments available for measuring MA, the majority of them are in English. At this time, we first adapted the Modified Abbreviated Math Anxiety Scale (m-AMAS) to the Turkish culture to be used with early adolescent students. The m-AMAS was administered to 224 students (mean age:13.35 years, SD = 0.49, 128 girls) and was found to be a valid and reliable tool for measuring MA. The study also explored the link between MA and math self-efficacy (MSE), academic buoyancy (AB). The findings support the validity of the 9-item, two-dimensional structure of the m-AMAS used in this research, as it was found to be comparable to the original scale tested on British students. Intriguingly, the results of the mediation analysis demonstrated that MA significantly predicted MSE, which in turn significantly predicted AB. Notably, the model unveiled a significant indirect effect between MA and AB, with a partial mediating effect of MSE. However, for a comprehensive understanding of this sequence, future research endeavours, encompassing longitudinal and experimental studies, are imperative.Öğe A comparison of mathematics questions in Turkish and Canadian school textbooks in terms of synthesized taxonomy(Mehmet Tekerek, 2018) Kul, Ümit; Sevimli, Eyüp; Aksu, ZekiThe present study offers a comparative analysis of mathematics questions placed in Turkish and Canadian school textbooks in terms of cognitive process and knowledge dimension as well as the question types. In order to get therequired data, eight textbooks were analyzedrespectively. Document analysis was conducted to collect the data from these textbooks. In order to compare the differences and similarities between the questions found in these textbooks as well as their levels of cognitive learning, these questions were analyzedand classified according to the types of cognitive processes and knowledge dimensions they address. Mathematics questions existing in Turkish and Canadian textbooks showed a similar tendency in terms of cognitive learning domain. However, compared to the Turkish textbooks, it was found that the questions provided in the Canadian textbooks contained more constructed response questions that required higher-order cognitive abilities. It is recommended thatthe number of higher order thinking questions should be increased in accordance with international examinations.Öğe Development of the pedagogical content knowledge scale for pre-service teachers: The validity and reliability study(Mediterranean Center of Social and Educational Research, 2014) Aksu, Zeki; Metin, Mustafa; Konyalıoğlu, Alper CihanThe aim of this study is to develop a scale to determinate pre-service teachers’ pedagogical content knowledge. The research was carried out with the 768 pre-service teachers in different universities in Turkey. The study consists of five parts including a literature review, an item pool, experts’ opinions, administration of scale and computing the reliability and validity. While constituting the pool of items, an interview was carried out with 15 pre-service teachers regarding pedagogical content knowledge and 20 teachers were asked to write an essay related to this topic. The draft scale obtained was administered to 768 pre-service teachers and the result of factor analysis, the number of items was reduced to 38. Besides, the Cronbach-Alpha internal integrity coefficient of the final version of the scale was found to be 0.967. After computing the reliability of PCKS, the scale is ready to be used.Öğe Hata temelli öğrenme ölçeğinin türkçeye uyarlama çalışması(Mehmet Dursun Erdem, 2016) Aksu, Zeki; Gedik, Solmaz Damla; Özkaya, Merve; Konyalıoğlu, Alper CihanHata temelli öğrenme ölçeği (mistake-handling questionnaire), ilk olarak Spychiger ve arkadaşları tarafından (1998) geliştirilmiş ve Heinze (2005) tarafından matematiğe uyarlanmıştır. Daha sonra ölçek Heinze ve arkadaşları (2011) tarafından Almanya’da 7. sınıf öğrencilerin matematik dersinde hem kendilerinin hem de öğretmenlerinin derste yapılan hatalar karşısındaki tutumlarını belirlemek amacıyla geliştirilmiştir. Bu çalışmanın amacı, orijinali Heinze (2011) tarafından geliştirilen Hata Temelli Öğrenme Ölçeğinin Türkçe’ye uyarlama çalışmasını yapmaktır. Ölçek 264 kız ve 265 erkek olmak üzere toplam 529 ortaokul yedinci sınıf öğrencisine uygulanmıştır. İlk olarak doğrulayıcı faktör analizi uygulanarak Hata Temelli Öğrenme Ölçeğinin Türkçe formunun yapı geçerliği incelenmiştir. Faktör yapısının doğrulanmaması üzerine Hata Temelli Öğrenme Ölçeğinin Türk örnekleminde faktör yapısının belirlenmesi amacıyla öncelikle madde analizi ve açımlayıcı faktör analizi uygulanmıştır. Açımlayıcı faktör analizi sonucu elde edilen 9 madde ve tek faktörden oluşan modelin sınanması amacıyla doğrulayıcı faktör analizi uygulanmıştır. Son olarak ölçme aracının iç tutarlık katsayısı incelenmiştir. Elde edilen veriler değerlendirildiğinde Hata Temelli Öğrenme Ölçeğinin Türkçe Formunun iç tutarlık katsayısı.73 olarak hesaplanmıştır. Dolayısıyla, Hata Temelli Öğrenme Ölçeğinin oldukça güvenilir olduğu görülmektedir. Geçerlik ve güvenirlik analizlerinden elde edilen sonuçlara göre, modelin yeterli olduğu, iç tutarlığın yüksek olduğu ve ölçeğin Türkiye’de kullanılabileceği sonucuna ulaşılmıştır. Daha kesin sonuçlara ulaşabilmek için ölçeğin farklı örneklemlerde geçerlik ve güvenirlik çalışmasının gerçekleştirilmesi önerilmektedir.Öğe The impact of educational material use on mathematics achievement: a meta-analysis(Eskişehir Osmangazi Üniversitesi, 2018) Kul, Ümit; Çelik, Sedef; Aksu, ZekiAs a result of rapid development in technology, utilizing materials in education has become important. To date, researchers have often explored the effects of using educational materials in mathematics instruction on academic achievement. The purpose of this study was to combine the empirical evidence regarding the effectiveness of educational materials in mathematics. For this aim, a meta-analysis method was used in the current research. In line with the aim of the research, 54 experimental studies published between years of 2005 and 2016 were included in the meta-analysis and 58 effect sizes were calculated from these studies. The results of the meta-analysis showed that using materials in mathematics has a positive and high influence on achievement. According to analysis of mediator variables that are related to instructional characteristics, significant differences are found in the variables of mathematics topic, type of material, and application time. However, teaching with materials in mathematics did not seem to differ in effectiveness from teaching without materials, in terms of methodological characteristics of the studies.Öğe Mathematics teacher candidates’ approaches to using topology in geometry(John Wiley and Sons Inc., 2021) Aksu, Zeki; Gedik, Solmaz Damla; Konyalıoglu, Alper CihanWhen we look at the theoretical relationships between the three types of geometry, we find that the most primitive type is topology and that both Euclidean and projective geometry are derived from this earlier type. Therefore, Piaget described the first stage or level of understanding geometry as topological understanding. In this study, the geometric thinking conditions of mathematics teacher candidates were examined and what they think about the topology course was determined by surveying their opinions about the undergraduate courses. The participants of the study consisted of 36 teacher candidates studying in the Mathematics Department of the Faculty of Science attached to a university in Turkey. The findings of the study revealed that none of the teacher candidates used topological thinking to solve the questions in the data collection instrument. Those candidates who considered topology as an abstract course did not associate topology with geometry. A thorough understanding of the meaning of topology and topological thought is an advantage to young children as well as college-age students; improving mathematics curricula on this topic, particularly at the graduate level, will ensure that all future teachers are appropriately trained for their future responsibility of educating others. We believe that it is necessary to give Topology and topological thought the place they deserve in the educational process.Öğe The mediating role of mathematics teaching efficacy on the relationships between pedagogical content knowledge and mathematics teaching anxiety(Sage Publications, 2019) Aksu, Zeki; Kul, ÜmitTeaching efficacy, teaching anxiety, and teaching knowledge are crucial factors in effective teaching. This study investigated the mediating role of mathematics teaching efficacy (MTE) in the relationship between pedagogical content knowledge (PCK) and mathematics teaching anxiety (MTA) for pre-service mathematics teachers. The participants were 463 volunteer preservice teachers who completed a questionnaire package that included the MTE Scale, the MTA Scale, and the PCK Scale. The theoretical model was tested using structural equation modeling and a bootstrapping procedure. It was revealed that MTE has a partial mediating role in the relationship between PCK and MTA for pre-service teachers. The findings indicated that a high level of PCK increases pre-service teachers’ MTE, which decreases their MTA. Although PCK predicts MTE that in turn predicts MTA, more longitudinal and experimental studies are needed to better understand this sequence.Öğe Number sense and academic buoyancy among middle school students: A serial mediation model of mathematical metacognition awareness and math anxiety(Universidad de Murcia Servicio de Publicaciones, 2024) Aksu, Zeki; Kul, Ümit; Satıcı, Seydi AhmetThe present study examined whether number sense was related to academic buoyancy and whether this relationship was mediated by mathematical metacognition awareness and mathematics anxiety. Data was gathered from 231 students in grade 7 and 8 middle schools through self-report measures of number sense, academic buoyancy, metacognition awareness, and math anxiety. The results revealed a significant positive association between number sense and mathematical metacognition aware-ness, as well as a significant negative association between number sense and math anxiety. Moreover, results indicated that number sense facilitated academic buoyancy via mathematical metacognition awareness and then math anxiety. These findings contribute to the understanding of how these factors may impact academic buoyancy in middle school students.Öğe Pre-service mathematics teachers' multiple representation competencies about determinant concept(2011) Durkaya, Merve; Şenel, E. Özge; Öçal, M. Fatih; Kaplan, Abdullah; Aksu, Zeki; Konyaloglu, A. CihanIn this study, pre-service secondary school mathematics teachers' pedagogical content knowledge on determinant subject with respect to multiple representation components was investigated. The study was carried out with 25 pre-service mathematics teachers including 10 females and 15 males. The study was descriptive and the data were gathered from the written responses to test including open ended question which was subjected to pre-service mathematics teachers and from the semi-structure interviews. The results of this study revealed that pre-service teachers experienced difficulty in taking determinants and that they used the numeric and algebraic representations which are the kinds of multiple representations, instead of geometric representations. In addition, it was found that they could not express the definition and the meaning of the determinant completely and they felt that geometric representations only helps them intuitively understand the meaning of the determinant concept.Öğe Pre-service mathematics teachers’ conceptual knowledge of binary operation(Khazar University, 2018) Aksu, Zeki; Konyalıoğlu, Alper Cihan; Kul, ÜmitBoth mathematical knowledge and mathematical knowledge for teaching of teachers or pre-service teachers have been discussed in a substantial body of literature by the researchers (Ball, D. L., Thames, M. H., and Phelps, G. 2008; Fauskanger, J., 2015; Rittle-Johnson, B. and Alibali, M. W., 1999; Siegler, R. S. and Lortie-Forgues, H., 2015). In a study on teacher knowledge Kinach (2002) shows that there is a discrepancy between the objectives of teacher education programs and the knowledge and beliefs of pre-service teachers. Kinach (2002) stated:Öğe Pre-service mathematics teachers’ pedagogical content knowledge regarding student mistakes on the subject of circle(Institute of Advanced Engineering and Science, 2019) Aksu, ZekiThe aim of this study is to examine the pre-service teachers' pedagogical content knowledge about the subject of circle in the context of knowing the source of students' mistakes and offering correct solutions. The participants of the study consisted of 30 pre-service teachers who were studying in the last grade of Department of Mathematics Education. In the study, the data were collected through open-ended questions with the qualitative approach. It was determined that the pre-service teachers were not at the desired level in terms of identifying the source of students' mistakes and proposing correct solutions. It is very important for pre-service teachers to be aware of their pedagogical content knowledge levels for their professional careers.Öğe Secondary school mathematics teachers' approaches to students' possible mistakes(ELSEVIER SCIENCE, 2011) Durkaya, Merve; Aksu, Zeki; Öçal, M. Fatih; Şenel, E. Özge; Konyaloğlu, A. Cihan; Hizarci, SeyfullahOne of the important components that shape both the pedagogical and mathematical content knowledge is the component of being aware of students' mistakes. This study tries to investigate in what degree mathematics teachers correctly built their mathematical content knowledge by using the component that shapes both their mathematical and pedagogical content knowledge. According to this aim, teachers were subjected to a test that includes three questions. The content of the test include incorrect solutions of questions related to sequences, derivative and integration and teachers were asked to explain the reasons of such mistakes based on mathematical knowledge. It was assumed that there is a direct relation between their determination of the reasons of the incorrect solutions and their mathematical content knowledge on such subject. The situation was presented descriptively. The data gathered in the study revealed that mathematics teachers experienced difficulty in determining and in explaining the reasons of the incorrect solutions in general, even, some of them have different mistakes on subject.Öğe Sınıf öğretmen adaylarının kesirler konusundaki pedagojik alan bilgileri(Kastamonu Üniversitesi, 2015) Aksu, Zeki; Konyalıoğlu, Alper CihanBu çalışmanın amacı sınıf öğretmen adaylarının kesirlerle işlemler konusundaki pedagojik alan bilgilerini Shulman (1986) tarafından ortaya konulan pedagojik alan bilgisi ve pedagojik alan bilgisi bileşenleri bağlamında araştırmaktır. Çalışmanın katılımcılarını, 2011-2012 eğitimöğretim yılı güz döneminde son sınıfta öğrenim gören 9 sınıf öğretmeni adayı oluşturmaktadır. Çalışmada nitel yaklaşım kullanılarak veriler açık uçlu sorular ve görüşmeler yardımıyla toplanmıştır. Öğretmen adaylarının, “öğrenciyi anlama” ve “gösterim temsilleri ve yöntemi” bilgisi bakımdan yeterli olmadıkları tespit edilmiştir. Özellikle, gösterim temsilleri ve model kullanımı konusunda büyük eksiklikler olduğu görülmüştür.Öğe The relationship among self-efficacy, anxiety and beliefs about teaching mathematics of middle school pre-service teachers(Turkish Psychological Counseling and Guidance Association, 2019) Aksu, ZekiIn this study, the relationship among pre-service teachers' perceptions of mathematics teaching self-efficacy, mathematics teaching anxiety and beliefs of preparedness to teach mathematics were examined. The study was conducted on 422 pre-service teachers, 317 of whom were women and 105 of whom were men. Mathematics teaching self-efficacy scale, mathematics teaching anxiety scale and preparedness to teach mathematics scale were applied to the participants. In the study, stepwise regression analysis was used to investigate the mathematics teaching self-efficacy and belief in preparedness to teach mathematics as predictors of mathematics teaching anxiety. As a result of the analysis, pre-service teachers' mathematics self-efficacy was positively correlated with their beliefs of preparedness to teach mathematics; a significant negative correlation was found with mathematics teaching anxiety. However, it can be stated that the pre-service teachers' beliefs about being ready for teaching and teaching anxiety are negatively related. The findings were discussed in accordance with the literature.Öğe Turkish adaptation of the survey of pedagogical content knowledge in early childhood mathematics education(Prof. Dr. Kadir ULUSOY, 2017) Aksu, Zeki; Kul, ÜmitThe aim of this study is to adapt the Survey of Pedagogical Content Knowledge in Early Childhood Mathematics, developed by Smith (1998), to Turkish. The need for a scale investigating the pedagogical content knowledge of teachers in the field of early childhood education ensures the relevance of the current study. After the translation stage of the Turkish form, it was applied to 80 preschool teachers and 110 preschool teacher candidates; a total of 190 people. Statistical analysis of the data obtained in the study was completed with SPSS 20.0, LISREL 8.8 and Excel programs. To determine the fit of the applied scale to the original structure and to test the validity of the structure, confirmatory factor analysis was used. To determine the validity of the scale in terms of internal consistency, the Kuder Richardson-20 Reliability Coefficient was calculated. The KR-20 reliability coefficient for the applied scale was found to be 0.71. The results indicated that the Turkish adaptation of the scale was comprised of sub-factors like the original scale, the data obtained from teachers in the research fit with the six-factors model, the internal consistency coefficients of the factors of the scale were sufficient and the scale served its purpose.Öğe Türkiye, Singapur, Güney Kore ortaokul matematik dersi öğretim programlarının pedagojik alan bilgisi bileşenleri bağlamında karşılaştırılması(Erzincan Binali Yıldırım Üniversitesi, 2016) Kul, Ümit; Aksu, ZekiBu çalışmada Türkiye, Singapur ve Güney Kore’nin ortaokul matematik öğretim programları pedagojik alan bilgisi bağlamında karşılaştırılmıştır. Türkiye’de 2013 tarihinde güncellenen öğretim programı, Singapur’da 2013 yılında güncellenip uygulamaya konulan öğretim programı ve Güney Kore’ de 2009 yılında revize edilip 2011 yılında uygulamaya konulan öğretim programı çalışmaya dâhil edilmiştir. Matematik öğretim programları ile ilgili toplanan veriler incelenmiş, tespit edilen benzerlik ve farklılıklar çerçevesinde çalışmada karşılaştırmalı eğitim araştırmalarında kullanılan yatay yaklaşım kullanılmıştır. Üç ülkenin programında benzer özellikler gösterdiği tespit edilmiştir. Ayrıca üç ülkenin programında da pedagojik alan bilgisi bağlamında ortaokul öğretmenlerinden beklentilerin benzer olduğu tespit edilmiştir. Diğer iki ülkeye göre, öğretmen yetiştirme programlarında pedagojik alan bilgisi derslerine daha az yer veren Türkiye’nin öğretim programında öğretmenden aynı beklentide olmasının bir çelişki olduğu düşünülmektedir.
