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    Characterizing mathematical discourse according to teacher and student interactions: The core of mathematical discourse
    (Duzce University, Faculty of Education, 2023) Çelik Demirci, Sedef; Baki, Adnan
    The discussion on the development of mathematical discourse plays a key role in the determination of the in-classroom interactions in mathematics learning and instruction. The present study aims to present a theoretical framework for the nature of mathematical discourse that addresses the teacher and student interaction in the classroom. Previous studies attempted to discuss the theoretical structure in mathematical discourse with the embedded theory approach. The findings revealed the core of mathematical discourse that reflected the structure of mathematical discourse based on open, axial and selective codes determined based on the embedded theory approach. The external structure of this core reflects the types of in-classroom interaction, while the internal structure reflects the development of the mathematical discourse. The external structure included four types of interaction: teacher, teacher-class, teacher-student, and student-student. The internal structure includes mathematical discourse movements associated with three stages: motivation, explanation of mathematical ideas, and achievement of mathematical ideas. The external structure of mathematical discourse core revealed the general state of in-classroom interaction core, and the internal structure revealed the specific mathematical discourse based on the mathematical content. It could be suggested that the discourse movements in the mathematical discourse core determined in the present study would provide guidelines for mathematical communications. The study also includes recommendations for future studies on the employment of this general and specific theoretical mathematical discourse framework.
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    Investigation of classroom discourse about statistics in the context of mathematical language
    (Karadeniz Technical University, 2018) Baki, Adnan; Çelik Demirci, Sedef
    The goal of this study is to analyze the discourses about statistics that occur in classrooms during mathematics lesson in the scope of mathematical language. Case study is used in this study as a qualitative research method. Sample of this study is consisted of seven secondary school mathematics teachers and their students. In order to determine the mathematical discourses about mathematical language, observation method is used as data collection tool. On the other hand, classroom mathematics discourse about statistics is recorded and data of the research are collected. In order to support these video records, field notes are kept in every class about data collection subject area. After turning videos into written documents, they are analyzed in the frame of determined discourse analysis. At the end of the research, discourse types that form the mathematical language are determined to be; defining, understanding visual statements, forming problem, determining strategy in problem solving and reaching result in problem solving. Moreover, the discourses in the mathematical language are examined, it is seen that different types of discourse such as Teacher, Teacher-Class, Teacher-Student, Student-Student are formed according to the interaction in the class. In the light of the research findings, suggestions about mathematical discourses that form the mathematical language and about discussion environments are made.
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    Lise öğrencilerinin istatistik okuryazarlık düzeyleri ile istatistik okuryazarlık öz yeterlik algıları arasındaki ilişkinin incelenmesi
    (Turkish Education Association, 2022) Batur, Aslıhan; Baki, Adnan
    The purpose of this study was to examine the existence of a relationship between statistical literacy levels and statistical literacy self-efficacy of high school students. A total of 163 high school students studying at two different high schools in the 10th, 11th and 12th grades constituted the study sample. The "Statistical Literacy Self-Efficacy Instrument" and selected questions from the "Levels of Conceptual Understanding in Statistics (LOCUS)" project, adapted into Turkish, were utilized for data collection. The data were analyzed using both qualitative and quantitative methods according to a correlational research design. It was determined from the results that the statistical literacy of high school students was at a "Low" level and their statistical literacy self-efficacy was at an "Intermediate" level. Importantly, the statistical literacy self-efficacy of students was found to be a significant predictor of statistical literacy. It was determined that the strongest predictor of statistical literacy were factors regarding efficacy related to basic statistical concepts and confidence related to the statistical process that follows, while the weakest predictor was a factor regarding the belief related to statistical reasoning. Thus, it was important that this research emphasized the affective aspect of statistical literacy in particular and portrayed that this aspect was of great importance for students statistical literacy. As a result, as part of the statistical teaching and learning process, activities aimed at developing the statistical literacy self-efficacy of students parallel to the target of students statistical literacy is proposed. © 2022 Turkish Education Association. All rights reserved.