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- MakaleYalnız künye2024Scopus SJRQ1The Role of Picturebooks in Supporting the Mathematical Knowledge of Preschool Teacher Candidates
Güven Akdeniz, Dilşad
Is children’s literature only beneficial to children? Or do the benefits of children’s literature also extend to the knowledge and mathematical skills of the teachers who employ it and reflect on it? This study seeks to investigate the role of picturebooks on the mathematical knowledge of preschool teacher candidates. For this purpose, in-depth examinations of how picturebooks can be used in teaching preschool mathematics and children’s literature. As well as the changes in the content knowledge of the teacher candidates, were done by conducting focus group interviews with teacher candidates. This is a qualitative case study consisting of focus group discussions in which high-level knowledge sharing and production can be achieved through interaction and associations. In the research, 11 picturebooks were discussed, and 8 teacher candidates participated in 6 focus group interviews lasting a total of 338 min throughout a 7 week period. The study’s findings have demonstrated that through children’s literature, teacher candidates’ misconceptions about measuring length can be revealed and eliminated without the need for another source, with discussions based on consciously and systematically selected picturebooks. Thus, it can be said that picturebooks act as a catalyst for the studies that aim to enhance the mathematical content knowledge of teacher candidates. The study has also observed that picturebooks can comprehensively address the fundamental concepts of length measurement.
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İncele - MakaleAçık Erişim2024Scopus SJRQ3The Knowledge of Middle Level Math Teachers Regarding Inclusive Students’ Misconceptions About the Concept of Angle
Gürefe, Nejla; Güven Akdeniz, Dilşad
The authors examined the knowledge of middle level mathematics teachers instructing in inclusive classrooms to the hearing impairments students (HISs) or learning disabilities students (LDSs). The focus was on teachers’ understanding of students’ misconceptions related to the concept of angles. The study aimed to investigate the teachers’ role in identifying the underlying perceptions of misconceptions among HISs and LDSs as well as their ability to offer effective solutions. The mathematics teachers responsible for HISs and LDSs were the subjects of this cross-case study, with the unit of analysis being teachers’ knowledge of misconceptions concerning the concept of angles. Face-to-face interviews were employed to collect data, and subsequent analysis utilized a cross-case approach. The study findings revealed that both groups of teachers encountered numerous misconceptions for the first time. While teachers of HIS (HIST) identified the source of misconceptions as either teachers or students, teachers of LDS (LDST) more frequently attributed misconceptions to teachers and employed various representations to address and dispel these misconceptions. The authors recommended that teachers develop deep understanding of their students and identify potential misconceptions and that they explore diverse methods for taking precautions to prevent misconceptions.
AtıfScopus1OpenAlex1İncele - MakaleAçık Erişim2022Scopus SJRQ4Angle Conceptions of Students with Learning Disabilities and Hearing Impairments; [Öğrenme Güçlüğüne Sahip ve İşitme Engelli Öğrencilerin Açı Kavrayışları]
Güven Akdeniz, Dilşad; Gürefe, Nejla; Arikan, Ahmet
The angle concept is central to the development of geometry knowledge, which is important and functional for everyday life. In this context, the aim of this study was to examine the understanding of the angle concept of middle school students with learning disabilities (LDs) and hearing impairment (HI). The participants of this study, which was a case study, were identified with the criterion and convenience sampling methods. The participants were two students, one of whom with LDs and the other had a HI, each of whom was in grade 6. Data collected through individual clinical interviews with the students were analyzed using the cross-case analysis method. According to the findings of the study, the angle conception of both students was limited to the shape of the angle, and both students were aware of the concept of direction in the angle, but the student with the LD perceived the angle more statically, and did not have enough knowledge about the angle measurement or its unit. It was seen that the student with the HI confused the angle and angle measure, but was aware of the various angles according to their measures.
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İncele - MakaleYalnız künye2021Scopus SJRQ1Learning trajectory of a student with learning disabilities for the concept of length: A teaching experiment
Güven Akdeniz, Dilşad; Argün, Ziya
This study aims to map the learning trajectory (LT) of a student with learning disabilities (LDs) regarding the unit concept in length measurement and the usage of rulers. The article draws on data from a teaching experiment with a 10-year-old student with LDs in Turkey. Data were analyzed in two stages, including microanalysis, where each successive teaching session was separately analyzed, and macroanalysis, where the teaching sessions regarding interrelated instructional goals were analyzed to construct the LT. The main findings of the study illustrate that this student with LDs eliminated her misconceptions about the unit concept and using a ruler, accomplished the determined instructional goals to a large extent, and reached a higher level of thinking with a 4-month teaching experiment designed based on her specific developmental capacity.
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