Sürdürülebilir Kalkınma Amaçları

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• MakaleYalnız künye2018Scopus SJRQ3/r/bayburt/13810
  Width, length, and height conceptions of students with learning disabilities

  Güven, N. Dilşad; Argün, Ziya

  Teaching responsive to the needs of students with learning disabilities (LD) can be provided through understanding students’ conceptions and their ways of learning. The current research, as a case study based on qualitative design, aimed to investigate the conceptions of students with learning disabilities with regard to the different representations of length (width, length, and height). The participants were 3 Turkish students at 4th, 5th and 6th grades recognised by the local Counselling and Research Centre (CRC) as having learning disabilities. The data were collected through semistructured and task-based interviews, and analysed via content analysis method. The findings suggest that width, length, and height conceptions of students with learning disabilities are influenced by their conceptions of length and visual-spatial abilities.

  AtıfScopus9

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• MakaleAçık Erişim2017/r/bayburt/13607
  Examining social and sociomathematical norms in different classroom microcultures: Mathematics teacher education perspective

  Güven, N. Dilşad; Dede, Yüksel

  Each classroom has its own microculture with its own norms that belong to this microculture. It is these norms that characterize every kind of activity and discussion in the classroom. What makes a mathematics classroom different from any other classroom is the nature of norms, rather than their existence or absence. This study aims to identify the social and sociomathematical norms that belong to different mathematics learning environments within this framework as a multiple-case study based on the qualitative design. The data has been collected through observations of two different classrooms in a mathematics teacher education program at a state university in Turkey. The constant comparative method was used for data analysis. This study, with prospective teachers as participants, identifies the social and sociomathematical norms that regulate the classroom microcultures. The findings show how norms with different qualities can be established and sustained in two different courses within the same teacher training program, and their possible effects on learning and teaching are discussed in the context of teacher education.

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  AtıfScopus21·WoS11·OpenAlex30

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