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• MakaleYalnız künye2024Scopus SJRQ1/r/bayburt/12913
  The 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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  AtıfScopus1·WoS1·OpenAlex1

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• MakaleAçık Erişim2024Scopus SJRQ3/r/bayburt/12822
  The 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.

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  AtıfScopus1·OpenAlex1

  İncele
• MakaleAçık Erişim2022Scopus SJRQ4/r/bayburt/13520
  Angle 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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  AtıfScopus2·WoS1·OpenAlex2

  İncele
• MakaleAçık Erişim2022/r/bayburt/13513
  Zero in arithmetic operations: A comparison of students with and without learning disabilities

  Akdeniz, Dilşad Güven; Topbaş, Esra Selcen Yakıcı; Argün, Ziya

  The aim in the current study is to examine the conceptualizations of zero in arithmetic operations among students with learning disabilities (LD) and no learning disabilities (N-LD). The similarities and differences in the understandings of students with LD and N-LD of zero in arithmetical operations will be discussed. The study is a multiple case study with a qualitative research design. Six students, 3 students with LD and 3 with N-LD aged between 10 and 12 years participated in the study. The data were collected through clinical interviews. The data were analyzed by content analysis. Students‘ limited understanding of zero and operations affects their interpretation of arithmetic operations with zero. The conceptualizations of students with LD and N-LD regarding specifically division by zero show similarities with the exception of their use of the knowledge about operations. It has been observed that LD students have developed a different algorithm when it comes to addition and multiplication with zero. Through this study examining the differences in the understandings of students with LD and N-LD on a specific concept in terms of underlying conceptions, it is thought to provide an insight in terms of discovering LD and a more detailed recognition of these students' mathematics.

  • 
  AtıfScopus2·OpenAlex1

  İncele
• MakaleYalnız künye2021Scopus SJRQ1/r/bayburt/11972
  Learning 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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  AtıfScopus9·WoS2·OpenAlex8

  İncele
• MakaleYalnız künye2018Scopus SJRQ2/r/bayburt/12332
  Learning outcome literacy: The case of five elementary mathematics teachers

  Akdeniz, Dilsad Güven; Argün, Ziya

  Learning outcome (LO) literacy is conceptualized as a necessary skill for planning teaching and learning activities effectively. The skill has two main components: understanding and interpreting learning outcomes. The current study aimed to identify learning outcome literacy of elementary mathematics teachers with regard to this conceptualization. It is a case study based on the qualitative design. Participants were 5 mathematics teachers working at different elementary (5th - 8th grade) schools in Turkey. Observations and semi-structured interviews were used for data collection based on 10 learning outcomes selected from algebra and number learning domains in local mathematics curriculum. Content analysis method was used for data analysis. According to the findings, LO literacy can be regarded as a basic teacher competence and it requires the teacher to use the knowledge and skills he/she has. The results showed that participant teachers' LO literacy was insufficient. Considering the interrelation among its components, LO literacy should be developed with all the sub-components for effective teaching of LOs.

  AtıfScopus2

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