Sürdürülebilir Kalkınma Amaçları

• 3

• 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

  İncele
• MakaleAçık Erişim2017/r/bayburt/12327
  Concept-teaching practices in social studies classrooms: Teacher support for enhancing the development of students’ vocabulary

  İlter, İlhan

  The purpose of this study is to describe social studies teachers’ perceptions related to their practices in teaching concepts within the context of social studies instruction in order to enhance students’ vocabulary development in their classes. The study focuses on how students’ breadth and depth of vocabulary knowledge is supported by teachers’ experiences and their self-reported practices in relation to teaching social studies content. The study has a qualitative research design and has been conducted with 35 middle-school social studies teachers selected in accordance with maximum variation sampling. A semi-structured interview form has been used to determine teachers’ perceptions and viewpoints, and data has been analyzed using content analysis techniques. Results show that the teachers’ espoused practices for enhancing social studies vocabulary and for assessing its overall development process supports widely accepted understanding and ideas on effective concept teaching and alternative assessment procedures. Some examples of these practices and assessment measures include interactive word-walls (ABC graffiti), contextualized vocabulary instruction, word analogy, semantic maps, vocabulary self-collection strategy, and concept circles. However, the majority of practices reported by the teachers reflect traditional tasks and methods that ignore how new concepts were acquired and also focus more on the definitional knowledge of words. Further research should include teacher observations along with interviews to validate actual classroom practices.

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  AtıfScopus3·WoS3·OpenAlex12

  İncele
• MakaleAçık Erişim2015/r/bayburt/12268
  The effect of dynamic geometry software and physical manipulatives on candidate teachers’ transformational geometry success

  Yılmaz, Gül Kaleli

  This study aims to investigate the effects of using Dynamic Geometry Software (DGS) Cabri II Plus and physical manipulatives on the transformational geometry achievement of candidate teachers. In this study, the semiexperimental method was used, consisting of two experimental and one control groups. The samples of this study were 117 students. A 30-question test which was prepared based on the relative literature and expert opinion was used as a data collection tool. The test includes sections on recognition, features, and construction, and each section consists of ten questions. The data obtained from the pre- and post-tests were analyzed using the SPSS program. As a result of the statistical analysis, success levels of all groups were found to be the same before the applications, but after the applications, students’ transformational geometry success was found to significantly increase. When group success was analyzed, it was seen that the Computer Group placed first, the Manipulatives Group placed second, and the Traditional Group placed third in the sections of recognition and features. In the construction section, the Computer and Manipulatives Groups’ success levels were equal, and both groups were significantly more successful than the Traditional Group. The exercises performed with all groups increased their success levels significantly, thus showing that the applications were effective.

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  AtıfScopus7·OpenAlex9

  İncele