Esra Bukova Güzel

Bio: Esra Bukova Güzel is an academic researcher from Dokuz Eylül University. The author has contributed to research in topics: Lesson study & Cognitively Guided Instruction. The author has an hindex of 6, co-authored 35 publications receiving 128 citations.

Factors Revealed while Posing Mathematical Modelling Problems by Mathematics Student Teachers

Abstract: The purpose of this study is to reveal factors considered by mathematics student teachers while posing modelling problems. The participants were twenty-seven mathematics student teachers and posed their modelling problems within their groups. The data were obtained from the modelling problems posed by the participants, their solutions on these problems and the groups’ reflective diaries regarding their problem posing and solution processes. The data were analyzed by using content analysis and the codes were constructed according to the problems’ contents. The participants' diaries were examined in terms of generated codes and the expressions supporting/relating the codes were determined. While designing the problems, the participants considered the factors such as being interesting, understandable, appropriateness to real life and modelling process, model construction, and usability of different mathematical concepts. Their solutions were generally handled in terms of usage of the mathematical statements, appropriateness to the modelling process and being meaningful for real life. Modelling training should be provided to enable the student teachers to develop modelling problems and their designs should be examined and the feedbacks should be given.

Öğretmen Adaylarında Matematiksel Düşünmenin Gelişimi

Abstract: Thinking aiming at the product is the most prominent characteristic of the human from other living. However, it may not be true assumption that all thinking is useful. The useful of thinking is assessed with using in the meet a need and being a productive in the solution of problems. Thinking in this quality is shortly defined mathematical thinking (MT). The study is especially directed to assess the development of MT of prospective mathematics teachers. The study is formed of two stages. In the first stage, an instrument is developed to assess the development of MT of participants. In the second stage, the instrument formed is carried out the participants and their MT is assessed by classifying to the MT criterions. The conclusions of the analysis are revealed that the developing of MT of participants is low level. Among the group are observed scientific differences.

Misconceptions emerging in mathematics student teachers’ limit instruction and their reflections

Abstract: The purpose of this study is to investigate the misconceptions emerging in mathematics student teachers’ limit instruction and the reflections of these misconceptions on their teaching. In this study, which used the case study design, regarding the limit concept, four senior mathematics student teachers’ four-hour limit instruction was examined within the context of misconceptions as described in the literature. Mathematics student teachers’ lesson plans, video recordings of the participants’ lessons in which they taught the concept of limit and audio recordings of semi-structured interviews were used to gather data. Participants carried their instruction mostly by demonstrating that the function’s limit is different than the function’s value at $$x=a$$ . However, since mathematics student teachers did not have adequate knowledge of misconceptions regarding the limit concept, some misconceptions emerged in their teaching process. Three of the participants made illustrations by making use of the meaning attributed to limit in daily language, and this situation caused students to perceive the limit concept as the maximum value to be reached and as a boundary not to be exceeded.

Mathematics Student Teachers' Modelling Approaches While Solving the Designed Esme Rug Problem

Abstract: The purpose of the study is to analyze the mathematics student teachers’ solutions on the Esme Rug Problem through 7-stage mathematical modelling process. This problem was designed by the researchers by considering the modelling problems’ main properties. The study was conducted with twenty one secondary mathematics student teachers. The data were collected from the participants’ written solutions related to the problem. To analyze the students’ answers through mathematical modelling process, the researchers compiled 7-stage mathematical modelling process from the literature. It was observed that the problem created an appropriate process for mathematical modelling. While examining the solutions of the participants who were informed about this 7-stage mathematical modelling process, it was generally observed that their solution approaches toward the problem decreased while progressing in modelling stages.

Teknoloji Destekli Ortamda Matematiksel Modellemede Ortaya Çıkan Üst Bilişsel Yapılar

Abstract: Calismanin amaci, teknoloji destekli matematiksel modelleme surecinde ortaya cikan ust bilissel yapilari aciklamaktir. Ust bilissel yapilarin modelleme surecinde nasil sekillendigi planlama, izleme, degerlendirme ve tahmin boyutlarinda ele alinarak incelenmistir. Durum calismasi niteligindeki calisma, ortaogre­tim matematik ogretmenliginde ogrenim goren uc birinci sinif ogrencisinin olusturdugu bir calisma grubuyla yurutulmustur. Veriler, calisma grubunun modelleme problemini cozerken alinan video kayitlarindan, problemin cozumu ile ilgili yazili yanitlarindan, GeoGebra cozum dosyalarindan ve problemlerin cozum surecinde aras­tirmacilar tarafindan alinan gozlem notlarindan derlenmistir. Verilerin analizinde tematik kodlamalar yapilarak kategoriler olusturulmus ve ust bilissel yapilar belirlenmistir. Analiz sonucunda modelleme surecindeki ust bilissel yapilar planlama, izleme, degerlendirme ve tahmin boyutlari icin on sekiz kategori altinda toplanmistir. Ust bilissel eylemler, teknoloji destekli modelleme surecinde bilissel eylemleri duzenledigi gibi birbirlerini de desteklemistir. Calismanin matematiksel modelleme surecindeki ust bilissel eylemlere farkli ve derin bir bakis getirecegi dusunulmektedir. Anahtar Kelimeler: Matematiksel modelleme, ust bilissel yapilar, GeoGebra, matematik ogretmen adaylari, teknoloji destekli modelleme sureci

Research Design: Qualitative, Quantitative, and Mixed Method Approaches

Abstract: หนงสอเรอง การออกแบบการวจย: วธการวจยเชงคณภาพ วธการวจยเชงปรมาณ และวธการวจยแบบผสม (Research Design: Qualitative, Quantitative, and Mixed Method Approaches) เปนหนงสอทเรยบเรยงเพออธบายเกยวกบความแตกตางของกระบวนทศนการวจยทง 2 แบบ ไดแก การวจย เชงปรมาณ และการวจยเชงคณภาพ และความจำเปนของประเดนปญหาการวจยทตองนำกระบวนทศนทง 2 มารวมกนหาขอคนพบเพอนำไปสผลการวจยทสามารถนำผลการวจยไปใชประโยชนไดอยางจรงมากยงขน เรยกวา “การวจยแบบผสมผสาน” ซงเปนหนงสอทอธบายวธการวจยทง 2 ประเภทไดอยางชดเจน และการรวมกนของกระบวนทศนการวจยทง 2 แบบอยางลงตว

Mathematical Modelling Approach in Mathematics Education.

Abstract: The topic of models and modeling has come to be important for science and mathematics education in recent years. The topic of "Modeling" topic is especially important for examinations such as PISA which is conducted at an international level and measures a student's success in mathematics. Mathematical modeling can be defined as using mathematics to explain and define the events in real life, to test ideas and to make estimations about real life events. Theoretical basis of the mathematical modelling approach, "model", "mathematical modelling" and "modeling activity" concepts are explained in this study and examples of these concepts are given. The importance of mathematical modeling, importance and the place of modeling topic in primary school, secondary school and high school (secondary education) mathematic programs based on social constructive approach, which were developed in 2005 and modified in 2013 by the Ministry of National Education (MNE) in Turkey, and how the modeling activities are included in the program are also presented in this study. It is considered that this study will contribute to the mathematical program development studies by MNE which are developed based on the constructive approach in Turkey.