Z
Zeki Aksu
Researcher at Artvin Çoruh University
Publications - 19
Citations - 142
Zeki Aksu is an academic researcher from Artvin Çoruh University. The author has contributed to research in topics: Teaching method & Cognitively Guided Instruction. The author has an hindex of 6, co-authored 18 publications receiving 97 citations. Previous affiliations of Zeki Aksu include Atatürk University.
Papers
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Journal ArticleDOI
The Impact of Educational Material Use on Mathematics Achievement: A Meta-Analysis.
Ümit Kul,Sedef Çelik,Zeki Aksu +2 more
TL;DR: In this article, a meta-analysis method was used to combine the empirical evidence regarding the effectiveness of educational materials in mathematics, and the results of the meta analysis showed that using materials in Mathematics has a positive and high influence on achievement.
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A comparison of mathematics questions in Turkish and Canadian school textbooks in terms of synthesized taxonomy
Ümit Kul,Eyüp Sevimli,Zeki Aksu +2 more
TL;DR: Turkiye and Kanada as discussed by the authors used the term "Math Makes Sense" to describe the concepts of matematik and mathematics in their paper "Math makes sense" and "Science Makes Sense".
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Mathematics Self-efficacy and Mistake-handling Learning as Predictors of Mathematics Anxiety
TL;DR: This article analyzed the relationship between secondary school seventh grade students' perception of mathematical self-efficacy, mistake-handling learning awareness, and mathematical anxiety and found that there are significant relationships between mathematical anxiety, selfefficacy and mistake learning.
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The Relationship between Technological Pedagogical Content Knowledge and Web 2.0 Self-Efficacy Beliefs.
Ümit Kul,Zeki Aksu,Salih Birişçi +2 more
TL;DR: In this paper, the authors investigate the development of technological pedagogical content knowledge (TPACK) and Web 2.0 self-efficacy beliefs (W2SEB) and determine the relationship between them for middle school pre-service mathematics teachers through their involvement in a course designed using a Web2.0 tools.
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The preference of visualization in teaching and learning absolute value
TL;DR: In this article, the authors investigated teachers' preferences concerning the use of the visualization method and determined the extent to which they encourage their students to make use of it within the problem-solving process and found that visualization has a positive effect at the preliminary phases of teaching the absolute value concept but generates a lack of stimulation during problem solving in further phases of instruction.