Mathematics Education In Turkey Research Articles

Türkiye’de Matematik Eğitimi Alanında Toulmin Argümantasyon Modeli’nin Kullanıldığı Lisansüstü Tezlerin İncelenmesi

The aim of this study is to examine the theses published in the field of mathematics education in Turkey in which Toulmin Argumentation Model was used. It has been analyzed how the prepared theses were distributed in terms of publication year-type, publication language, institute, university, keywords, aims and target audience. In this study conducted by document analysis method, 23 theses in the field of mathematics education, covering a total of 12 years until the end of 2022 without considering any start date, from the theses open to access in the National Thesis Center database of the Council of Higher Education (YÖK) were analyzed. The obtained studies were subjected to descriptive analysis and the analyzed data were presented in tables with frequency and percentage values. Within the scope of the research, some basic results were reached such as; argumentation studies using Toulmin Model in mathematics education have been studied more intensively from the past to the present, Turkish studies are conducted more frequently than English studies in terms of publication language, studies conducted at the doctoral level at the level of institutes are more or equal to the studies conducted at the master's level, university students and secondary school students are preferred more intensively in the selection of the target audience. This study aims to guide the studies that center on the Toulmin Argumentation Model in mathematics education. In addition, it is thought to contribute to the researchers to see the concentration or deficiencies in the field and to encourage the filling of the gap in the field by conducting applications with different study groups rather than working with the same study groups.

TEKNOLOJİ DESTEKLİ MATEMATİK EĞİTİMİ: TÜRKİYE’DEKİ LİSANSÜSTÜ TEZLERİN İNCELENMESİ

Bu araştırmanın amacı, 2011-2021 yılları arasında Türkiye’de matematik eğitimi alanında teknoloji destekli uygulama içeriklerine sahip lisansüstü tezleri incelemektir. Bu kapsamda, matematik eğitimi alanında belirlenen kriterlere uygun çalışmalara YÖK Ulusal Tez Merkezi veri tabanından erişilmiştir. Araştırmada, 154’ü yüksek lisans ve 53’ü doktora tezi olmak üzere 207 tez incelenmiştir. Çalışmaların analizinde betimsel içerik analizi kullanılmıştır. Çalışmalar; öğrenme araçlarına ve içeriklerine, yayımlanma yıllarına ve türlerine, araştırmacı cinsiyetlerine, yapıldıkları üniversitelere, danışman unvanına, amaçlarına, ölçtüğü özelliklere, yaklaşımlarına, yaklaşım açıklamalarına, örneklem düzeylerine, örneklem seçimlerine, veri toplama araçlarına ve veri analiz açıklamalarına göre incelenmiştir. Bulgulara göre, çalışmalarda yazılım içeriklerine ve dinamik matematik yazılımlarına daha fazla yer verilmiştir. En fazla tez 2019 yılında, en az tez 2011 ve 2012 yıllarında yayımlanmıştır. Gazi ve Dokuz Eylül bünyesinde daha fazla çalışma yapılmıştır. Başarı ile tutum değişkeni daha çok yer almış ve nitel yaklaşımlar daha fazla tercih edilmiştir. Ortaokul öğrencilerine yönelik daha fazla çalışma yapılmıştır. Veri toplama araçları olarak dokümanlar ve görüşmeler, analizde ise içerik, ortalama ve t-testi sıklıkla kullanılmıştır. Bulgular ışığında, bazı öneriler sunulmuştur.

A Systematic Review of Studies on Teacher Noticing in the Field of Mathematics Education in Turkey

Bu çalışmanın amacı, Türkiye’de 2000-2021 yılları arasında matematik eğitiminde öğretmenin fark etme becerisi konusunda yayımlanan lisansüstü tezlerin ve makalelerin sistematik incelemesini yapmaktır. Bu kapsamda ULAKBİM TR-Dizin, YÖK Ulusal Tez Merkezi, DergiPark, Google Akademik veri tabanları kullanılarak literatür taraması yapılmıştır. Literatür taraması sonucunda Türkiye’de matematik eğitimi alanında öğretmenin fark etme becerisi ile ilgili yayımlanan 36 çalışmaya (17 makale, 9 doktora tezi ve 10 yüksek lisans tezi) ulaşılmıştır. Veriler yayın sınıflama formu kullanılarak kodlanmış ve tematik içerik yöntemi ile analiz edilmiştir. Bu çalışmanın sonuçları Türkiye’de öğretmenin fark etme becerisi ile ilgili çalışmaların 2017 yılından itibaren artış gösterdiğini, daha çok makale türünden çalışmanın yapıldığını, çalışmaların daha çok nitel araştırma yöntemi ile yürütüldüğünü, durum çalışması ve eylem araştırma deseninin tercih edildiğini göstermiştir. Üstelik çalışmaların daha çok küçük örneklem grupları ile matematik öğretmen adayları ve öğretmenler ile yürütüldüğü tespit edilmiştir. Veri toplama aracı olarak daha çok video kaydı, görüşme, gözlem, yansıtma raporu ve öğrenci çalışma kağıtlarının kullanıldığı, içerik ve doküman analiz tekniğinin daha çok tercih edildiği ortaya çıkmıştır. Fark etme becerisi çalışmalarında çoğunlukla birden çok matematik konusunun ele alındığı, bununla birlikte geometri ve ölçme, cebir ve kesirler konusunun ele alındığı tespit edilmiştir. Çalışmaların daha çok öğretmen ve öğretmen adaylarının fark etme becerisi düzeylerinin belirlenmesine odaklandığı, bunun yanında video-kulüp, ders imecesi ve fakülte-okul işbirliği uygulamalarının fark etme becerisi üzerine etkisi incelenmiştir. Fark etme becerisi için daha çok araştırmacılar tarafından oluşturulan analiz çerçevesi kullanılmış, bununla birlikte van Es (2011), van Es ve Shein (2008) ve Jacops ve diğerlerinin (2010) analiz çerçevesi de tercih edilmiştir. Bu çalışma, öğretmenin fark etmesi konusunda karma ve nicel araştırma yöntemlerine dayalı araştırmalara ihtiyaç olduğunu göstermiştir.

Trends in Postgraduate Thesis Studies Addressing Pedagogical Content Knowledge in Mathematics Education in Turkey: A Systematic Review

The aim of this study is to systematically review and assess the subliminal theses in Turkey which were subject to pedagogical know-how from the mathematical studies published in the national thesis center between 2016 and 2021. To examine prostheses according to certain criteria, qualitative research methods were based on a systematic examination method. In order to obtain the data of the study, 25 postgraduate theses about pedagogic content knowledge in math education were included in the analysis based on the PRISMA information flow, at the National Thesis Data Center of the Presidency of the Council of Higher Education. The theses chosen in line with the aim of the study were examined in the framework of the study evaluation form. As a result, it has been found that the knowledge of program, content knowledge, knowledge of understanding student, and knowledge of instructional strategies - subcomponents of pedagogical content knowledge as revealed by theorists who reviewed pedagogic content knowledge - is not scrutinized in detail by the graduate thesis studies.

Content analysis of pedagogical content knowledge studies in mathematics education in Turkey

Bu çalışmanın amacı Türkiye’de 2009-2020 yılları arasında matematik eğitimi alanında yayınlanmış ve konusu Pedagojik Alan Bilgisi (PAB) olan lisansüstü tezlerin içerik analizini yapmaktır. Araştırmanın yöntemi nitel araştırma yöntemidir. Araştırmanın evrenini; YÖK Ulusal Tez Merkezinde yayınlanmış 39 adet lisansüstü tez çalışmaları oluşturmaktadır. Veri toplama aracı araştırmacılar tarafından hazırlanıp son halini alan “Tez İnceleme Formu” dur. Araştırmanın verileri içerik analizi ile çözümlenmiştir. Araştırmanın güvenirlik çalışması Miles ve Huberman’ın görüş birliği formülü ile tespit edilmiştir. Araştırma için incelenen tezler; tezlerin yayın yıllarına, türlerine, yayınlandıkları üniversitelerine, çalışıldıkları enstitülerine göre demografik açıdan ve örneklem türlerine, örneklem büyüklüklerine, araştırma yaklaşımlarına, araştırma yöntemlerine, veri toplama araçlarına ve veri analiz yöntemlerine göre metodolojik olarak sınıflandırılmıştır. Araştırmanın bulguları için, incelenen lisansüstü çalışmaların frekans ve yüzde tabloları oluşturulmuştur. Araştırmanın bulgularında; tezlerin en fazla 2019 yılında yayınlandığı ve tezlerin türünün çoğunlukla yüksek lisans türünde olduğu sonuçlarına ulaşılmıştır. Tezlerin çoğunluğunun Marmara Üniversitesinde yayınlandığı ve Eğitim Bilimleri Enstitüsü bünyesinde çalışıldığı gözlemlenmiştir. Tezlerde örneklemin çoğunlukla öğretmenlerden seçildiği, örneklem büyüklüğünün 1-10 arasında olduğu, araştırma yöntemi olarak nitel araştırma yöntemlerinden durum çalışmasının tercih edildiği, en çok tercih edilen veri toplama aracının görüşme, veri analiz yöntemi olarak içerik analizinin tercih edildiği görülmüştür. Bu araştırmanın literatürde PAB çalışmalarının yoğunlaştığı alanları ve eksik kaldığı yönleri saptaması yönünden alanyazına nitelikli bir kaynak oluşturması beklenmektedir. Ayrıca bu araştırma sayesinde bu konuyu çalışacak araştırmacılar için yeni araştırma alanları ortaya çıkacağı öngörülmektedir.

Thematic Analysis of Postgraduate Theses on Mathematics Literacy in the Field of Mathematics Education in Turkey

The aim of this study is to reveal the characteristics of the postgraduate thesis on the subject of mathematical literacy in Turkey according to various criteria. The criteria examined in line with the purpose of the study; The type and publication year of the postgraduate theses, the university in which it was made, its subject, keywords, sample type and sample numbers, research method and research design, data collection tools, main results and main suggestions were determined. Thematic analysis, one of the qualitative research approaches, was used in the study. The sample of the research consists of 74 postgraduate theses on mathematical literacy in the field of education registered on the official website of the National Theses Center of the Council of Higher Education between 2003-2020. This study differs from other articles and theses on the examination of postgraduate theses on mathematical literacy in terms of the variety of the criteria discussed.

An Analysis of the Studies on Self-Efficacy in Mathematics Education in Turkey

The purpose of the study is to carry out a content analysis of research articles and theses published in Turkey between 2008 2020 on self efficacy in mathematics education and to determine the trends of the mentioned studies. Document analysis were performed on 205 articles. A study classification form developed by Sozbilir, Kutu and Yasar (2012) was used to analyze the articles included in the study. The form consists of five sections: subject area, research patterns, data collection tools, sampling, and data analysis methods. Results show that self efficacy studies were mainly quantitative studies and most of them selected middle school students or preservice teachers as sample. Especially qualitative studies suggested to the researchers. Keywords: Mathematics education, self efficacy, document analysis DOI: 10.7176/JSTR/7-10-09

A Content Analysis Related To the Problem Themed Articles on Mathematics Education in Turkey

The aim of this research was to investigate the problem-themed articles carried out in the field of mathematics in our country in terms of their structures, issue trends and reached results. The research was designed based on the descriptive content analysis method. 3160 volumes of 112 journals and 213 articles were determined in our country within the scope of the research. The obtained data were subjected to descriptive analysis and content analysis according to the purpose of sub-problems. At the end of the analyses, it was determined that the first problem-themed article in the field of mathematics in our country was conducted in 1984 and the number of the articles have started to increase since 2002. It was also noticed that the most common applied method in the articles was the case study, which most of the researches were carried in secondary school level, the achievement tests were the most used data collection tool and descriptive analyses were frequently used. It was observed that the articles were mostly on problem solving and other topics were problem posing the PBL and the structure of problem in order. Considering the reviewed articles, some results that can be referred were that the experimental practices played an active role in increasing the problem-solving achievement and the achievement of the participants in non-routine problems was low. The participants also make mistakes in problem solving with several reasons such as the lack of knowledge, inability to transfer their knowledge into problem in addition that they mostly cannot understand the problem. It can be referred that the participants are not at the desired level in problem-building skills. The PBL is effective on the achievement, attitude and permanence.

Content Analysis of Research on Processes of Constructing Knowledge in Mathematics Education in Turkey

APOS, RBC, procept and abstraction theory with the students' knowledge creation processes on researches, are examined in order to scan in National Thesis Center, ULAKBİM, Google Scholar and papers in the symposium. A total of 27 postgraduate thesis, 15 articles and 8 papers were included in the study. By using descriptive content analysis method; the research was conducted by taking into consideration the year-type-publication language, sample-number and sampling type, the preferred topic and information creation theory in the research, the model-pattern and validityreliability used, data collection tools and data analysis methods. It was determined that the most studies were conducted in 2018, and in the field of algebra learning with numbers. Most of the studies were conducted at middle school level. Studies were conducted with a small number of students in terms of sample numbers. In most of the researches, qualitative models were preferred and mostly open-ended questions, achievement tests, video and audio recordings as well as data diversity were used for data collection. There were some deficiencies in the researches about the validation and reliability of the studies with sampling methods. In order to overcome these deficiencies, research methods courses given to the researches can be made more effective.

Comparative Analysis of Post-Graduate Theses Conducted Between the Years 2010-2017 In the Field of Mathematics Education In Turkey According to Certain Standards

Bu çalışma 2010-2017 yılları arasında Matematik Eğitimi alanında yazılan lisansüstü tezlerini üniversite, yıl, cinsiyet, dil, araştırma türü, araştırma modeli, öğrenme alanı, inceleme alanı, veri toplama araçları, kullanılan istatistiksel teknikler, örneklem değişkenleri açısından karşılaştırmalı incelemek amacıyla yapılmıştır. Araştırmanın örneklemini YÖK veri tabanında bulunan ilköğretim fen ve matematik alanları eğitimi anabilim dalı, ilköğretim matematik eğitimi anabilim dalı, matematik eğitimi anabilim dalı, ilköğretim matematik öğretmenliği anabilim dalı ve ilköğretim anabilim dalı detaylı aramasıyla ulaşılan erişime açık 490 yüksek lisans tezi ve 112 doktora tezi olmak üzere toplam 602 lisansüstü tez oluşturmuştur. Araştırma, yapılan tezlerin bir meta-analitik incelemesi olması nedeniyle genel hatlarıyla nitel bir çalışma olup tarama modelinde bir çalışmadır. Tezleri incelemek üzere araştırmacı tarafından oluşturulup uzman görüşü alınan tez değerlendirme formu kullanılmıştır. Araştırma sonucunda kadın araştırmacıların son yıllarda daha fazla olduğu, yüksek lisans tezlerinde örneklem olarak en fazla öğrencilerin; doktora tezlerinde ise öğrenci ve öğretmen adaylarının kullanıldığı dikkat çekmiştir. Öğrenme alanlarından en fazla geometri ve ölçme alanında çalışmaların yapıldığı fakat veri işleme alanında olan çalışmaların çok az olduğu görülmüştür. Ayrıca eğitim araştırmalarında son yıllarda karma araştırmaların artması durumu bu tez çalışması kapsamında da görülmüştür.

Investigation of Parents’ Expectations from Mathematics Education in Turkey

Investigation of Parents’ Expectations from Mathematics Education in Turkey

The Use of the Interactive Whiteboard in Mathematics and Mathematics Lessons from the Perspective of Turkish Middle School Students

It is a great paradox that despite the great importance attached to mathematics education in Turkey, high failure rates are observed among Turkish students in mathematics. For this reason, new applications are implemented in the field of mathematics education in Turkey. One of these applications is the use of technology in mathematics education. Thus, this research aimed to determine the attitudes and opinions of the middle school students towards the use of the interactive whiteboard, which is among the technologies used in mathematics and mathematics lessons. The research is based on a mixed-method research design in which both quantitative and qualitative methods were used. The quantitative part of the study was conducted with 726 students, selected via the convenience sampling method, in 4 different central schools affiliated to the Ministry of Education (MNE) in the Karabük province during the 2015-2016 academic year, while the qualitative part was carried out with 20 participants determined on a voluntary basis. The research data were obtained from the “Attitude Scale towards Mathematics”, the “Interactive Whiteboard Attitude Scale” and the semi-structured interviews. It was found that the participants in the survey had a positive attitude towards the use of the interactive whiteboard in mathematics lessons and that they were positively affected by the interactive whiteboard in learning mathematics. In addition, it was concluded that participants' attitudes towards mathematics and the use of the interactive whiteboard was above average. It was also found that the male students’ attitudes towards the interactive whiteboard were more positive than that of the female students, and the level of positive attitude towards mathematics decreases as the class level increases accordingly. Finally, a low positive correlation was found between students' attitudes towards mathematics and the interactive whiteboard.

The Content Analysis of Mathematical Modelling Studies in Turkey: A Meta-synthesis Study

Researchers expect better utilization in programs and a wider role in guiding future studies from the increasing number of studies carried out on mathematical modeling in recent years. Thus, systematic summary information is presented by descriptive content analysis of research about mathematical modeling in the field of mathematics education in Turkey. Afterwards, the studies were interpreted with a meta-synthesis (thematic content analysis) method from a critical perspective. In conclusion, it was found that mathematical modelling studies in Turkey have not yet reached adequate levels of scope and diversity and most of the studies are merely case studies or experimental studies investigating the effects of mathematical modeling. In Turkey, mathematical modeling is generally considered in the studies as a means to teach mathematics pedagogical objectives are mainly an area of consideration predominantly for researchers. Mathematical modeling has been applied mostly within the context of activities in the educational or contextual perspective. Finally, some suggestions were presented for future studies. The researchers proposed that to benefit more from mathematical modeling studies, (1) more empirical studies should be conducted, (2) more studies should be conducted in secondary and high schools and (3) researchers should give sufficient details about how the teaching was conducted using mathematical modelling.

Trends in Dissertations Involving Technology-Assisted Mathematics Instruction: The Case of Turkey

The purpose of this study is to examine thesis studies on technology-supported mathematics education in Turkey in terms of the keywords, mathematical areas, technologies and methodology used and results obtained. Data were obtained from 105 graduate theses. At the end of the analysis of the data, it was determined that most used keywords were from the subject area of mathematics education and there were more studies that focused on algebra in comparison with those on geometry, and the computer was the most frequently preferred technology employed. Researchers mostly preferred to take primary education 6th, 7th, 8th grade students as their population samples, and used achievement tests as the data collection instrument. It was found that mixed research methods were the most frequently employed ones, quantitative studies were preferred more than qualitative studies, mean/standard deviation data were used more in the analysis of quantitative data while descriptive analysis was preferred more in the analysis of qualitative data. When the results obtained from experimental studies in the theses were compared, it was seen that higher values were obtained in treatment groups receiving technology-supported education in terms of achievement, attitude towards mathematics, interest in mathematics, motivation for mathematics and retention of learning.

Neoliberal and nationalist discourses in Turkish elementary mathematics education

Within the last three decades, critical educators have highlighted that all components of education are under great pressure from neoliberal ideologies. These educators underline the close relation between neoliberal projects in education and inequality in educational opportunities and outcomes. Turkey is no exception to this trend. The view that education is simply another market commodity has become normalized in policy and public discourses, and business discourse that relies on only profit-making has a growing place in curriculum and newly defined education goals. Emphasizing that mathematics education is one of the main targets of this neoliberal attack, this paper focuses on how neoliberal and neo-conservative tendencies have affected mathematics education in Turkey. These effects are examined through revealing profit-driven business discourse and nationalist discourse in elementary mathematics education texts. Bourdieu’s cultural capital is instrumentalized to clarify neoliberal policies’ impacts on the reproduction of social and educational inequalities. The discourse analyses of elementary mathematics curriculum, textbooks, workbooks, and teacher’s guide books imply that elementary mathematics discourse (a) orients students to use their mathematical abilities and skills for the benefit of private corporations instead of public welfare and (b) fosters nationalism via ignoring ethnic minority and non-Muslim groups living in Turkey.

The effects of an undergraduate programme of preschool teaching on preservice teachers' attitudes towards early mathematics education in Turkey: a longitudinal study

The aim of this study is to set forth preservice teachers' attitudes towards early mathematics education. For this purpose, quantitative and qualitative research methods were used conjunctively and the research was planned in accordance with a ‘screening model’. The longitudinal screening model, one of the screening models, was used in the study. The study group of the research consisted of 58 preservice teachers studying at Giresun University, Faculty of Education, Department of Preschool Teaching. ‘Scale for Determining Preschool Teachers’ Attitudes towards Early Mathematics Education’ and ‘Form for Opinions about Early Mathematics Education’ were used to collect data of the study. Data of the investigation were collected from the same study group for four years, namely in 2010, 2011, 2012 and 2013. The results of the study revealed that preservice preschool teachers' ‘Attitudes towards children's mathematical skills’, ‘Attitudes towards early mathematics education setting’, ‘Attitudes towards early mathematics education’ and ‘Total attitude’ scores varied statistically significantly by years. In view of preservice teachers' opinions, it is clear that some of the courses that they took in undergraduate study positively influenced their attitudes towards mathematics.

Examining the method of proofs and refutations in pre-service teachers education

There is some evidence in the mathematics education literature that Lakatos' proofs and refutation methods can be useful to examining students' conjecture production and proof construction process. The purpose of this study was to determine how the Lakatos method goes and which steps of the method works in the teacher education program. The population sample for this study consists of 24 senior pre-service teachers in elementary mathematics education in Turkey (16 women and 8 men). Pre-service teachers were given a problem in which they examined the relation between perimeter and area of a rectangle. Data was collected with a camera, field notes, and groups' written solutions and analyzed on the basis of framework included in Larsen and Zandieh's (2008) study. The finding revealed that Lakatos' method was usable in the teacher education program. But some steps of the method described in Lakatos' (1976) historical case study were not provided in the real classroom environment.

The coherence of the curriculum, textbooks and placement examinations in geometry education: How reform in Turkey brings balance to the classroom

Abstract The aim of this paper is to investigate Turkey's upper elementary grades (grades 6 to 8) geometry education by looking at the compatibility between the curriculum, textbooks, and secondary school placement examinations at the same grade levels in that country. Historically, mathematics education in Turkey has revolved around the curriculum, textbooks and examinations; this study therefore aims to measure how compatible these components are after the reform movement of 2004. Pair wise comparisons included the following: the time allocation for the geometry learning area in the official mathematics curriculum at upper elementary schools during the post-reform period; the actual number of examples in the new textbook series; and the percentage of geometry questions that make up the total mathematics questions in the SBS examinations (level determination examinations – see below). This study suggests that the three aspects (curriculum, textbooks, and national examinations) of geometry education are now usually compatible in what is now the post-reform period in Turkey. Given that Turkish students tend to show poor performance in international and national competencies, future research is needed to analyse the implementation of the intended goals in Turkish classrooms. This study can also be used as an information source in any future reforms of the Ministry of National Education.

Mathematics education in Turkey: at the crossroads of cultural, political and economic currents

In this opening introductory article to the issue of ZDM focused on mathematics education in Turkey, a short survey of the deep historical and cultural foundations of modern day Turkey is offered. This is followed by an outline of the development of researchers, as well as doctoral programs in mathematics education at universities in Turkey. The article also summarizes recently completed influential dissertations in Turkey and explains the aims and scope of this particular issue in relation to its conception and development.

Exploring the quality of the mathematical tasks in the new Turkish elementary school mathematics curriculum guidebook: the case of algebra

To take its due place in the world of education, Turkey has been through serious reform initiatives in the curriculums of various school subjects since 2003. The new Turkish elementary school curriculum was prepared considering the research studies conducted in Turkey and in other countries, as well as the educational systems of developed countries and previous experiences with mathematics education in Turkey. This study attempts to provide a perspective on the nature of the instructional tasks in the new elementary school mathematics curriculum. In particular, our focus is to explore the level of cognitive demands (LCD) in the algebra tasks provided in the national elementary mathematics curriculum guidebook. This curriculum document is a major resource for administrators, stakeholders, textbook publishers and ultimately for teachers. For every learning objective, it provides sample tasks to be used in mathematics instructions. In this study, our purpose is to explore the LCD of each of these tasks by utilizing a framework developed by Smith and Stein (Math Teach Middle School 3:344–350, 1998). The framework classifies mathematical tasks according to the level of demands: lower-level and higher-level demands. While the lower-level demands are related to memorization and procedures without connections, the higher-level demands are related to procedures with connections and doing mathematics. The findings revealed that 60% of algebra tasks for each grade level required higher LCD and a great majority of the remaining tasks were at the level of procedures without connections. The findings of the study particularly inform curriculum developers about issues regarding the quality of the tasks given in the curriculum guide and provide possible suggestions to improve the implementation of the curriculum change process.