Araştırmacılar(3)

• Çakmak Gürel, Zeynep
• Dane, Arif
• Kanbolat, Oben

• ArticleYayıncıda açık erişim2025/r/ebyu/19433
  Argümantasyona Dayalı Matematiksel Modelleme Uygulamalarının 7. Sınıf Öğrencilerinin Matematiksel Modelleme Ve Sorgulayıcı Öğrenme Becerilerine Etkisi

  Cakmak Gürel, Zeynep; Pirimoğlu, Beyzanur

  Bu araştırmanın amacı, argümantasyona dayalı matematiksel modelleme uygulamalarının yedinci sınıf öğrencilerinin matematiksel modelleme ve matematiğe yönelik sorgulayıcı öğrenme becerilerine etkisini araştırmak ve öğrencilerin uygulamaya yönelik görüşlerini almaktır. Araştırmaya uygun örnekleme yöntemi kullanılarak seçilen 2023-2024 eğitim öğretim yılının ikinci döneminde öğrenim görmekte olan 52 yedinci sınıf öğrencisi katılmıştır. Araştırmada açıklayıcı sıralı karma desen kullanılmıştır. Araştırmanın nicel kısmında tek grup ön test- son test desen, nitel kısmında ise durum çalışması deseni kullanılmıştır. Nicel veriler için matematiksel modelleme yeterlikleri ve matematiğe yönelik sorgulayıcı öğrenme becerileri ölçekleri; nitel veriler için ise yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde ilişkili örneklemler t testi ve içerik analizinden yararlanılmıştır. Sonuçlara göre matematiksel modelleme yeterliği ve sorgulayıcı öğrenme becerileri ölçeklerinden öğrencilerin aldıkları son test puanlarının ön test puanlarından anlamlı bir şekilde daha yüksek olduğu tespit edilmiştir. Bu sonuç uygulamanın söz konusu iki beceriyi birlikte destekleme potansiyelini ortaya koymaktadır. Nitel sonuçlara bakıldığında öğrencilerin geneli matematiksel modelleme etkinliklerini faydalı bulduklarını ve bu etkinliklerin öğrenmelerini kolaylaştırdığını belirtmişlerdir. Bu bağlamda argümantasyona dayalı yapılan matematiksel modelleme etkinliklerinin öğretmenler tarafından sınıf içinde kullanılması önerilmektedir.

  RDL Kalıcı Kaydıİncele
• ArticleYalnız künye2025/r/ebyu/11972
  Investigating the stages of simplification and mathematisation in mathematical modelling processes of middle school students through Fermi Problems*

  Pekgöz, Sümeyra; Gürel, Zeynep Çakmak

  This study aims to investigate the stages of simplification and mathematisation in mathematical modelling processes of sixth- and seventh-grade students through Fermi problems designed from close to distant perspectives. The research is qualitatively designed and is in the form of a case study. The sample of the study consists of a total of 37 students, with 26 in the seventh grade and 11 in the sixth grade. Groups of three to five students were formed based on class size according to the students’ preferences, resulting in a total of nine different groups. This study was completed over 12 weeks/24 class hours through group work and solution presentations. Data were collected through worksheets and group presentation videos belonging to student groups. In the analysis of the data, the steps of the mathematical modelling cycle, specifically “Simplification” and “Mathematisation,” were considered. Variables, models, and strategies that emerged in these steps were analysed using content analysis. According to the results, it was determined that the context used in problems designed from close to distant perspectives influenced students’ strategies. In the simplification stage, sixth-grade students predominantly relied on external sources, whereas seventh-grade students showed a greater tendency to use digital tools and draw upon prior knowledge and experiences. In the mathematisation stage, as problem contexts moved further from students’ immediate surroundings, strategies such as concentration measurement, reduction/proportion usage, and reference points became more prominent, with seventh-grade students exhibiting a stronger reliance on these approaches.

  RDL Kalıcı Kaydıİncele
• ArticleAçık Erişim2025/r/ebyu/11177
  Indication of Scaffolding in Mathematical Modeling

  Çakmak Gürel, Zeynep

  This study investigates whether the dynamically generated scaffolding provided by experts at the end of each modeling task was used effectively as a scaffold to foster preservice teachers’ mathematical modeling competencies. The contingent support at the end of each modeling activity was used as the scaffold to foster preservice teachers’ mathematical modeling competence. The study employed the teaching experiment method involving three experts and 33 preservice teachers in a secondary education program over eight weeks. Four modeling activities were conducted to examine changes in various aspects of scaffolding. The results provide evidence that the scaffolding given at the end of each modeling activity carried over to subsequent tasks and had the potential to significantly enhance the preservice teachers’ modeling competencies.

  RDL Kalıcı Kaydıİncele
• ArticleYayıncıda açık erişim2024/r/ebyu/19738
  Suitability of Mathematics Applications Teaching Material to Modeling Problems

  Cakmak Gürel, Zeynep; Işık, Ahmet

  The aim of this study is to investigate whether the problems in the teaching material of the secondary school mathematics applications course are suitable for mathematical modeling problems. Document analysis method, one of the qualitative research methods, was used in the research. A total of 149 problems in the fifth, sixth, seventh and eighth grade mathematics applications teaching material were examined. In the analysis of the data, deductive and inductive methods were used together, and it was seen that more than half of the problems in these teaching materials were problems with realistic context. Few of these problems provide the authentic criteria that should be found in modeling problems. Similarly, only a few problems meet the openness criteria. When modeling sub-competences are examined separately, it is remarkable that many of the problems require mathematical solutions. Problems usually do not include simplification and verification steps. It has been observed that the interest in mathematical modeling has increased with the renewed mathematics applications curriculum, but this has not been reflected in the teaching materials. It is recommended to renew the teaching materials in line with the criteria taken into account.

  RDL Kalıcı Kaydıİncele
• ArticleYayıncıda açık erişim2023/r/ebyu/20145
  Matematık eğıtımı lısansüstü araştırmalardan yansımalar

  Kanbolat, Oben; Ala, Aslı Merve; Kefçi, Süleyman Safa

  Araştırmanın amacı, matematik eğitimi alanında Türkiye’de yayımlanan lisansüstü tez çalışmalarının genel eğilimini betimlemek için gerçekleştirilmiştir. Ulusal tez merkezi veri tabanı aracılığıyla matematik eğitimi anabilim dalında eğitim konulu 102 adet lisansüstü tez yayımlanma yılına, türlerüne, yöntemsel özelliklerine ve anahtar kelimelerine göre betimsel içerik analizi yapılmıştır. Yapılan analizler neticesinde, matematik eğitimi anabilim dalında eğitim konulu ilk tezin 2003 yılında yayımlanan bir doktora tezi olduğu; yıllar içerisinde yayımlanan tezlerin büyük oranda yüksek lisans tezi olduğu tespit edilmiştir. Bunun yanında tezlerde tercih edilen araştırma yaklaşımlarına göre dağılımlar incelendiğinde, yüksek lisans ve doktora tezlerinin her ikisinde de nitel yaklaşımın çoğunlukla tercih edildiği; tezlerde tercih edilen araştırma deseni bağlamında ise deneysel desenin tercih edildiği görülmüştür. Matematik eğitiminde yayımlanan tezlerde en fazla araştırma yaklaşımına dair anahtar kelimelerin kullanıldığı ve bunu sırasıyla öğrenme alanı, genel, bilişsel beceriler, yöntemle ilgili nadiren de ölçme ve değerlendirme, matematiksel dil, duyuşsal beceriler, etnomatematik, matematik okuryazarlığı ve öğretmen yetiştirmeye dair anahtar kelimelerin kullanıldığı ifade edilebilir. Araştırma kapsamında incelenen bazı tezlerde araştırma yaklaşımı, deseni, çalışma grubu türü, büyüklüğü ve veri toplama aracına ilişkin bilgiye rastlanılmamıştır. Tezlerde özellikle yöntem bölümünde olan eksiklikler okuyucunun araştırma sürecini tam anlamıyla zihninde tasavvur etmesi zorlaşmaktadır. Bu bağlamda tez yazarlarının araştırmalarını raporlaştırırken bu hususlarda dikkatli olması önerilmektedir.

  RDL Kalıcı Kaydıİncele
• ArticleYayıncıda açık erişim2023/r/ebyu/20126
  İlköğretim Matematik Öğretmen Adaylarının Uzamsal Kaygıları İle Matematik Kaygıları Arasındaki İlişkinin İncelenmesi

  Cakmak Gürel, Zeynep; Yurt, Emine

  Bu araştırmada, ilköğretim matematik öğretmen adaylarının uzamsal kaygıları ile matematik kaygıları arasındaki ilişkinin incelenmesi amaçlanmıştır. Ayrıca, öğretmen adaylarının uzamsal ve matematik kaygıları cinsiyet, yerleşim birimi ve akademik not ortalaması değişkenlerine göre karşılaştırılarak incelenmiştir. Kolayda ulaşılabilir örnekleme yöntemi tercih edilerek 149 öğretmen adayının çalışmaya katılımı sağlanmıştır. Uzamsal Kaygı ve Matematik Kaygı Ölçekleri kullanılarak veriler toplanmıştır. Yapısal eşitlik modeli analizi, bağımsız gruplar t testi ve ANOVA uygulanarak veriler analiz edilmiştir. Elde edilen sonuçlara göre, uzamsal ve matematik kaygısı arasında pozitif yönlü bir ilişki bulunmaktadır. Uzamsal kaygı matematik kaygısının önemli bir oranını açıklamaktadır. Cinsiyet ve yerleşim birimine göre uzamsal kaygının farklılaştığı tespit edilmiştir. Elde edilen sonuçlar ışığında bazı öneriler geliştirilmiştir.

  RDL Kalıcı Kaydıİncele
• ArticleYayıncıda açık erişim2023/r/ebyu/20119
  The Pre-service Teachers' Modelling Cycles in the Mathematical Modelling Process: The Task of Solar Energy System

  Cakmak Gürel, Zeynep

  This study aims to explore the modelling cycles that emerge during the pre-service teachers’ mathematical modelling activities. A case study method was employed in the research. 119 pre-service teachers who were in their fourth class participated in the research. The pre-service teachers worked in groups. So, there were a total of 28 different groups. The modelling task was posed by considering the modelling criteria. The data collection tools consisted of the pre-service teachers’ working papers. The content analysis method was applied in the data analysis. The preservice teachers created four different modelling cycles. The first consisted of 7% of the groups and was the cycles that included the pre-service teachers who could reach the real model. The second was the cycle that consisted of 68% of the groups and included the pre-service teachers who could reach the mathematical results from the real model without posing any mathematical model. The third was the cycle that consisted of 7% of the groups and included the pre-service teachers who completed the process by reaching the mathematical model. The fourth was the cycle that consisted of 18% of the groups and included the pre-service teachers who completed the modelling cycle. It was determined that the cycle in the second group occurred the most among the modelling cycles. The pre-service teachers can be supported to pass the third and fourth modelling cycles.

  RDL Kalıcı Kaydıİncele
• ArticleYayıncıda açık erişim2023/r/ebyu/19944
  Adaptive and Affective Support of Mathematics Teachers from the Perspective of Secondary School Students

  Cakmak Gürel, Zeynep

  This study aimed to investigate the effect of affective support perceived by students on adaptive support in mathematics lessons and to examine both forms of support in terms of some variables. The correlational research method was used in this study. The study was conducted with secondary school students. Two scales measuring the perception of adaptive support and affective support were used. The relationship between students’ perceptions of support was explained with a structural equation model. According to the results obtained, affective support has a significant relationship with adaptive support. In addition, it was determined that students’ perceptions of adaptive support were independent of gender variable. In terms of grade level, it was observed that students in higher grades perceived that the teacher provided less adaptive support to students. There was a significant difference in perceived affective support based on both the gender and grade level of the students.

  RDL Kalıcı Kaydıİncele
• ArticleYayıncıda açık erişim2023/r/ebyu/19121
  The Modelling Strategies Used by the Pre-service Teachers in Fermi Problems: The Task of Automatic Irrigation System

  Cakmak Gürel, Zeynep

  This study aims to explore pre-service teachers’ solution spaces and model strategies in the mathematical modelling tasks involving estimations. A case study method was employed in the research. 119 pre-service teachers participated in the study. The data were collected in two weeks. The pre-service teachers created groups consisting of four or five individuals according to their wishes. Thus, 26 different groups emerged. The modelling problem was designed by the researcher by considering containing the reality, authenticity, closeness, openness, and modelling competencies criteria. The data collection tools consisted of the worksheets and presentation records of the pre-service teachers. The deduction and induction analysis methods were used together in the data analysis. According to the obtained findings, it was determined that the pre-service teachers used five different modelling strategies. In the problem given within the scope of the number of elements that could fit in a surface, the “reference point” was used most; on the other hand, the “concentration measures” were used least. It is found that taking the area covered by a sprinkler model as a reference rather than the area occupied by sprinklers in the solution spaces produces more realistic results. The solutions spaces created within these strategies was used to detail the modelling process. It is significant for teachers who will apply a similar modelling problem to know the created different modelling strategies and solution spaces. It is thought that the solution spaces will provide a source for teachers to keep track of the information related to their students.

  RDL Kalıcı Kaydıİncele
• ArticleYalnız künye2023/r/ebyu/13388
  Examining students’ mathematical modeling competences in video-based modeling tasks

  Aytemiz, Hande; Çakmak Gürel, Zeynep

  Empirical studies demonstrate that students have some difficulties with the mathematical modeling process. Studies contain various applications for developing students’ modeling competencies. This study investigated video-based modeling tasks’ impact on modeling competencies with a descriptive design. In this context, it aims to compare eighth-grade secondary school students’ modeling competencies in the environment where modeling tasks are presented on a video and worksheet. Differences and similarities between the two groups were observed in this study. Specifically, while both groups acted similarly in the mathematical working and interpretation stages, differences between the two groups were found in favor of the group whose video-based activities were applied to creating real and mathematical models. Especially video-based modeling situations can be considered an effective tool for creating real and mathematical models. The study results confirm that video-based modeling tasks contribute to incorporating students’ real-life experiences into the modeling process.

  RDL Kalıcı Kaydıİncele