Yazar "Ilhan, Aziz" seçeneğine göre listele
Listeleniyor 1 - 9 / 9
Sayfa Başına Sonuç
Sıralama seçenekleri
Öğe A mentoring practice for teaching geometry in nature with different methodological methods(Routledge Journals, Taylor & Francis Ltd, 2025) Ilhan, AzizIt is important to have the support of an expert mentor when experimenting with different teaching methods. Three instructors within the scope of the project were given mentoring training by three experts. In this training process, collaborative, modeling and game-based teaching methods were preferred for each mentor-mentee pairing, respectively. According to the results of the study, while mentors found themselves competent as a result of their self-assessment before the implementation, they stated that they would have a positive, constructive and educational attitude in the mentoring process, that they would guide and support their mentees while training them, and that they would make a fair evaluation. In addition, mentors and mentees stated that the teaching process was conducted in a positive, warm and constructive way, that it helped them develop in their vision and professional fields, and that their performance improved at the end of the process.Öğe Analysis of Contextual Problem Solutions, Mathematical Sentences, and Misconceptions of Pre-Service Mathematics Teachers(Modestum Ltd, 2022) Ilhan, Aziz; Akin, M. FaysalThe present study aimed to analyses the context-based problem solutions of pre-service mathematics teachers, their mathematical sentences formation skills and misconceptions. Thus, the participating pre- service mathematics teachers were asked to solve context-based problems, form mathematical sentences formation, predict misconceptions that they could experience in solving these problems and assess the related problems based on Benckert's (1997) contextual learning principles. Furthermore, the views of pre-service mathematics teachers on contextual problems were also obtained. Thus, the study was designed as a mixed-method case study that included both quantitative and qualitative data. Context-Based Problem Evaluation Form and a structured interview form developed by the authors were used as data collection instruments. Study participants included 114 (82 females, 32 males) pre-service mathematics teachers. Analysis of the study data demonstrated that pre-service mathematics teachers were above-average in solving contextual problems and mathematical sentences formation, their misconceptions were below-average, and there were no significant differences between the above-mentioned study variables based on gender variable; however, there were significant differences based on student department, and mean participant score was above- average based on Benckert's principles. Furthermore, the views of pre-service mathematics teachers on contextual problems were determined and the conceptual and structural differences between the questions were analyzed.Öğe Association of two square difference identity to regular polygons and circles(Modestum, 2024) Aslaner, Recep; Ilhan, AzizGeoGebra is a dynamic software that is frequently used and of increasing importance in mathematics teaching processes in our digital age. Accordingly, in this study a new perspective has been brought to the proofs of the “two square difference identity” expressed for the square, which is a flat polygon, made with different approaches. With side lengths a, b, and a>b, it has been shown that the identity given by the equation (difference of area) a2-b2=(a-b)(a+b) is true for other regular polygons as well. In the study, direct proof method was used within the framework of the principle of conservation of measure, which is one of the basic principles of geometry teaching. GeoGebra program, which is a dynamic geometry software, was preferred for drawing geometric shapes used in proofs. In order to generalize the number n, a different fragmentation technique was preferred to the proofs made using different drawings for equilateral triangle and square, which are the simplest regular polygons. It has also been shown that this identity is true for circles viewed as polygons with an infinite number of sides. © 2024 by Author/s and Licensed by Modestum DOO, Serbia.Öğe Development of digital literacy skills of 21st century mathematics teachers and prospective teachers through technology assisted education(Springer, 2025) Ilhan, Aziz; Aslaner, Recep; Yasaroglu, CihatDigital literacy is a 21st century requirement and its importance is increasing day by day. In this article, it was aimed to evaluate the development of digital literacy skills of mathematics teachers and prospective teachers through Technology Assisted Education (TAE). In addition, the opinions of the teachers about the training were also evaluated. The study was conducted within the framework of the TAE. The research was designed in a mixed design, pre-posttest control group true experimental design. The project was carried out with 60 (50 female, 10 male; 20 graduate, 40 undergraduate) students in the experimental group where TAE was applied and 58 students (48 female, 10 male; 15 graduate, 43 undergraduate) in the control group where no intervention was applied. The TAE implementation process lasted 6 days, 4 h each day, for a total of 24 h within the scope of the project program. The project data were collected with the Digital Literacy (DL) Scale and a Structured Interview Form (SIF). The quantitative data of the research were analyzed using independent sample t-test, paired wise samples t-test, analysis of covariance and Benferroni test, while the qualitative data were analyzed using content analysis. Conclusion of TAE, it was determined that DL's posttest scores differed significantly between the experimental-control groups. The DL skills of the experimental group, in which instructional activities based on TAE practices were carried out, were found to be higher than the students in the non-intervention control group. As a result, the technology-assisted education and digital literacy content expressed in this study can be integrated into undergraduate mathematics curricula.Öğe The Effect of Mathematics Class Commitment and Anxiety on Mathematics Success: A Path Analysis Study(Sage Publications Inc, 2022) Ilhan, Aziz; Pocan, Serdal; Gemcioglu, MuharremThe concepts of commitment and anxiety are essential components of the teaching process, and these concepts come across as the commitment to and concern of mathematics in the field of mathematics learning. This study aims to explore the effect of secondary school students' mathematics class commitment and anxiety on mathematics success. Another subject studied is the direct and indirect effects of the mathematics class commitment and anxiety on mathematics success. The study is of the quantitative method and follows the survey method. The research was carried out with 488 pupils (257 female and 231 male), selected with simple random sampling, studying in a secondary school in a province in the Turkey's Eastern Anatolia Region. Personal Information Form, Student Engagement in Mathematics Scale and Mathematics Anxiety-Apprehension Scale was applied to the secondary school students as data collection tools. Significant relationships and effects have been identified between the secondary school students' mathematics class commitment and anxiety and their mathematics success. In addition, the direct and indirect effects of mathematics class commitment on success and anxiety in mathematics have also been calculated.Öğe Evaluation of Middle School Mathematics Course Curriculums from 2005 to 2018(Dergipark Akad, 2019) Ilhan, Aziz; Aslaner, RecepIn this research, secondary mathematics teaching programs published by the Ministry of National Education (MoNE) Education and Training Board (TB) from 2005 to 2018 (2005, 2006, 2009, 2013, 2015, 2017 and 2018), content (learning areas), vision, approach, philosophy, achievements, skills and implementation steps of the program. For this reason, it is preferred to use a qualitative analysis method for document review. Working in this method direction; the research was carried out in six steps: identifying research problems, collecting data, evaluating data, analyzing findings, evaluating the knowledge gained from the research topic, and making proposals. The data were analyzed with the coding key prepared from 2005 to 2018 to allow comparison of the seven secondary mathematics teaching programs published by MoNE TB. As a result of the research findings, mathematics curriculum developed from 2005 to 2009 it has been determined that the number of objectives are generally reduced, simplified and clarified, some arrangements have been made in the learning areas and the number of competencies and skills to be gained have been increased. In addition, the achievements in the curriculum have been reduced by simplifying, consolidating, or updating the curriculum and the length of the courses has been increased by a factor of four at the emphasis on mathematics. It is suggested that researchers who want to study in this area should conduct new research which analyzes in detail the between objectives, learning areas, targeted competencies and skills, achievements and the relationships class hours.Öğe Microteaching and Peer Assessment in Mathematics Teaching Practice A journal of educational research and practice(Brock Univ, Fac Education, 2023) Ilhan, Aziz; Pocan, Serdal; Aslaner, RecepWhen considering the characteristics that teachers should have, concepts such as critical thinking, active learning, taking responsibility, evaluation, analysis, self-evaluation and reflective thinking are important. In this context, microteaching and peer assessment methods come to the fore. Microteaching is defined as sharing a part of the course with peers and receiving feedback from peers or advisors. Peer assessment, on the other hand, involves providing constructive suggestions among peers, reviewing, and giving feedback in accordance with predetermined criteria. In this study, pre-service teachers' views on microteaching and peer assessment methods are evaluated. The research was designed in accordance with the phenomenological pattern. The participants consisted of eight pre-service mathematics teachers studying in the Department of Elementary Mathematics Teaching at a university in Turkey. Interviews about microteaching and peer assessment were used as data collection tools. A 14-week microteaching and peer assessment implementation process was carried out with the participants. As a result of this process, pre-service mathematics teachers' perceptions about these concepts were obtained. As a result, the pre-service teachers stated that the application provided positive developments in their cognitive, affective, and psychomotor behaviours and that they gained professional experience.Öğe Reliability Generalization Meta-Analysis of the Self-Efficacy Scale for Geometry(Hacettepe Univ, 2025) Ozdemir, Ferhat; Ilhan, AzizThis study was conducted to estimate the average reliability coefficient of the Geometry Self-Efficacy Scale (GSES) developed by Cant & uuml;rk-G & uuml;nhan and Bader (2007), which is frequently used in the literature, based on the reliability findings in different studies and to examine the sources of variation of the reliability coefficients reported in the studies. In the study in which reliability generalization meta-analysis design was used, 24 studies that met the criteria were included in the study. The transformed coefficient values obtained by using Bonett transformation of 26 Cronbach's alpha coefficients obtained from these studies were combined and analyzed under the random effects model. As a result of the analysis, the mean Cronbach's alpha value of the GSES was estimated as .878 (95% CI: [.85-.90]) and this value was found to be statistically significant (p<.01). In addition, as a result of the heterogeneity analysis, it was determined that there was a high level of heterogeneity between the studies in terms of Cronbach's alpha. Moderator analyses were conducted to determine the possible reasons for the heterogeneity and the findings of the analysis revealed that Cronbach's alpha estimates were not affected by the moderator variables considered in this study. In addition, no evidence of publication bias was found in the study. As a result, the findings of this study suggest that the GSES is a scale with good reliability values on average and may help researchers in future studies to decide to use this scale to measure students' self-efficacy perceptions towards geometry.Öğe Understanding of Algebra of secondary school mathematics teachers from different generations: A qualitative comparative analysis of the answers(Univ Deusto, 2025) Ilhan, Aziz; Pocan, SerdalWhen the challenges faced in the transition period from arithmetic to algebra are considered, it is important to research the differences between secondary school mathematics teachers from Generations X and Y, and their awareness levels. This study aims to compare the algebraic operation skills of mathematics teachers from Generations X and Y and their awareness levels. The content was analyzed in the study that was designed as a case study. The study participants were 118 secondary school mathematics teachers, 53 teachers from Generation X, and 65 teachers from Generation Y. The findings were evaluated under algebraic skills and algebraic awareness topics. The study results revealed that secondary school mathematics teachers from Generation Y had higher mean scores than teachers from Generation X in terms of the difference between the variable and unknown, algebraic operations, quantification, algebra and patterns, quantification, and inequality subjects in the algebra learning field.
