Yazar "Ilhan, Aziz" seçeneğine göre listele

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    Analysis of Contextual Problem Solutions, Mathematical Sentences, and Misconceptions of Pre-Service Mathematics Teachers
    (Modestum Ltd, 2022) Ilhan, Aziz; Akin, M. Faysal
    The 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.
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    The Effect of Mathematics Class Commitment and Anxiety on Mathematics Success: A Path Analysis Study
    (Sage Publications Inc, 2022) Ilhan, Aziz; Pocan, Serdal; Gemcioglu, Muharrem
    The 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.
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    Evaluation of Middle School Mathematics Course Curriculums from 2005 to 2018
    (Dergipark Akad, 2019) Ilhan, Aziz; Aslaner, Recep
    In 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.
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    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, Recep
    When 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.