Evaluating the impact of computers in the learning and teaching of calculus

SIGLEAvailable from British Library Document Supply Centre-DSC:DXN006851 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Process of construction of the knowledge on division to decimal places at fourth grade level

Bu çalışma, 10-15 Temmuz 2011 tarihlerinde Ankara[Türkiye]'da düzenlenen 35. Annual Conference of the International Group for the Psychology of Mathematics Education (PME)'da bildiri olarak sunulmuştur

Multilevel Modeling of Undergraduate Students’ Mathematical Thinking About the Derivative Concept

No abstract available

School Starters’ Early Structure Sense

Lüken M. School Starters’ Early Structure Sense. In: Ubuz B, ed. Proc. 35th Conf. of the Int. Group for the Psychology of Mathematics Education. Vol 3. Ankara, Turkey: PME; 2011: 353-360

Relationship between usage levels of "looking for a pattern" and "simplifying the problem" strategies

Bu çalışma, 10-15 Temmuz 2011 tarihlerinde Ankara[Türkiye]'da düzenlenen Annual Conference of the International Group for the Psychology of Mathematics Education (PME)'de bildiri olarak sunulmuştur

Attitudes, and Thinking Levels

The authors investigated the effects of drama. based instruction on students' geometry achievement, geometric thinking level, attitudes toward mathematics and geometry, and retention of achievement, in comparison with traditional teaching. The sample involved 102 7th-grade students from a public school. Multivariate analyses of covariance revealed that drama-based instruction had a significant effect on students' achievement, retention of achievement, thinking level, and attitudes, regardless of gender, mathematics grade in previous year, and prior attitudes and thinking levels. Drama-based instruction made learning easy and understanding better by providing the opportunity to contextualize geometric concepts and problems, act as a character (role playing), and communicate and study in a collaborative learning environment. It improved attitude by getting Students' attention with an exciting, motivating, and interesting learning environment

How families support the learning of early years mathematics

Tiedemann K. How families support the learning of early years mathematics. In: Ubuz B, Haser C, Mariotti MA, eds. Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education. Ankara: Middle East Technical University; 2013: 2218-2227

Mathematical thinking research by Turkish community

In this article we give a brief overview of the present state of research conducted by Turkish community on mathematical thinking. Particularly, the goal of this paper is to share some prototypical examples of research conducted in mathematics education by the Turkish mathematics education community, around the theme of mathematical thinking and supporting its development. The research on mathematics education is quite a recent achievement. To review the research on mathematical thinking mathematics educators' studies were researched extensively. Later a series of content analyses of the research publications were conducted to determine the contribution of Turkish researchers on mathematical thinking. Our examination of the selected research studies reveals that the Turkish researcher has contributed rarely to the process aspect of mathematical thinking and extensively to the product of this process and the issues that support or hinder the development of mathematical thinking

MATHEMATICAL THINKING RESEARCH BY TURKISH COMMUNITY

In this article we give a brief overview of the present state of research conducted by Turkish community on mathematical thinking. Particularly, the goal of this paper is to share some prototypical examples of research conducted in mathematics education by the Turkish mathematics education community, around the theme of mathematical thinking and supporting its development. The research on mathematics education is quite a recent achievement. To review the research on mathematical thinking mathematics educators' studies were researched extensively. Later a series of content analyses of the research publications were conducted to determine the contribution of Turkish researchers on mathematical thinking. Our examination of the selected research studies reveals that the Turkish researcher has contributed rarely to the process aspect of mathematical thinking and extensively to the product of this process and the issues that support or hinder the development of mathematical thinking