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    Getting Ready for the Profession: Prospective Teachers' Noticing Related to Teacher Actions
    (Edith Cowan Univ, 2015) Osmanoglu, Aslihan; Isiksal, Mine; Koc, Yusuf
    The aim of this study was to investigate what the prospective elementary mathematics teachers noticed and how their noticing changed in an environment in which they discuss on video cases. To achieve this aim, we asked senior elementary mathematics prospective teachers to watch and discuss videos depicting real elementary mathematics classrooms. In this qualitative study, the main data sources were the participants' reflection papers and interviews with the focus participants. The online discussions among the focus participants were also analyzed. For the analysis, the Learning to Notice framework (van Es & Sherin, 2002) was used. The findings suggested that prospective teachers noticed several issues related to teacher actions that reflect specific domains of teacher knowledge, and their noticing increased over time. In conclusion, it is suggested that the use of case-based pedagogy in teacher education is an effective way to help future teachers get ready for the profession.
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    Investigation of Using Online Video Case Discussions in Teacher Education: Sources of Evidence of Mathematics Learning
    (Edam, 2013) Osmanoglu, Aslihan; Koc, Yusuf; Isiksal, Mine
    The purpose of this study was to explore pre-service and in-service mathematics teachers' analyses of student learning in a video case of mathematics instruction via an online learning forum. The study was conducted in the context of three different mathematics methods courses in a 4-year college in the Midwestern United States. Twenty-six students (19 undergraduate and 7 master's students) participated in the study. As a course assignment, the participants were asked to watch and discuss a video case of mathematics instruction. During the discussions, the instructor and participants posted 57 online messages in total. To analyze the data, the content analysis technique was employed. As the initial coding framework, National Council of Teacher of Mathematics [NCTM] Process Standards including problem solving, reasoning and proof, communication, connections, and representation were selected. The analysis of the data revealed that effective student participation, the importance of communication among the students as well as between the students and their teacher, the necessity of using connections among mathematical ideas, use of manipulative, using what students have already learned in a new situation, and building knowledge through problem solving were identified as evidence of mathematics learning by the participants.
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    Prospective Teachers' Noticing with respect to the Student Roles underlined in the Elementary Mathematics Program: Use of VideoCases
    (Turkish Education Assoc, 2012) Osmanoglu, Aslihan; Isiksal, Mine; Koc, Yusuf
    The purpose of this qualitative case study was to examine what prospective mathematics teachers noticed with respect to the student roles underlined in the elementary mathematics program when video-case based pedagogy was employed in teacher education. The theoretical framework employed in this study was Learning to Notice framework developed by van Es and Sherin (2002). The data was collected through reflection papers and interviews from 15 senior prospective teachers enrolled at a large state university. The findings indicated that prospective teachers could notice several issues related to student roles underlined in the elementary mathematics program when they were provided with a learning environment to analyze real mathematics classrooms.
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    A Study on Investigating 8th Grade Students' Reasoning Skills on Measurement: The Case of Cylinder
    (Turkish Education Assoc, 2010) Isiksal, Mine; Koc, Yusuf; Osmanoglu, Aslihan
    The purpose of this study was to investigate 8th grade students' reasoning skills on measurement. Specifically, this study aimed to find students' reasoning skills on the case of surface area and volume of a cylinder. The data were collected from 271 8th grade elementary school students enrolled in three public and two private schools in Ankara at the end of 2008 spring semester. In order to investigate the elementary students' reasoning skills regarding the area and volume of a cylinder, the Cylinder Exploration Task (CET, Merseth, 2003) was administered as the measuring instrument. The results revealed that 8th grade students had difficulty in solving the problems demanding the conceptual understanding on reasoning and measuring the surface area and volume of cylinder. Discussion of findings and recommendations for future research studies were provided.
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    A Study on Investigating Eight Grade Students' Reasoning Skills on Measurement: The Case of Cylinder
    (Turkish Education Assoc, 2010) Isiksal, Mine; Koc, Yusuf; Osmanoglu, Aslihan
    The purpose of this study was to investigate 81 grade students' reasoning skills on measurement. Specifically, in case of surface area and volume of a cylinder. The data were collected from 271 eight grade elementary school students enrolled in three public and two private schools in Ankara at the end of 2008 spring semester. In order to investigate the elementary students' reasoning skills regarding the area and volume of a cylinder, the Cylinder Exploration Task (CET, Merseth, 2003) was administered as the measuring instrument. The results revealed that 8(th) grade students had difficulty in solving the problems demanding the conceptual understanding on reasoning and measuring the surface area and volume of cylinder. Discussion of findings and recommendations for future research studies were provided.