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Öğe THE EFFECT OF PROBLEM SOLVING INSTRUCTION ON MATHEMATICAL THINKING(Natl Izdatelstvo Az Buki, 2017) Bayazit, Yildirim; Osmanoglu, AslihanThis research aims to examine the effect of problem solving instruction on mathematical thinking. The participants of the study include 213 university students (prospective teachers). The participants were required to answer 10 problems before they took Mathematics Teaching and Irregular Problem Solving courses. After the students successfully completed these courses they were required to answer 10 similar problems. During the data analysis t-test for related sampling and t-test for unrelated sampling were used. The difference in problem solving techniques has also been examined in terms of gender. The study findings show that the courses that the participants took resulted in mathematical thinking changes. The prospective teachers in the study learned the irregular problem solving techniques and successfully applied them in problem solving.Öğe Examining How Prospective Mathematics Teachers' Instructional Visions Align with Their Responding Practices Through Scripting Tasks(Springer, 2023) Osmanoglu, Aslihan; Girit-Yildiz, DilekIn this qualitative study, we examined how prospective mathematics teachers' instructional visions align with their instructional practices through an approximation of practice opportunity. Namely, we employed scripting tasks to understand how prospective teachers complete a scripting task and respond to students' misconceptions, and we compared their instructional visions with their responding practices. The 81 prospective mathematics teachers who were taking the Misconceptions in Mathematics Teaching course at two different state universities comprised the participants. Data was obtained from the instructional vision questionnaire and two scripting tasks in fractions. We analyzed the data using the content analysis technique. Our findings indicate that the majority of the participants' instructional visions were aligned with ambitious instruction, while their responding practices were mostly inconsistent with their visions. Our findings suggest that while their instructional visions were highly reform based, prospective mathematics teachers still need to be oriented in an ambitious instructional direction in their practices.Öğe Getting Ready for the Profession: Prospective Teachers' Noticing Related to Teacher Actions(Edith Cowan Univ, 2015) Osmanoglu, Aslihan; Isiksal, Mine; Koc, YusufThe 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.Öğe Investigation of Using Online Video Case Discussions in Teacher Education: Sources of Evidence of Mathematics Learning(Edam, 2013) Osmanoglu, Aslihan; Koc, Yusuf; Isiksal, MineThe 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.Öğe 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, YusufThe 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.Öğe Prospective teachers' teaching experience: teacher learning through the use of video(Routledge Journals, Taylor & Francis Ltd, 2016) Osmanoglu, AslihanBackground: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers' professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers' reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers' reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers.Öğe Providing a video-case-based professional development environment for prospective mathematics teachers to notice students' misconceptions in measurement(Springer, 2023) Yildiz, Dilek Girit; Osmanoglu, Aslihan; Alayli, Funda GundogduThis qualitative study examined how prospective mathematics teachers attend to, interpret, and respond to student misconceptions through providing them a video-case-based professional development environment. A sample of 30 prospective teachers attending an elective course was asked to watch video cases about student misconceptions related to the concept of measurement. Then, class discussions were held on the misconceptions, reasons, and suggestions to remedy the misconceptions. Thereafter they individually wrote down their response to an open-ended question asking them how to remedy the misconceptions. Data obtained from the discussions and individual reports were analyzed using the content analysis technique with the framework of professional noticing of children's mathematical thinking. Findings indicated that the professional development environment provided prospective teachers with an opportunity to attend to, interpret, and then decide how to respond to student misconceptions. We found that while prospective teachers generally understand how students think and why misconceptions arise, they mostly provided partial evidence for interpreting. Moreover, their suggestions for addressing mathematical misconceptions were generally based on conceptual understanding. Our findings suggested that in order to acquire skills in noticing student thinking, it is important that prospective teachers have sufficient opportunity to reflect on likely misconceptions in a professional context.Öğe A Study on Investigating 8th Grade Students' Reasoning Skills on Measurement: The Case of Cylinder(Turkish Education Assoc, 2010) Isiksal, Mine; Koc, Yusuf; Osmanoglu, AslihanThe 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.Öğe A Study on Investigating Eight Grade Students' Reasoning Skills on Measurement: The Case of Cylinder(Turkish Education Assoc, 2010) Isiksal, Mine; Koc, Yusuf; Osmanoglu, AslihanThe 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.Öğe Supporting teacher professional development through online video case study discussions: An assemblage of preservice and inservice teachers and the case teacher(Pergamon-Elsevier Science Ltd, 2009) Koc, Yusuf; Peker, Deniz; Osmanoglu, AslihanThe purpose of this study was to explore the potential value of online video case discussions among preservice and inservice teachers, and the video case teacher as a tool for the professional development of teachers. Participants included a total of 26 preservice and inservice mathematics teachers and a veteran teacher who appeared on the video case. Using content analysis techniques, we provided a thematic analysis of the teacher discourse and demonstrated the exchanges between the participating teachers and video case teacher. We also assessed the overall effectiveness of our online forum set up for the professional development of teachers. Results indicated that participant teachers were able to make theory-practice connections by articulating specific frameworks that guided our study. The inclusion of the video case teacher was beneficial for the other teachers in several ways. We contend that online forum discussions of video cases in which collective engagement of preservice and inservice teachers, and the case teacher have a great potential to support teacher professional development. (C) 2009 Elsevier Ltd. All rights reserved.
