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6 results on '"Koca S"'

1. A Comparative Study of the United States, Turkey, and Korea: Attitudes and Beliefs of Preservice Mathematics Teachers toward Mathematics, Teaching Mathematics, and Their Teacher Preparation Programs.

Author

Wagner, Sigrid, Lee, Hea-Jin, and Ozgun-Koca, S. Asli

Abstract

Personal factors such as knowledge, beliefs, and attitudes are considered significant in determining not only how teachers teach, but also how their students learn. Preservice teachers' beliefs and attitudes also play an important role in their learning to teach. With the consideration of the crucial role of personal beliefs and attitudes in learning and teaching, this research examined the implications for teacher educators of prospective teachers' beliefs and attitudes toward mathematics, teaching mathematics, and their teacher preparation programs in three countries--the United States, Turkey, and Korea. In this study, 106 preservice teachers in three countries responded to a questionnaire that consisted of 35 questions. Responses to the questionnaire were analyzed using the research statistical program SPSS. Findings included perceptions of preservice teachers and differences between countries. The results of this study provide insight for teacher educators for planning teacher education programs as well as understanding the needs of prospective mathematics teachers. (Contains 11 references.) (ASK)

Published
1999

2. COLLABORATION FOR RICH TASKS: DEVELOPING PRE-SERVICE TEACHERS ABILITY TO CONSTRUCT LESSON PLANS WITH MASTER TEACHERS.

Author

Edwards, Michael Todd, Meagher, Michael Singer, and Özgün-Koca, S. Asli

Subjects
MATHEMATICS education (Secondary), MATHEMATICS teachers, STUDENT teachers, STUDENT teaching, MATHEMATICS problems & exercises
Abstract

Pre-service mathematics teachers collaborated with Master Teachers to experience rich problem solving, design of rich tasks, and authentic implementation of rich tasks in high school classrooms. The pre-service teachers made strides in their own problem solving abilities and made improvements in their construction of rich tasks. There were limitations in their ability and willingness to shift their thinking to design open-ended tasks that promote reasoning and problem solving. [ABSTRACT FROM AUTHOR]

Published
2016

3. THINKING INSIDE THE BOX: STUDENTS' DIFFICULTIES WITH BOXPLOTS.

Author

Özgün-Koca, S. Asli, Edwards, Thomas G., and Barr, John

Subjects
MATHEMATICS education (Middle school), BOX plots (Graphs), MIDDLE school students, MATHEMATICS students, MIDDLE school education
Abstract

The article discusses a study which examined how mathematics middle school students read and interpret information presented in boxplots. The study involved 259 students from two middle schools in the U.S. It used a conceptual framework with five constructs, including boxplots presenting data in an aggregated format, the density display of boxplots and students' previous knowledge of concepts.

Published
2016

4. DOES OBSERVATIONAL INSTRUMENT CHOICE MATTER IN TEACHER EVALUATION?

Author

Lewis, Jennifer M., Özgün-Koca, S. Asli, Hardamon, Kaili, Hernandez, Lenuel, Isaksen, Sarah, McLeod, Monica, and Nazelli, Christopher

Subjects
TEACHER evaluation, MATHEMATICS teachers, EDUCATIONAL evaluation, MATHEMATICS education, EDUCATIONAL standards, STANDARDS
Abstract

The article discusses a study on the role of subject matter content in observational instruments used in teacher evaluation in the U.S. The study involved 10 mathematics teachers who were assessed using six different instruments. It examined the association between some instruments and standards of mathematical practices.

Published
2016

5. PRESERVICE TEACHERS' MATHEMATICAL KNOWLEDGE FOR TEACHING (MKT) AND KNOWLEDGE OF CONTENT AND STUDENTS (KCS).

Author

Meagher, Michael Singer, Edwards, Michael Todd, Özgün-Koca, S. Asli, and Hea-Jin Lee

Subjects
MATHEMATICS education (Secondary), EDUCATION of student teachers, EDUCATION of mathematics teachers, MATHEMATICS teachers, UNDERGRADUATE education
Abstract

The article discusses a study on the use of mathematical knowledge for teaching (MKT) and knowledge of content and students (KCS) by U.S. pre-service teachers (PSTs) in their engagement with the student work. The study involved undergraduate students enrolled in a course of a methods sequence for prospective secondary mathematics teachers. It used Mathematics as Teacher Heuristic (MATH) in which the participants have to complete a process involving teacher-centric tasks.

Published
2016

6. FOSTERING TEACHER CANDIDATES ACROSS THE BORDER FROM DOERS TO TEACHERS.

Author

Özgün-Koca, S. Asli, Hea-Jin Lee, Singer Meagher, Michael, and Todd Edwards, Michael

Subjects
EDUCATION of mathematics teachers, TEACHER education, MATHEMATICS education, CLASSROOM activities, ACTIVITY programs in education
Abstract

The article summarizes a study which examined how teacher candidates in the U.S. can develop their knowledge of teaching mathematics for conceptual understanding. The study involved 22 teacher candidates who completed the Mathematics as Teacher Heuristic (MATH) process. It asserted the need of mathematics teachers to engage in classroom activities.

Published
2016

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