Knowledge Types Used by Eighth Grade Gifted Students While Solving Problems

Baltacı, Serdal; Yıldız, Avni; Güven, Bülent

doi:10.1590/1980-4415v28n50a02

Cited by 10 publications

(5 citation statements)

References 22 publications

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“…Students will become ideal individuals for society and acquire necessary information and skills (Cerit, 2008) only through instructive roles of teachers. Similarly, in the literature, it is indicated that teachers have roles like "consulting" (Baki, Yildiz, Aydin, & Kogce, 2010;Yildiz & Baltaci, 2017) and "relaying and sharing information" (Baltaci, Yildiz, & Guven, 2014;Culha-Ozbas & Aktekin, 2013;Yildiz, 2013). Achinstein and Barrett (2004) also emphasize the role of teachers as "coach" and Sengul et al (2014) as "instructor".…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 97%

Determining the Perceptions of Female Mathematics Teachers Concerning the Concept of “Female Mathematician” Through Metaphors

Yildiz

2018

JETS

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The aim of this study is to analyze the perceptions of female mathematics teachers concerning the concept of "female mathematician" through metaphors. In the study, phenomenology method was used. The participants consisted of 98 female mathematics teachers who work at secondary schools. The data was obtained through the statement "Female mathematicians are like ... because ..." completed by female mathematics teachers. The teachers were asked to write a metaphor in the first blank concerning the concept of female mathematician and they wrote their reasons of writing that metaphor in the second blank. The data was analyzed through content analysis method. At the end of the study, it was determined that the teachers had formed 71 different metaphors concerning female mathematicians. The first three concepts occurring to the minds of mathematics teachers concerning the concept of female mathematician were found as "male mathematician", "mother" and "equation". Additionally, it was determined that the metaphors of the teachers were collected under six different categories. Among these categories, the category of "female mathematician as a person who has desired qualities and is needed" was observed to be emphasized more distinctly. It was also seen that explanations of the teachers were collected under 34 features and among these features; the codes of "scarcity" and "incomprehensibility" were emphasized more distinctly. Finally, it was determined that metaphors, categories and features concerning female mathematicians had a positive meaning in general. It is recommended to enhance the living and working conditions of female mathematics teachers and increase their number.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 97%

Determining the Perceptions of Female Mathematics Teachers Concerning the Concept of “Female Mathematician” Through Metaphors

Yildiz

2018

JETS

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“…Because problem-solving is regarded as a particular learning outcome for life, it does not mean that an individual carries out only simple tasks in his/her daily life (Baltacı, Yıldız, & Güven, 2014;Hsiao et al, 2015;Lester, 1994). As the difficulty of reasoning and calculating required for solving problems increases, the ability to solve problems requires both short-and longterm memory, organization, and mental flexibility for task completion (Schoenfeld, 2009;Whitby, 2013).…”

Section: Theory and Frameworkmentioning

confidence: 99%

The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students

Hsiao

Lin

Chen

et al. 2017

EURASIA J MATH SCI T

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This study explored problem-solving in middle school, focusing on how students use tools to solve problems when working on mathematical tasks. The Problem-solving Assessment, Diagnosis, and Remedial Instruction (PSADRI) system was designed and developed as an individual teaching tool to support mathematics education, foster students' ability to solve problems. A quasi-experimental design was conducted during five weeks. The 153 students who participated in this experiment were divided into an experimental group (86 students who used the PSADRI system) and a control group (67 students who received traditional instruction). The results revealed that the students who used the PSADRI system achieved greater learning performances in mathematics and improved problem-solving ability compared with the students who received traditional instruction. Using the question-guided training function in the system, the students in the experimental group used the drill-and-practice strategy to solve math problems step by step to achieve mastery in mathematics learning. Moreover, the students' learning performance in the experimental group was enhanced and their problem-solving ability was improved. The major contributions of this study were the improvement in middle school students' academic achievement in mathematics and problem-solving ability and enhanced interest in mathematics learning via the PSADRI system, an individual teaching system.

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“…Yapılan çalışmalar üstün yetenekli öğrencilerin problemlere farklı çözümler getirmede istekli olduklarını göstermektedir (Aydos, 2015;Baltacı, Yıldız & Güven, 2014;El-Demerdash, 2010). Araştırmada öğrencilerdeki bu isteği artırmak için bütün süreçte araştırmacılar ve BİLSEM matematik öğretmenleri görüş alış verişinde bulunmuşlardır.…”

Section: "Herhangi Ikiunclassified

Üstün Yetenekli Öğrencilere Yönelik GeoGebra Destekli Etkinlik Hazırlamak İçin Yürütülen Tasarım Tabanlı Araştırma Sürecinden Yansımalar

Baltacı¹,

Yıldız²,

Kıymaz³

et al. 2016

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Knowledge Types Used by Eighth Grade Gifted Students While Solving Problems

Cited by 10 publications

References 22 publications

Determining the Perceptions of Female Mathematics Teachers Concerning the Concept of “Female Mathematician” Through Metaphors

Determining the Perceptions of Female Mathematics Teachers Concerning the Concept of “Female Mathematician” Through Metaphors

The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students

Üstün Yetenekli Öğrencilere Yönelik GeoGebra Destekli Etkinlik Hazırlamak İçin Yürütülen Tasarım Tabanlı Araştırma Sürecinden Yansımalar

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