Yazar "Incikabi, Semahat" seçeneğine göre listele

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    Investigating Authentic Nature of PISA Mathematics Items
    (Wiley, 2025) Incikabi, Semahat
    The objective of this study is to evaluate PISA mathematics literacy items in terms of their alignment with authentic contexts. A qualitative research design was adopted, employing document analysis to address the research aim. A total of 133 released items from 67 PISA contexts were analyzed. The findings indicate that the majority of the items exhibited a poor level of authenticity, while only a small proportion demonstrated a high degree of alignment with authentic contexts. Further analysis revealed that 88 items, which initially showed potential for being classified as good-fit or stereotypical based on their overall authenticity scores, were ultimately rated as poor-fit due to insufficient representation across certain authenticity aspects. The findings also suggest that three aspects (affective purpose, specificity of information, and question) play a pivotal role in the classification of items as poor-fit. Notably, nearly half of the items categorized as poor-fit remained at that level due to the absence of a single critical component. These results suggest that relatively minor, targeted revisions could substantially improve the authenticity of assessment tasks. The findings provide actionable insights for assessment developers, curriculum designers, and educators, offering clear priorities for enhancing the design of large-scale assessment items and informing policies that promote more meaningful and contextually relevant mathematics learning experiences.
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    Investigating middle school students' creative problem solving in numerical and spatial domains
    (Frontiers Media Sa, 2025) Incikabi, Semahat
    Objective: This study aimed to investigate the relationship between creativity components in numerical and spatial mathematical problem-solving contexts and to identify the characteristics of products generated by students with different levels of creativity. Methods: The study involved 167 sixth-grade students (aged 12-13) from eight public schools in Turkey. Data were collected using the Divergent Production Ability in Mathematical Problem Solving Test (DPAMPS). Students' responses were evaluated using a rubric adapted from established creativity frameworks, and statistical analyses were conducted to examine relationships between creativity constructs and to classify students into high and low creativity groups. Results: Findings revealed no statistically significant correlation between students' spatial and numerical creativity scores, suggesting that these domains function independently. Regardless of creativity level, most students produced prototypical responses, such as right triangles in spatial tasks and parity or divisibility in numerical tasks, indicating reliance on conventional representations. However, students with high creative ability demonstrated greater fluency and flexibility, generating more diverse and atypical solutions across both domains. Discussion: The results support the domain-specific nature of creativity in mathematical contexts and highlight how curricular and instructional practices may limit opportunities for students to express originality. Even high-ability students tended to reproduce familiar patterns, reflecting prototype-driven reasoning reinforced by curricular settings. The study underscores the need for open-ended, non-routine mathematical tasks that encourage divergent thinking and integration of spatial and numerical reasoning to better cultivate students' mathematical creativity.
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    Mathematical coherence in science education: exploring curriculum alignment and student achievement in middle school
    (Frontiers Media Sa, 2025) Incikabi, Semahat; Erbay, Oktay
    Objective This study examines how the alignment between mathematics and science curricula affects secondary school students' science achievement, focusing particularly on the dimension of mathematical consistency in textbook-based test items.Methods Using a mixed-methods research design, data were collected from 620 fifth and sixth-grade students in 11 public schools in Turkey. Based on their alignment with the grade-level mathematics curriculum, science questions were systematically categorized as mathematically connected (CCQ) or disconnected (CDQ).Results Quantitative analyses revealed that students demonstrated significantly lower achievement on CDQs, indicating that mathematical misalignments in science examinations negatively impacts students' understanding and performance. Complementary clinical interviews indicated that students often possessed the necessary scientific knowledge but struggled with mathematical reasoning or representations that fell outside the scope of instruction.Discussion The findings highlight the importance of deliberate and systematic coordination between the two curricula, particularly in contexts where science and mathematics competencies are assessed concurrently. The study reveals that inconsistencies between curricula place students at a disadvantage in the assessment process and lead to conceptual fragmentation. Accordingly, recommendations have been made to curriculum developers, teachers, and policymakers to strengthen interdisciplinary consistency, increase fairness in assessments, and support students' science achievement through consistent instructional design.