Yazar "Tastepe, Mehtap" seçeneğine göre listele

Listeleniyor 1 - 10 / 10
  • [ X ]
    Öğe
    A bibliometric exploration of affective factors in mathematics education: research trends, thematic evolution, and topic modeling
    (Frontiers Media Sa, 2026) Tastepe, Mehtap; Ozkaya, Abdulkadir
    This study aims to examine research trends in the field of affective factors in mathematics education between 1978 and 2025 using trend topic analysis. A total of 2,587 articles systematically collected from the Web of Science and Scopus databases were analyzed using topic modeling, hierarchical clustering, and multidimensional scaling techniques. The findings reveal that the volume of research in the field has steadily increased, but there has been a shift in thematic focus from broad topics to more specific and contextual areas. While math anxiety emerged as the most dominant research focus, teachers' affective characteristics (Topic 4) and math anxiety (Topic 6) were the fastest growing themes in recent years. In contrast, the intersection of technology and materials with affective factors (Topic 1) and positive psychology-focused concepts (enjoyment, curiosity, flow) have been insufficiently researched. Hierarchical clustering showed that the topics fell into two main clusters: teaching/achievement-focused (Topics 2, 4, 5, 6) and context-factor-focused (Topics 1, 3, 7). The study highlights the asymmetric distribution and research gaps in the field, suggesting that future studies should focus on areas such as positive psychology, integrated theoretical models, and technology-based interventions. Furthermore, the importance of teacher training and math anxiety intervention programs is emphasized.
  • [ X ]
    Öğe
    Botanical Garden as an Out-of-School Learning Environment for Mathematics: In the Context of Different Problems
    (Springer Nature, 2025) Tastepe, Mehtap
    Out-of-school learning environments can help transform the formal and abstract mathematics of school to daily life contexts and thus can help change students’ common perceptions of mathematics as a difficult subject out of touch with their own realities. In this chapter we propose that botanical gardens can play an important role as out-of-school learning environments for mathematics. In particular, botanical gardens can provide individuals with a stimulating environment where mathematical concepts such as geometry, measurement, data collection and patterns can be directly observed. We begin with a brief overview of the purpose and importance of botanical gardens, and then zero in on the use of botanical gardens for educational purposes. We pay special attention to how botanical gardens can be productive environments for mathematics teaching and present examples of activities related to different learning areas of mathematics. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.
  • [ X ]
    Öğe
    Cognitive and Metacognitive Strategies in Problem-Posing Tasks in the Context of Science
    (Tamer KUTLUCA, 2023) Yurttaş Kumlu, Gülfem Dilek; Tastepe, Mehtap
    This study aims to determine the cognitive and metacognitive strategies used by pre-service mathematics teachers for activating mental processes in a semi-structured problem-posing task. A holistic multiple-case design was used to in this study. For the case study, five voluntary pre-service mathematics teachers participated in this study. This task involves problem-posing in the context of science appropriate for different mathematical expressions. A think-aloud protocol, a semi-structured interview, observation and the pieces of papers for each question were used in this study. Open coding was performed using the continuous comparative analysis technique. The main results are that (a) they used various cognitive and metacognitive strategies to activate mental processes in problem-posing, (b) these strategies differed both in diversity and the usage of frequency of them and some strategies are either domain-specific or general-specific and (c) the use of metacognitive strategies is more common than cognitive strategies.
  • [ X ]
    Öğe
    Dokuzuncu Sinif Ögrencilerinin Cebirsel Kesirleri Içeren Denklemler Baglaminda Islem Esnekliklerinin Gelisiminin Incelenmesi
    (Ercan MASAL, 2021) Tastepe, Mehtap; Yanik, Doç. Dr. Bahadir
    Bu çalismanin amaci 9. sinif ögrencilerinin cebirsel kesirli ifadeleri içeren denklemler baglaminda islem esnekliklerinin gelisiminin incelenmesidir. Bu dogrultuda islem esnekligi kavrami ele alinmistir. Arastirmanin yöntemini nitel arastirma yaklasimlari arasinda ele alinan “ögretim deneyi” modeli olusturmaktadir. Ayrica bunu desteklemek için “klinik görüsmeler” ve “doküman incelemesi” yapilmistir. Arastirmanin katilimcilarini dört dokuzuncu sinif ögrencisi olusturmaktadir. Katilimcilarin islem esnekliklerini gelistirmek amaciyla kismi çözümlü örnekler kullanilmis ve nedenini belirtmek kosuluyla çözümler arasinda tercihlerde bulunmalari istenmistir. Elde edilen veriler (video kayitlari, alan notlari ve uygulama kâgitlari) betimsel ve içerik çözümlemesine tabi tutulmustur. Bulgular kismi çözümlü örneklerin ve çözüm tercihlerinin katilimcilarin islem esnekliklerini olumlu yönde etkiledigini göstermistir. Ayrica uygulamadan yaklasik 3 ay sonra gerçeklestirilen kalicilik klinik görüsme sonuçlari bu etkinin kismi bir azalma olmakla birlikte kalici oldugunu göstermektedir.
  • [ X ]
    Öğe
    EXAMINING PROOFS IN ABSTRACT MATHEMATICS BOOKS IN THE CONTEXT OF BALACHEFF’S TAXONOMY
    (Karbey Yayincilik Egitim ve Danismanlik Hiz. San. Tic. Ltd. Sti. Kesit Yayinlari, 2015) Tastepe, Mehtap; Yavuz, Ilyas; Bastürk, Savas
    Mathematic has more abstract structure because it isn’t based on experiments and observations unlike other sciences. The thing that has provided to be a scientific discipline is proofs. The purpose of this study is to determine the status of proof of abstract mathematics textbooks used in the course. For this purpose, actively used in universities 5 abstract mathematics textbooks including 4 domestic books and 1 foreign book were examined in the context of the proof Balacheff taxonomy. Based on the results of qualitative content analysis they were determined that more intellectual kind of proof is used in books, proof type used varies according to the subject, sets is the issue proven most intense and when the publication year progresses, the number of proof left to students increases. The most interesting result is the statements given by the theorem or proposition in some books is shown as examples in some books. This situation could not find a relationship with the year of publication for books.
  • [ X ]
    Öğe
    Kavramsal Bilginin Gelisiminin Incelenmesi: Cebirsel Kesirli Ifadeleri Içeren Denklemler Baglaminda
    (Selim Hilmi ÖZKAN, 2021) Tastepe, Mehtap; Yanik, H. Bahadir
    Bu arastirmanin amaci, cebirsel kesirli ifadeleri içeren denklemlerde katilimcilarin kavramsal bilgilerindeki degisimi incelemektir. Bu arastirmada yürütülen ögretim sürecinde katilimcilardan cebirsel kesirli ifadeleri içeren denklemlere sözel problem yazmalari istenerek, kavramsal anlamaya dair bilissel yapilarinin degisimleri izlenmistir. Bu Arastirmanin modelini “ögretim deneyi”, bunu desteklemek için yapilan “klinik görüsmeler” ve “doküman incelemesi” olusturmaktadir. Arastirmadan elde edilen veriler içerik analizi yöntemiyle analiz edilmistir. Arastirma 2015-2016 ögretim yilinda Türkiye’de bir ilde iki farkli lisede ögrenim gören 4 dokuzuncu sinif ögrencisi ile gerçeklestirilmistir. Elde edilen verilere göre, katilimcilar diger çalismalara benzer sekilde önce kesrin anlamini olusturmus, ardindan sözel problem yazabilmislerdir. Bu arastirmada yazilan sözel problemlerde en çok kullanilan anlamlar kesrin bölüm, oran ve ölçme anlamlari olurken, islemci ve parça bütün anlamlari ise en az kullanilan anlamlar olmustur. Literatüre gore, nümerik kesirlerle ilgili en çok kullanilan anlam ise bu arastirmanin aksine parça bütün anlamidir. Kullanilan kesrin anlamlarinin, kesrin türü ile iliskili oldugu belirlenmistir. Sözel problem yazarken, katilimcilarin hatalar yaptigi ve kesrin farkli anlamlarina göre yapilan hatalarin da farklilik gösterdigi belirlenmistir. Alanyazinda bu sonuç ile ilgili herhangi bir çalismaya rastlanmamistir. Bu arastirmanin uygulama süresi ve yöntemi göz önünde bulundurularak farkli kavramlara dair farkli düzeyde katilimcilarin kavramsal degisim süreçleri incelenebilir. 
  • [ X ]
    Öğe
    Mistakes Made by Students While Posing Problems for Equations Containing Algebraic Fractional Expressions
    (Ani Publishing, 2023) Tastepe, Mehtap; Yanik, Huseyin Bahadir
    Conceptual and procedural knowledge has historically been one of the most discussed subjects in mathematics. In this study, errors in equations including algebraic fractional expressions were examined to determine where ninth-grade students in their comprehension of these expressions. The study employed a holistic multiple-case strategy, and the gathered data were evaluated using content analysis. The results indicate that students made the most mistakes with the definitions of quotient and fraction-whole. Certain sorts of errors in the job are applicable to all fraction interpretations, while others appear to be fraction specific. Depending on the type of fraction, the mistake circumstances varies.
  • [ X ]
    Öğe
    TECHNOLOGY-ENHANCED MATHEMATICAL MODELING IN FLIPPED LEARNING ENVIRONMENTS: CHALLENGES FOR PRE-SERVICE TEACHERS
    (Scientia Socialis, 2025) Gok, Mustafa; Tastepe, Mehtap; Sarimurat, Ahmet Ala
    Due to the sudden closure of the university following a major earthquake, a mathematics education course was rapidly transformed into a fully online, technology-enhanced learning environment, offering a unique opportunity to examine how pre-service middle school mathematics teachers engage with mathematical modeling tasks within a flipped learning framework. Adopting a phenomenological approach, the research involves 51 pre-service middle school mathematics teachers enrolled in a mathematical modeling course in mathematics education. Data were collected through assignments, videos, reports from the Academic Learning Management System, GeoGebra records, and semi-structured interviews. The data obtained from the Academic Learning Management System and GeoGebra were analyzed via descriptive analysis, whereas the semi-structured interviews were examined via content analysis. Pre-service middle school mathematics teachers experienced difficulties in modeling competencies, particularly in applying subject matter knowledge effectively and integrating technology into the modeling process. Technology-enhanced learning environments emerged as a critical support mechanism for fostering the use of content knowledge and promoting mathematical modeling as a problem-solving approach. Structured guidance and the integration of interactive digital tools within flipped learning environments proved to be effective in addressing the challenges encountered during the modeling tasks.
  • [ X ]
    Öğe
    The Effect of Sustainability-Based Microteaching Practices on the Beliefs and Pedagogical Reflections of Primary School Mathematics Teacher Candidates
    (Mdpi, 2025) Tastepe, Mehtap
    This study investigated the impact of preparing lesson plans and conducting microteaching activities-aligned with the learning outcomes of the mathematics curriculum-on the development of sustainability beliefs among teacher candidates. The rationale behind this research stems from the growing global emphasis on sustainability and the urgent need to embed sustainability literacy into teacher education programs, particularly in disciplines such as mathematics, which are often perceived as abstract and value-neutral. There is a recognized gap in equipping pre-service teachers with the pedagogical skills and conceptual awareness needed to integrate sustainability meaningfully into mathematics instruction. Employing a mixed-methods design, the Sustainability Belief Scale was administered to 45 teacher candidates (22 in the experimental group and 23 in the control group) as both a pre-test and post-test. During the intervention, participants in the experimental group collaboratively designed lesson plans and delivered them through microteaching sessions. Throughout the process, they maintained individual reflective journals. The lesson plans and microteaching performances were evaluated using instructor-developed rubrics. Data were analyzed using both quantitative statistical techniques and qualitative content analysis. The findings indicate that integrating sustainability themes into mathematics education significantly enhances teacher candidates' sustainability beliefs and informs their pedagogical orientations. This study underscores the importance of structured, practice-based learning experiences-such as sustainability-focused microteaching-as a means to develop the competencies needed for education for sustainable development in mathematics classrooms.
  • [ X ]
    Öğe
    Türkiye ve Fransa Ders Kitaplarinda Kesirler Konusuyla Ilgili Geometrik Temsillerin Incelenmesi
    (Ercan MASAL, 2022) Bastürk, Savas; Tastepe, Mehtap; Uzun, Pinar
    Bilimsel bilgi tüm Dünya da ayni olmakla birlikte, ögretilen bilgi ülkeler arasinda birçok açidan farkliliklar göstermektedir. Bu farkliliklari yansitan temel unsur ögretim programlari olmakla birlikte, hem ögrenciler hem ögretmenler tarafindan ögretim programlarinin en iyi yansiticisi olan ders kitaplari çok daha yogun kullanilmaktadir. Bu arastirmada Türkiye ve Fransa’da kullanilan matematik ders kitaplarinda kesirler konusu geometrik temsiller açisindan incelenmistir. Bu amaç dogrultusunda durum çalismasi yöntemi kullanilmis ve doküman analizi gerçeklestirilmistir. Elde edilen veriler içerik analizi yöntemi ile analiz edilmistir. Sonuçlar Fransiz ders kitaplarinin Türk ders kitaplarina göre daha yogun geometrik temsil içerdigini, kullanilan geometrik sekillerin çesitliligi anlaminda iki ülke arasinda farklilik oldugunu göstermistir. Bu temsiller araciligi ile ögrencilerden beklenen görevlerde de farkliliklar söz konusudur.