Ipek Saralar-ArasUniversity of Nottingham | Notts · Learning Sciences Research Institute (LSRI)
Ipek Saralar-Aras
Doctor of Philosophy
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Introduction
Dr Ipek Saralar-Aras has a PhD in Mathematics education and educational technologies. She is an academician and a national education expert at the Ministry of Turkish National Education. She is a member of the Learning Sciences Research Institute (LSRI) of the University of Nottingham. She used to be a research assistant in maths education at the same university. Ipek does research in mathematics education, educational technology, and teacher education.
Additional affiliations
July 2020 - present
January 2017 - October 2021
September 2015 - December 2016
Education
January 2017 - October 2020
September 2015 - December 2016
September 2014 - April 2016
Publications
Publications (69)
The report for WP5 in the EDUSIMSTEAM project: Implementation Guide for Policymakers and Practitioners / Analysis for Strategy Development for STEAM
When teaching mathematics, several academics have emphasised the potential of STEM education for improving students' knowledge and engagement. According to studies, mathematics teachers' perspectives and awareness of this potential affect their instructional practices, and as a result, their perspectives have an impact on whether and how they incor...
Preservice mathematics teachers seem to need professional support regarding the use of educational technologies to teach geometry topics. Particularly, our previous study showed that when it comes to their techno-pedagogical content knowledge (TPACK), they self-report to need guidance to teach with technology. The purpose of this study was to devel...
Matematik Seferberliği kapsamında Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü
tarafından yürütülen Future Classroom Labs (FCL), Scientix ve NOVIGADO projelerinin çıktılarından yararlanarak 21-23 Eylül 2022 tarihlerinde Ankara’da Matematik öğretmenlerine yönelik “Scientix Projesi Yenilikçi Öğrenme Alanlarında Aktif Öğrenme ile Matematik Eğitimi...
Yenilikçi Öğrenme Alanlarında Matematik Uygulamaları Rehberi, Millî eğitim Bakanlığı
tarafından başlatılan Matematik Seferberliği kapsamında Novigado Projesindeki
önemli çıktılardan “Öğrenme Alanlarında Yenilik Rehberi” temel alınarak geliştirilmiştir. Matematik Seferberliği, matematik dersinin günlük yaşam becerilerine uyarlanması, matematik dersi...
Matematik Seferberliği kapsamında Yenilik ve Eğitim Teknolojileri Genel
Müdürlüğü’nün yürüttüğü “Fostering STEAM Education in Schools” (EDUSIMSTEAM)
(Okullarda STEAM Eğitimin Teşvik Edilmesi) projesi kapsamında öğretmenler için 13-
15 Haziran 2022 tarihleri arasında çevrimiçi "STEAM Alanında Disiplinlerarası
Uygulamalar ve Yenilik Geliştirme Çalışt...
Bu rehberde öncelikle Geleceğin Sınıfı modeli ortaya konulmuş, ardından
modelin kritik unsurları doğrultusunda yenilikçi pedagojik yaklaşımlar ve bu
yaklaşımları destekleyen matematik uygulamaları sunulmuştur. Rehberde 21. yüzyılın
kilit becerileri, aktif öğrenme, senaryo tabanlı öğrenme ve STEAM yaklaşımıyla
matematik öğretimine yönelik pratik fik...
Mevcut el kitabında hem geleceğin sınıfı modeli ve esnek öğrenme alanları
tanıtılmış, hem de güncel pedagojik yaklaşımlarla aktif öğrenme süreci için matematik öğretiminin nasıl desteklenebileceğine ilişkin pratik öneriler ve fikirler sunulmuştur. Çalışmada, yenilikçi öğrenme ortamlarının tasarlanabilmesi için okul yöneticileri ve öğretmenlere yöne...
This volume contains the papers presented at the International Symposium Innovative Teaching Practices held from August 14-18, 2023, in The Queen’s College, Oxford, UK. The Mathematics Education for the Future Project is an international educational and philanthropic project founded in 1986 and dedicated to innovation in mathematics, statistics, sc...
The aim of this study is to describe countries' responses to the COVID-19 pandemic in K-12 education, with a particular focus on mathematics education. The cases in three countries (China, The United Kingdom, and Turkey, listed alphabetically) are described and then compared with each other. The findings showed that all three of the countries had i...
BSRLM AUTUMN DAY CONFERENCE 2022 students' task solutions and field notes from participant observations. In this paper, we will present a literature review and an outline of the study design on inverse proportionality based on a STEM approach. Numerous academics have emphasised the potential of STEM education for student comprehension and motivatio...
"Matematik ve Geometri Eğitiminde STEM Çalışmaları Rehberi" bir e-kitap olarak,
Millî Eğitim Bakanlığı tarafından 17 Mayıs 2022'de ilan edilen Matematik Seferberliği
kapsamında hazırlanmıştır. Matematik Seferberliği, matematik becerilerinin günlük
hayatta kullanılabilecek becerilere uyarlanması, problem çözümünde kullanılması ve
küçük yaşlardan iti...
Education is one of the most important elements, which shapes the future of both the individuals and countries. As stated in many sources, education is “the process of deliberately creating a desired behavior in an individual’s behavior through his/her own experience” (Brighouse, 2006; Dewey, 1986). It seems necessary to provide students with the 2...
Despite the significance of incorporating technology into geometry instruction, many teachers still find it difficult to teach geometry using technology. This study employed a techno- pedagogical content knowledge (TPACK) survey of 70 pre-service mathematics teachers (29 males, 41 females) from a public university. The goal was to determine which d...
This volume contains the papers presented at the International Conference Building on the Past to Prepare for the Future held from August 8-13, 2022, in King’s College, Cambridge, UK. It was the 16th conference organised by The Mathematics Education for the Future Project - an international educational and philanthropic project founded in 1986 and...
[How to cite: Gunes, H., & Saralar-Aras, İ. (2022, October 1-10). Developing educational proficiencies of mathematics teachers in distance education with micro-teaching and peer assessment. Presented at the European Conference on Educational Research (ECER) Plus. Online and Yerevan, Armenia.]
Since post-pandemic educational environments are more i...
In this article, five authors, one each from Brazil, Indonesia, Turkey, Uganda and the UK, all experienced designers and users of educational resources, consider the challenge of decolonizing educational design within school mathematics. We outline what we term ‘multicultural responses’ to this challenge – such as attention to equality of represent...
Currently, teaching with technology has become crucial. This case study investigated the beliefs and goals of four middle school mathematics teachers regarding a dynamic mathematics software: GeoGebra. The participants of the study were four mathematics teachers working in public middle schools in Turkey. The data was collected through semi-structu...
Research shows that teachers are one of the most influential factors in student learning in online classrooms during the COVID -19 pandemic and discusses teachers' efforts to get the most out of their online classrooms with their students. However, how the teachers experience online teaching is understudied. To address this concern, this case study...
Recent research shows that culture affects how individuals think and act. This case study aimed at investigating mathematics teachers' use of technology in their lessons, and to what extent this is related to their cultural experiences of learning. The data was generated from four Chinese and four English teachers through semi-structured interviews...
Dünya Sağlık Örgütü (WHO, 2020) tarafından Mart 2020 tarihi itibariyle Covid‐19 virüsünün neden olduğu pandemi dünya geneline ilan edilmiş ve pek çok ülkede yüz yüze eğitim faaliyetleri durdurularak acil uzaktan eğitim sürecine geçilmiştir. Öğretmenler bu süreçte eşzamanlı canlı derslerle veya asenkron derslerle Öğrenme Yönetim sistemleri (ÖYS) üze...
For a long time, research into students' geometry performance has been regarded as an essential research topic in mathematics. By outlining an innovative mathematics teaching model and offering sample lesson practices from geometry on how to implement the model in the Turkish setting, the purpose of this chapter is to give an international perspect...
It is often argued that teachers are one of the most important factors in teaching. Teachers’
experiences of education are, inevitably, important so that one can design studies to meet their needs when necessary. With the Covid-19 pandemic, crisis-prompt distance education has started. This abstract is prepared to present preliminary findings of a...
It has long been aimed by teachers to improve the academic success of students at many school levels, including secondary school, and to ensure that students learn about the relevant learning objectives in education programmes. To achieve this goal, different teaching methods and techniques have been tried, and amendments have been made in learning...
Bölüm özeti: Teknolojideki gelişmeler, öğrencilerin iletişim ve etkileşim kurma, öğrenme ve bağlantı kurma şekillerini etkilemektedir. Teknolojik olarak sürekli gelişen ve değişen dünyaya adapte olmaya ve değişimi takip ederek başarılı olmaya katkı sağladığı düşünülen STEM eğitimi, anaokulundan liseye kadar zorunlu eğitimdeki öğrencilerimizin hayat...
Eğitim denen sosyal olgunun devamlılığı Covid 19 pandemi süreciyle araştırmacıları ‘nasıl bir eğitim istiyoruz’ sorusunun cevabını daha
detaylı araştırmaya yönlendirmiştir (Çelikkaya, 1990; Sarı & Saralar-Aras,
hakem incelemesinde). Bu soruyu cevaplamak için yapılan araştırmalardan bir kısmı sürdürülebilir gelişme kavramını vurgulamıştır. Sürdürüle...
English: The physical climate in schools, together with the teaching strategies it allows, has been suggested as a crucial component aiding educational improvement in recent studies. A number of variables surround schools, including physical space, digital space, teachers, students, and the learning process. It is crucial to evaluate how these were...
Saralar-Aras, I., & Firat, K. (2021, September 2-3). Preparing pre-service primary teachers to teach with technology: A case of England. [Paper presentation]. The European Conference on Educational Research (ECER) ERC 2021, Geneva, Online: EERA ECER. https://eera-ecer.de/ecer-programmes/conference/26/contribution/49947/
The issue of teaching through and with technology received considerable attention in the last decade and using various technologies to enhance pre-service teachers’ understanding of geometry has been suggested by many researchers. However, given the number of studies and the importance of integrating technology into geometry teaching, many pre-serv...
The issue of teaching spatial geometry with technology has received a lot of attention in the last decade. Several researchers have proposed using different software packages to improve middle school children’s understanding of spatial geometry. However, given the number studies on the importance of integrating such software packages into the class...
Matematik öğretiminde öğrencilerin matematiksel bilgi sahibi olma, matematiksel kavramları ve ilişkileri keşfetme, tanımlama ve derse karşı motivasyonlarının arttırılmasında eğitim teknolojilerinin azımsanmayacak bir potansiyeli olduğu araştırmacılar tarafından vurgulanmaktadır (Koehler & Mishra, 2009; Polly & Orrill, 2016). Araştırmalar, matematik...
Kitabın III. bölümü (kısmı), öğrencinin bireysel ihtiyaçlarını karşılamak için uygun müdahalenin planlanması ile ilgilidir. Çok algılı matematik öğretimine bir giriş sağlar ve İlköğretim 1-3. Evre (5-14 yaş) arasındaki öğrencilere öğretmek için izlenecek bir yapı (düzen) önerir. Bölüm 12, bugün matematik müfredatını etkilemeye devam eden bilişsel t...
Önsöz:
Eğitim sisteminde bütüncül bir dönüşümün yol haritası olan 2023 Eğitim Vizyonu Belgesi, öğrencilerin 21.yüzyıl öğrenmelerini, okul gelişimini, disiplinler arası öğrenme yaklaşımını, her eğitim kademesinde yenilikçi uygulamaları, öğretmenlerin
mesleki gelişimi ve dijital dönüşümünü vurgulamaktadır. Eğitim ortamları da, 2023 Eğitim Vizyonu he...
Özet: Bu makale, geleceğin sınıflarında yapılan öğrenmenin Avrupa Komisyonu’nun kilit becerileri ile ilişkisini aktarmaktadır. Makale, kilit becerileri Avrupa Komisyonu’nun (2019a) hazırladığı “Key Competences for Lifelong Learning” (Yaşam Boyu Öğrenme için Kilit Beceriler) belgesini referans alarak anlatmakta ve sonrasında da bu becerileri Future...
Günümüzde aktif öğrenme hem akademisyenler tarafından araştırma konusu olarak hem de uygulamada öğretmenlerimiz tarafından oldukça ilgi görmektedir. Bu bölüm sorularla aktif öğrenmeyi sunmayı amaçlamaktadır. Aktif öğrenme, tipik olarak, eğitim araştırmacıları tarafından öğrencilerin materyallerle bilişsel ve anlamlı bir şekilde etkileşim kurmaların...
Özet: Dewey, Bruner ve Kilpatrick’in öğrenme yaklaşımlarının bir sentezi olarak ortaya çıkan proje tabanlı öğrenme, günümüzde popüler eğitim konuları arasında yerini almıştır. Bu makale, proje tabanlı öğrenmeyi en temel anlamda yararları ve zorlukları ile tartışarak başlamaktadır. Millî Eğitim Bakanlığı’nın 2023 Eğitim Vizyonu’nda da bahsi geçen pr...
STEAM, Fen Bilimleri (Science), Teknoloji (Technology), Mühendislik (Engineering), Sanat (Art) ve Matematik (Mathematics) alanlarını içine alan, bu alanları birbirine bağlayarak yapılan çalışmaları hedefleyen disiplinler arası bir eğitim yaklaşımıdır. Bu makale, STEAM eğitiminin eğitim projelerinde kullanımını tartışarak başlamaktadır. Millî Eğitim...
The potential of STEM education for student understanding and motivation in teaching mathematics is stressed by many researchers (Abramovich, Grinshpan, & Milligan, 2019; Pantziara, & Philippou, 2015). Studies argue that maths teachers’ beliefs and understanding of this potential have an effect on their teaching methods and thus their beliefs influ...
Bu yayın 2019-1-TR01-KA201-076567 sayılı hibe sözleşmesi kapsamında Avrupa Birliği'nin Erasmus + KA2-Yenilik için iş birliği ve iyi uygulamaların değişimi tarafından finanse edilen Designing Future Innovative Learning Spaces-Design FILS (Geleceğin Yenilikçi Öğrenme Alanlarını Tasarlama) projesinin bir parçasıdır. Bu doküman, Türkiye Cumhuriyeti Mil...
This publication is part of Designing Future Innovative Learning Spaces project (Design FILS) funded by European Union's Erasmus+ KA2-Cooperation for innovation and the exchange of good practices under grant agreement number 2019-1-TR01-KA201-076567.
- Often stereotyped, traditional teaching is characterized by a pedagogical delivery model taking...
The purpose of this study is to investigate pre-service primary teachers' perspectives on their technology training sessions throughout the teacher training year and its effects on shaping their future lessons. This one-year training degree in England is called as the Postgraduate Certificate in Education or the PGCE in short. Pre-service teachers...
The potential of educational technologies for student understanding and motivation in teaching mathematics is stressed by many researchers (Koehler & Mishra, 2009; Niess, 2008; Polly & Orrill, 2016). Studies argue that maths teachers’ beliefs on this potential have an effect on their teaching methods and thus their beliefs influence whether and how...
Fostering STEAM Education in Schools (EDUSIMSTEAM) Project aims to promote an effective STEAM approach in education and to enhance the related teachers’ skills and curriculum. This report introduces the needs analysis performed in order to meet the general aim of the EDUSIMSTEAM project, whilst valuing the general input given by STEAM educators on...
Dewey, Bruner ve Kilpatrick'in öğrenme yaklaşımlarının bir sentezi olarak ortaya çıkan proje tabanlı öğrenme, günümüzde popüler eğitim konuları arasında yerini almıştır. Bu makale, proje tabanlı öğrenmeyi en temel anlamda yararları ve zorlukları ile tartışarak başlamaktadır. Millî Eğitim Bakanlığı'nın 2023 Eğitim Vizyonu'nda da bahsi geçen proje te...
Günümüzde aktif öğrenme hem akademisyenler tarafından araştırma konusu olarak, hem de uygulamada öğretmenlerimiz tarafından oldukça ilgi görmektedir. Aktif öğrenme, tipik olarak, eğitim araştırmacıları tarafından öğrencilerin materyallerle bilişsel ve anlamlı bir şekilde etkileşim kurmalarını gerektiren öğrenme olarak tanımlanır (Bonwell & Eison, 1...
This thesis describes a design-based research project to develop, implement and evaluate lessons intended to help middle school students learn about three-dimensional shapes and in particular orthogonal and isometric drawings of polycubes. In an initial study, four classes from two schools in Turkey were observed during the regular teaching of thre...
This thesis describes a design-based research project to develop, implement and evaluate lessons intended to help middle school students learn about three-dimensional shapes and in particular orthogonal and isometric drawings of polycubes. In an initial study, four classes from two schools in Turkey were observed during the regular teaching of thre...
The problem of learning three-dimensional (3d) geometry received considerable attention in the last decade and using dynamic technology to enhance students’ learning of 3d geometry has been suggested by many curricula including English, American, German and Turkish. However, given the number of studies, many middle school students struggle to learn...
The problem of teaching 3D shapes has received considerable attention in the last decade and integrating technology into the teaching of 3D shapes has been suggested by many curriculum developers. However, given the plethora of existing tools available for use, teachers can struggle to know and choose them and use these effectively in their classro...
Here, we present four different intervention methods that aim to improve numerical and mathematical abilities. These used different specific methods and designs, targeted different sub-domains of mathematics (basic number processing, arithmetic, and geometry), and involved different populations (children and adults, with typical and atypical mathem...
Spatial thinking and geometry are related to each other. This relation can be described as two sets having an intersection which shows the common parts of them. Our current work is on improving middle school children's two-dimensional geometrical drawings of shapes constructed from unit cubes that belong to this intersection. For this purpose, a se...
Four classes in two schools of the Turkish Republic having 25 to 30 students observed while students were learning two-dimensional representations of shapes constructed from unit cubes. Each class was observed for four lesson hours (40 minutes), and observation notes recorded in five minutes intervals. It is observed that many students had difficul...
The challenge of learning two-dimensional representations of polycubical shapes has received considerable attention in the last decade (e.g., Fujita et al., 2017; Saralar, Işıksal, & Bostan, 2018; Widder & Gorsky, 2013). For example, in our previous research published in BSRLM Spring 2018 proceedings, we reported average or low performance of middl...
The challenge of teaching polycubical shapes has received considerable
attention, especially when considering how to use technology to support
students’ learning. Although there exists a plethora of tools to use in
teaching the topic, relatively little is known about how to use these well. If
students are to realize the benefits of such tools, it i...
This study is the initial part of a design-based research. The aim was to observe four naturally occurring cases (teachers) to discover the problems related to students’ learning of three-dimensional polycubical shapes more detailly. The first phase of a design-based research can be thought as the analysis of the problem both in the naturally occur...
The present study as a part of design-based research has focussed on the seventh grade students’ understanding of two types of polycubical shape problems. The first type of problems asked students to draw two-dimensional representations (the orthogonal views from the front, left, right and top) of given three-dimensional representations. In the sec...
How do seventh graders experience two-dimensional representations?
Four classes in two schools of the Turkish Republic having 25 to 30 students observed while students were learning two-dimensional representations of shapes constructed from unit cubes. Each class was observed for four lesson hours (40 minutes), and observation notes recorded in fi...
In the present study, a worksheet having two parts of questions which require spatial reasoning was prepared to assess middle school students’ understanding of two-dimensional representations of three-dimensional shapes. The worksheet had 10 questions, being 5 in each part. In the first part, students were given isometric drawings of five shapes co...
This paper describes a pre-service mathematics teachers' technological pedagogical content knowledge (TPACK) during her school experience. This study focuses on how the participant taught different views of three-dimensional objects in a private middle school. It is a descriptive case study in which the data was collected through semi-structured in...
While most of the studies done on GeoGebra has been focused on the dynamic nature of GeoGebra (e.g. Aydin & Monaghan, 2011; Karaarslan et al., 2013) and the effects of GeoGebra on students’ learning (e.g. Bulut & Bulut, 2011; Edwards & Jones, 2006; Icel, 2011), this study explored teachers’ perspectives by describing their goals regarding the mathe...
The purpose of this study is to investigate a pre-service Elementary Mathematics teacher’s one of the TPACK component’s development while she is teaching the concept of Different Views of 3-D figures, namely perspective drawing. Mishra and Koehler's Framework (2006) and the instrument of Niess and her colleagues (2009) allowed the researchers to id...
This study attempted to investigate four middle school mathematics teachers’
beliefs and goals regarding dynamic mathematics software GeoGebra. Data
were collected from four experienced mathematics teachers who work in
public schools in four different regions of Turkey (Aegean, Marmara,
Mediterranean, and Central Anatolia Regions) and teach to seve...
This study attempted to investigate a pre-service mathematics teacher’s Technological Pedagogical Content Knowledge regarding different views of 3-D figures in geometry. Data were collected from a pre-service teacher, enrolled in one of the large public universities in Ankara while she was teaching different views of 3-D figures in seventh-grade le...
Bu çalışma, bir ilköğretim matematik öğretmen adayının, öğretmenlik uygulaması dersi sırasında, geometride üç boyutlu cisimlerin farklı yönlerden görünümleri konusunu anlatırken Teknolojik Pedagojik Alan Bilgisi'ndeki değişimi incelemek için yapılmıştır. Örneklem bir öğretmen adayı olarak Ankara'daki büyük üniversitelerden birinden seçilmiş, katılı...
This study attempted to investigate a pre-service mathematics teacher’s Technological Pedagogical Content Knowledge regarding different views of 3-D figures in geometry. Data were collected from a pre-service teacher, enrolled in one of the large public universities in Ankara while she was teaching different views of 3-D figures in seventh-grade le...
