Zekiye Özgür

• PhD
• University of Wisconsin–Madison

This paper addresses the recent body of research in algebra and algebraic thinking from 2018 to 2022. We reviewed 74 journal articles and identified four clusters of content areas: (a) literal symbols and symbolizing, (b) equivalence and the equal sign, (c) equations and systems, and (d) functions and graphing. We present the research on each of th...

Lise matematik öğretmeni adaylarının Öğretmenlik Uygulaması deneyimlerini ele alan bu çalışma, öğretmenlik uygulaması sürecinde öğretmen adaylarının aldıkları geri bildirimleri ve uygulama öğretim elemanı ile uygulama öğretmeninin beklentilerindeki farklılıklardan kaynaklanan ikilemleri araştırmaktır. Durum çalışması yöntemi ile desenlenen bu çalış...

Understanding functional relationships is a critical aspect of students’ algebraic reasoning, and the manner in which students develop early concepts of function provides an important foundation for later ideas in secondary and upper-level mathematics. Typical school treatment of function relies on a correspondence approach, in which function is in...

Bu bölümde, “İspat nedir?”, “İspat etkinliği nedir?”, “İspat yapma sürecin- de öğrencinin ve öğretmenin rolü nelerdir?” ve “Matematik derslerinde ispat yapma etkinlikleri uygulanırken nelere dikkat edilmelidir?” sorularına cevap aranmaktadır. Bu bağlamda, farklı sınıf seviyelerine uygun bir ispat tanımı paylaşılmakta ve ispat öğretiminin üç temel b...

The purpose of this study was to investigate how pre-service mathematics teachers’ pedagogical content knowledge was reflected in their microteaching. Twenty preservice secondary mathematics teachers participated in the study. The participants formed groups of two, three or four people of their choice, resulting in six groups in total. Each group d...

Teachers play a critical role in supporting students’ mathematical engagement. There is evidence that meaningful student engagement occurs more often in student-centered classrooms, in which the teacher and the students mutually share mathematical authority. However, teacher-centered instruction continues to dominate classroom discourse, and teache...

A persistent challenge in supporting students' proof activity is fostering the transition from less formal, empirical arguments to formal deductive arguments. A number of researchers have begun to investigate students' thinking with examples, addressing how example use can support conjecture understanding, exploration, and proof. We extend this lin...

Examples can be a powerful tool for students to learn to prove, particularly if used purposefully and strategically, but there is a pressing need to better understand the nature of productive example use. Therefore, we examined the characteristics of the successful and unsuccessful cases of proving in the context of a number theory task across the...

Why should teachers engage in research studies? As a community, teachers and researchers are concerned with addressing critical issues in math education. NCTM's web resources and conferences, as well as the pages of this journal, give evidence of a growing community and an expanding body of work supporting NCTM's (2012) position of linking research...

This article presents an Exponential Growth Learning Trajectory (EGLT), a trajectory identifying and characterizing middle grade students’ initial and developing understanding of exponential growth as a result of an instructional emphasis on covariation. The EGLT explicates students’ thinking and learning over time in relation to a set of tasks and...

Supporting students' mathematical reasoning is an important goal of mathematics instruction, but can be challenging for many teachers .We report the results of a study aimed at better understanding and identifying the ways in which teachers support student reasoning when provided with conceptually rich tasks. This study resulted in the Teacher Move...

Modeling the motion of a speeding car or the growth of a Jactus plant, teachers can use six practical tips to help students develop quantitative reasoning.

The purpose of this study is to develop a scale to determine pre-service mathematics teachers’ perceptions related to their pedagogical content knowledge. Firstly, a preliminary perception scale of pedagogical content knowledge was constructed and then administered to 112 pre-service mathematics teachers who were enrolled in a mathematics teacher e...

The purpose of this study is to develop a scale to determine pre-service mathematics teachers' perceptions related to their pedagogical content knowledge. Firstly, a preliminary perception scale of pedagogical content knowledge was constructed and then administered to 112 pre-service mathematics teachers who were enrolled in a mathematics teacher e...

The purpose of this study is to determine prospective mathematics teachers’ views about using problem-based learning (PBL) in statistics teaching and to examine their thought processes. It is a qualitative study conducted with 15 prospective mathematics teachers from a state university in Turkey. The data were collected via participant observation...

The aim of this study is to determine the views and evaluations of high school mathematics student teachers regarding undergraduate courses aimed at developing mathematical pedagogical content knowledge, and to reveal their suggestions as to improve those courses. From four different state universities, in total 36 secondary school mathematics stud...

The aim of this study is to determine the views and evaluations of secondary school mathematics student teachers regarding the undergraduate courses aimed at developing mathematical subject matter knowledge, and to reveal their suggestions as to improve those courses. From four different state universities, in total 36 secondary school mathematics...

The aim of this study is to examine the views of mathematics student teachers about the School Experience I-II and the Teaching Practice courses enabled to their acquisition of the professional pre-practice experience. 36 mathematics student teachers from four different state universities in their last year of the Department of Secondary Mathematic...