Hatice Akkoç | Marmara University (original) (raw)

Books by Hatice Akkoç

Book Chapters by Hatice Akkoç

As a result of the emphasis on technology integration, there is a growing need for research on te... more As a result of the emphasis on technology integration, there is a growing need for
research on teachers’ and pre-service teachers’ choices, strategies, views and norms related to
using technology in the classroom. This study aims to explore social and socio-mathematical
norms constituted by three pre-service mathematics teachers and to examine their awareness of
these norms during their technology-enhanced lessons. For each participant, four lessons were
observed and video-taped, followed by semi-structured interviews. To investigate participants’
awareness of social and socio-mathematical norms, they watched the selected sections of their
own lesson videos. The findings indicated that participants both intentionally and unintentionally
established new norms during their technology-enhanced lessons. Furthermore, feedback during
the interviews promoted awareness and identification of new norms.

Prior knowledge has important effects on the long-term cognitive development. termed a current st... more Prior knowledge has important effects on the long-term cognitive development. termed a current structure resulting from earlier experiences a met-before. A met-before might have positive or negative effects. In a well-designed curriculum it provides a positive foundation for successful development otherwise it might act as an epistemological obstacle. This paper investigates the effects of met-befores for the development of function concept. The data of the study was obtained from interviews with ten pre-service mathematics teachers. The analysis of data indicated that metbefores was not helpful to overcome the difficulties and had negative effects in a sophisticated context where functions are defined on a different domain other than real numbers. 8 a met-before. This can be investigated by a teaching experiment where students experience function box as a met-before.

Oralie Mcafee , Deborah J. Leong , Çeviri Editörü: Birsen Ekinci. Erken Çocukluk Döneminde Gelişimin ve Öğrenmenin Değerlendirilmesi ve Desteklenmesi, 2012

Matematiksel Kavram Yanılgıları ve Çözüm Önerileri, 2008

Papers by Hatice Akkoç

Batı Anadolu Eğitim Bilimleri Dergisi

Bu çalışmanın amacı, matematik öğretmenlerinin teknolojik araçları ders anlatımlarına entegre etm... more Bu çalışmanın amacı, matematik öğretmenlerinin teknolojik araçları ders anlatımlarına entegre etmede benimsedikleri yaklaşımları incelemektir. Bu amaç doğrultusunda matematik öğretmenlerinin kullanacakları teknolojik araçları nasıl seçtikleri, hangi kavramlar için teknoloji kullanımını tercih ettikleri ve bu araçları nasıl kullandıkları araştırılmıştır. Benimsedikleri yaklaşımlara ışık tutmak için matematik öğretiminde teknoloji kullanımı ile ilgili olumlu ve olumsuz görüşleri de alınmıştır. Katılımcıların teknoloji entegrasyon yaklaşımlarını incelemek için öğretmen ile teknolojik araç arasındaki ilişkiye odaklanan enstrümantal orkestrasyon teorik çerçevesi kullanılmıştır. Araştırmada betimsel tarama modeli benimsenmiş olup çalışmanın verilerini Türkiye’deki çeşitli okullarda görev yapmakta olan 114 ortaokul ve lise matematik öğretmeninin açık uçlu bir ankete verdikleri yanıtlar oluşturmaktadır. Verilerin analizi sonucunda matematik öğretmenlerinin teknolojik araçları ekranı açıkla ...

Recent research demonstrates that formative assessment can significantly contribute to learning b... more Recent research demonstrates that formative assessment can significantly contribute to learning but generally is not used by teachers. The aim of this study is to investigate the development of prospective teachers with regard to assessment. 40 prospective mathematics teachers are involved in the study. Workshops were conducted aiming at developing pedagogical content knowledge. A survey was given to 40 prospective mathematics teachers before and after the workshops to find out whether there was a difference in their pedagogical knowledge. The data were analyzed qualitatively. Results indicated significant improvements in prospective teachersâ knowledge of assessment especially of formative assessment. Before the workshops, candidates used assessment for summative purposes whereas they used assessment formatively after first workshop. After the second workshop they started to use both summative and formative assessment in accordance with their purposes. It was observed that there ...

The purpose of this paper is to examine the effects of an intervention study which aimed at impro... more The purpose of this paper is to examine the effects of an intervention study which aimed at improving pre-service mathematics teachers’ pedagogical content knowledge (PCK) of proof schemes. Sowder and Harel’s (1998) framework of proof schemes constitutes the conceptual framework of this paper. To explore twenty-two pre-service teachers’ PCK, we designed a survey using a scenario. The quantitative findings of the study revealed that the intervention had a meaningful and large effect on participants’ PCK of proof schemes. The qualitative findings of the study indicated that participants had difficulties identifying especially symbolic, example-based, transformational and axiomatic proof schemes prior to intervention, but they had overcome these difficulties after the intervention.

Mathematics Teacher Education and Development, 2016

This paper aims to analyze the induction experiences of preservice mathematics teachers during th... more This paper aims to analyze the induction experiences of preservice mathematics teachers during their school placements through the lens of communities of practice. The main research question was concerned with how preservice mathematics teachers perceive what constitutes the practice of a professional community of mathematics teachers. A qualitative cross-sectional study was designed. Data collection consisted of face-to-face interviews and journals written by participants. Findings indicated that participants had valuable observations with regard to professional relationships among mathematics teachers such as openness to exchange of ideas and collaboration. Data also revealed how preservice teachers align themselves with norms and values of university and school cultures. In most cases, preservice teachers endorsed norms of teacher education programs e.g. they were critical about the traditional methods and the way technology were used in the partnership school. Their beliefs abou...

Arastirmanin amaci, meslek lisesi 9. sinif ogrencilerinin ortaogretim matematik ogretim programin... more Arastirmanin amaci, meslek lisesi 9. sinif ogrencilerinin ortaogretim matematik ogretim programinda gordukleri cebir konularindaki kavramsal ve islemsel bilgilerinin yeterliliklerini tespit etmektir. Bu amacla arastirmada ornek olay tarama yontemi kullanilmistir. Arastirmanin orneklemini Istanbul’daki bir meslek lisesinin 9. sinifinda ogrenim goren 79 ogrenci olusturmaktadir. Ogrencilere 9. sinif matematik ogretim programinda yer alan “Gercek sayilar kumesinde islem yapma”, “Birinci dereceden esitsizlikler ve aralik kavrami”, “Birinci dereceden bir bilinmeyenli denklem ve esitsizlikler ve iki bilinmeyenli denklemler” ve “Uslu ifadeler” konularindaki 5 kazanimi hedefleyen 5 tane kavramsal ve 5 tane islemsel soru olmak uzere 10 soruluk klasik sinav tipinde “Cebir Sinavi” uygulanmistir. Bu sinav kavramsal ve islemsel bilgi yeterliklerini belli kriterler cercevesinde olcmeyi hedeflemektedir ve “Kavramsal ve Islemsel Bilgiyi Karakterize Eden Olcek” referans alinarak hazirlanmistir (Baki ...

Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education, 2006

the other face of patriarchy: an investigation into patriarchal attitudes and perceptions of non-... more the other face of patriarchy: an investigation into patriarchal attitudes and perceptions of non-human nature"

Oralie Mcafee , Deborah J. Leong , Çeviri Editörü: Birsen Ekinci. Erken Çocukluk Döneminde Gelişimin ve Öğrenmenin Değerlendirilmesi ve Desteklenmesi, 2012

Matematiksel Kavram Yanılgıları ve Çözüm Önerileri, 2008

Batı Anadolu Eğitim Bilimleri Dergisi

Mathematics Teacher Education and Development, 2016

Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education, 2006

This paper explores prospective mathematics teachers’ views on pedagogical affordances of using t... more This paper explores prospective mathematics teachers’ views on pedagogical affordances of using technology for understanding geometry at upper secondary level. The study was situated within a four-year teacher preparation program in Turkey. Participants are 11 prospective mathematics teachers who worked in groups of twos and threes. Each group was asked to select and investigate two geometry theorems one of which is an extra-curricular theorem. They prepared a report which reflected on pedagogical affordances of investigating geometry theorems and their proofs in Geogebra environment. Data obtained from the reports and Geogebra files were analysed using content analysis. Data analysis indicated that prospective teachers mostly reported on pedagogical affordances such as investigating various cases to make generalisations, providing feedback, self-discovery and permanent learning. Different themes emerged for extra-curricular theorems such as providing open-ended problems and creatin...

Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education, 2006

The purpose of this study was to determine pre-service mathematics teachers’ teaching and learnin... more The purpose of this study was to determine pre-service mathematics teachers’ teaching and learning beliefs and examine the relationship between their beliefs and practices. Qualitative and quantitative research methods were designed for this study. Survey, semi-structured interviews, observations, and pre-service teachers’ written documents such as school practice portfolios were used to collect the data. Under the developed theoretical framework, it was found that some of the pre-service mathematics teachers’ beliefs were consistent with their practices; while some of them presented different practices from their beliefs.

International Journal of Mathematical Education in Science and Technology, 2021

Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 2020

Textbooks are one of the most commonly used instructional resources by teachers. Using textbooks ... more Textbooks are one of the most commonly used instructional resources by teachers. Using textbooks without critical evaluation has a direct impact on instruction. For this reason, it is important to examine how preservice teachers evaluate and criticize textbooks. The aim of this study is to examine how pre-service mathematics teachers evaluate the introductory sections of three different mathematics textbooks on functions each of which embraces a different function idea. In the study, pre-service teachers' written evaluation reports on the introductory sections were examined. It was found that they could evaluate the introductory sections of the books with a critical lens along with providing mathematical and pedagogical justification. However, a significant weakness of preservice teachers' mathematical justifications is the difficulty in supporting their ideas about the limitations and affordances of function ideas. A major weakness in pedagogical justifications was that the examples of daily life were privileged regardless of to what extent they represented the mathematical meaning of function.

Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2020

SSRN Electronic Journal, 2019

Becoming technology literate citizens has gained great importance in recent decades. Technology a... more Becoming technology literate citizens has gained great importance in recent decades. Technology also has become crucial for the teaching and learning of school subjects as well as the workplace. For successful technology integration, teachers should have adequate pedagogical and technological knowledge, beliefs and attitudes. The aim of this study is to explore how PMTs describe characteristics of a good teacher who integrates technology into instruction, what they would consider when they teach with technology and what kinds of problems they anticipate in their future classrooms. The participants are twenty senior pre-service mathematics teachers enrolled in a four-year teacher preparation program in a state university in Turkey. The study used an online form to collect data. We analyzed participants' written responses using the technological pedagogical content knowledge (TPCK) framework. Findings indicated that participants considered issues such as technical knowledge and skills, content knowledge, the pedagogy of using technology, the interrelation between content to be taught and software, and time constraint. With regard to students, participants anticipate problems such as negative attitudes towards mathematics, mathematical misconceptions that might emerge as a result of inappropriate use of technology, distraction and time constraint. The paper will propose recommendations for teacher education programs.

SSRN Electronic Journal, 2019

One cannot fully understand the nature of learning to teach through a cognitive approach. Teacher... more One cannot fully understand the nature of learning to teach through a cognitive approach. Teacher educators should support the development of attitudes, beliefs, and identities of pre-service teachers as well as their knowledge and skills related to teaching with technology. Therefore, this study embraces communities of practice framework which has been widely used in teacher education research to explain social aspects of learning to teach. The participants are fifteen senior pre-service mathematics teachers enrolled in a four-year teacher preparation program in a state university in Turkey. Pre-service teachers participated in "legitimate peripheral participation" activities in order to encourage them, as novice teachers, to take responsibility and interact with experienced teachers for successful technology integration. Participants conducted workshops on technology-enhanced mathematics teaching in two different uppersecondary schools. A total of ten mathematics teachers participated in the workshops. Data sources are videos of workshops conducted by pre-service teachers and focused group interviews with pre-service teachers. Content analysis of verbatim transcripts indicated important issues regarding the social and cultural aspects of technology integration. This presentation will propose implications for pre-service teacher education in general and mathematics teacher education in particular.

Eğitim Bilimleri Dergisi, 2017

Educational Studies in Mathematics, 2020

In this study, we propose the notion of a socio-mathematical norm to explore the affective aspect... more In this study, we propose the notion of a socio-mathematical norm to explore the affective aspects of a classroom in the context of problem posing. Our case is a gifted and talented mathematics classroom with twelve students. The primary source of data consists of forty-three mathematics lessons. Our theoretical stance defines two dimensions of a socio-mathematical norm: student and teacher. The findings revealed three socio-mathematical norms (reformulations of problems, generating new problems, evaluation and correction based on the sufficiency of the information) that reflect the classroom’s micro-culture, which involves problem posing. In addition to these basic norms, normative understanding related to “posing more challenging problems” allowed for challenging mathematical situations in the classroom, which is of particular importance for gifted and talented students. We discuss the teacher’s and students’ roles in problem posing activities. We also explore possible reasons for not observing socio-mathematical norms regarding the assessment of posed problems on a criterion that could support students for posing more original, more complex, and more realistic problems. The study suggests practical implications for the dynamics of a classroom where students engage in problem posing activities and theoretical implications regarding the two dimensions of a norm.

Educational Studies in Mathematics, 2020

Cogent Education, 2017

Pedagogical content knowledge involves subjective decisions on the parts of teachers in making th... more Pedagogical content knowledge involves subjective decisions on the parts of teachers in making the content comprehensible to learners. This paper is concerned with the formation of this subjectivity and asks: how do (pre-service) teachers come to know and decide upon the best approach to making the content instructional for learners? In answering this question, this study draws upon data obtained from one pre-service mathematics teacher's microteaching and retrospective interviews. The data were examined through the lenses of the Bakhtinian notion of voice. The findings suggest that the pre-service teacher's understanding of pedagogy is formed and transformed, to an important extent, by the voices of others who are not necessarily physically present within the immediate instructional setting and who might be distant in space and time. Assimilation of those voices enacts particular value judgments, which in turn shapes and hence forms the sub-jectivity of the pre-service teacher's pedagogical practices. Teaching and teachers have always attracted the public attention due to the immediate role that they play for the society. In order for teachers to become effective practitioners, they are expected to make the content understandable to the students. In respect, we, here in this study attempt to understand how teachers come to know the best way of teaching the content. Our understanding is guided and developed by the terms borrowed from Bakhtin, a Russian philosopher and scholar: voice, dialog, and value. On the basis of our findings, we argue that the voices of all those who somehow get into contact with teachers have important effects on the ways in which teaching is performed. The voices also indicate certain values that are reflected in the unfolding teaching practices.

Proceedings of the 26th International Conference on the Psychology of Mathematics Education (PME26), 2002

In this paper we focus on students' understanding of the core concept of function, which is mathe... more In this paper we focus on students' understanding of the core concept of function, which is mathematically simple yet carries within it a rich complexity of mathematical ideas. We investigate the linguistic complexity that reveals itself through the mathematically simple notion of a constant function and the representational complexity involved in different representations. Results reveal a spectrum of performance in which a few students may be able to grasp the function concept as a rich highly connected cognitive unit, but others are overwhelmed by a complexity that is highly complicated with many separate aspects weakly connected together.

Communities of practice framework explores learning as a social practice. It has been widely used... more Communities of practice framework explores learning as a social practice. It has been widely used in teacher education research to explain social aspects of learning to teach. The aim of this study is to describe the framework and discuss differences between its use in pre-service and in-service teacher education research. Among various key concepts of the framework, this paper focuses on the notion of legitimate peripheral participation. This study raises concerns regarding pre-service teacher preparation and gives suggestions for teacher educators.