Papers by Zekeriya Karadag
Procedia-Social and Behavioral Sciences, Jan 1, 2009
This project, focused on the pre-service teacher education in mathematics education in Turkey, ha... more This project, focused on the pre-service teacher education in mathematics education in Turkey, has three goals. The first goal is to encourage pre-service teachers to develop their own learning objects. The second goal is to contribute in improving their understanding the ...
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This research has been conducted to investigate the ways how students, teachers and principals pe... more This research has been conducted to investigate the ways how students, teachers and principals perceive Mind Games Courses, which had been recently put into the curriculum. Data was collected from middle schools in 2013-2014 school year in Bayburt. In order to investigate the participants’ perspective, five open-ended questions were given to 133 students, 15 teachers, and 3 principles. In this descriptive research, it has been aimed to define the problems confronted, the goals of the course perceived, and the suggestions to improve the course content. It has been re-defined the goals of the Mind Puzzles Course, improved the course content, and provided suggestions to overcome the problems. It is our belief that the course has significant importance in improving the cognitively skilled workforce, the number of well-educated people, and therefore the level of development of our country.
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Proceedings of World Conference on …, Jan 1, 2008
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This is a qualitative study which the participants were seven students from an Elementary
Mathema... more This is a qualitative study which the participants were seven students from an Elementary
Mathematics Teaching department of a Turkish University. This study primarily aimed that
creating a cognitive conflict, observing their feedbacks during this period and determining how
this cognitive conflict being solved. The secondary aim is recording and researching the
participants’ ability and behavior of using dynamic mathematics software as a cognitive tool.
These participants were asked to construct a hexagon whose every sides are 5 units by using
GeoGebra the dynamic mathematics software and record the whole process by Wink the screen
capturing software. 15 constructions were recorded in total by 7 students. The records were
uploaded to a Wiki space. The screen records were examined by the method of video analysis.
Besides, the confirmation of this analysis was also done via clinical interviews. At the end of
the research, it is found that students have the misconception of wrong classification of
equilateral and regular polygons like in some literature knowledge. At the same time, it is
observed that students misrepresented the irrational length coming from the behavior of trying
to use dynamic mathematics software with an easier way. Interviewing processes clearly
asserted that this type of experience helps preservice teachers to evolve their mathematical
understanding and reflected on the reasons had led them to the misconception they had
developed in the past.
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This is special issue for Dynamic and Interactive Mathematics Learning Environments (DIMLE)
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pmena.org
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Procedia-Social and Behavioral Sciences, Jan 1, 2009
This project, focused on the pre-service teacher education in mathematics education in Turkey, ha... more This project, focused on the pre-service teacher education in mathematics education in Turkey, has three goals. The first goal is to encourage pre-service teachers to develop their own learning objects. The second goal is to contribute in improving their understanding the ...
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Bookmarks Related papers MentionsView impact
Psychology of mathematics education, …, Jan 1, 2009
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Revista de Informática Aplicada/ …, Jan 1, 2010
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Proceedings of World Conference on Educational …, Jan 1, 2004
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ICME, Jan 1, 2008
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Papers by Zekeriya Karadag
Mathematics Teaching department of a Turkish University. This study primarily aimed that
creating a cognitive conflict, observing their feedbacks during this period and determining how
this cognitive conflict being solved. The secondary aim is recording and researching the
participants’ ability and behavior of using dynamic mathematics software as a cognitive tool.
These participants were asked to construct a hexagon whose every sides are 5 units by using
GeoGebra the dynamic mathematics software and record the whole process by Wink the screen
capturing software. 15 constructions were recorded in total by 7 students. The records were
uploaded to a Wiki space. The screen records were examined by the method of video analysis.
Besides, the confirmation of this analysis was also done via clinical interviews. At the end of
the research, it is found that students have the misconception of wrong classification of
equilateral and regular polygons like in some literature knowledge. At the same time, it is
observed that students misrepresented the irrational length coming from the behavior of trying
to use dynamic mathematics software with an easier way. Interviewing processes clearly
asserted that this type of experience helps preservice teachers to evolve their mathematical
understanding and reflected on the reasons had led them to the misconception they had
developed in the past.
Mathematics Teaching department of a Turkish University. This study primarily aimed that
creating a cognitive conflict, observing their feedbacks during this period and determining how
this cognitive conflict being solved. The secondary aim is recording and researching the
participants’ ability and behavior of using dynamic mathematics software as a cognitive tool.
These participants were asked to construct a hexagon whose every sides are 5 units by using
GeoGebra the dynamic mathematics software and record the whole process by Wink the screen
capturing software. 15 constructions were recorded in total by 7 students. The records were
uploaded to a Wiki space. The screen records were examined by the method of video analysis.
Besides, the confirmation of this analysis was also done via clinical interviews. At the end of
the research, it is found that students have the misconception of wrong classification of
equilateral and regular polygons like in some literature knowledge. At the same time, it is
observed that students misrepresented the irrational length coming from the behavior of trying
to use dynamic mathematics software with an easier way. Interviewing processes clearly
asserted that this type of experience helps preservice teachers to evolve their mathematical
understanding and reflected on the reasons had led them to the misconception they had
developed in the past.