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Altıncı Sınıf Öğrencilerinin Açılar Konusundaki Hatalarının İncelenmesi
(eefdergi, 2018) Taylan, Rukiye Didem; Aydın, Utkun
Bu araştırmanın amacı, ortaokul altıncı sınıf öğrencilerinin açılarla ilgili yaptıkları hataların incelenmesidir. Bu nitel araştırma, İstanbul’da aynı ilçeye bağlı iki ayrı devlet okulunda altıncı sınıfta öğrenim görmekte olan öğrencilerle 2014-2015 eğitim-öğretim yılının bahar döneminde gerçekleştirilmiştir (n=256). Araştırmanın verileri araştırmacıların geliştirdikleri açılar konusuyla ilgili açık uçlu sorulara öğrencilerin verdikleri cevaplardan oluşmaktadır. Öğrenci cevaplarının incelenmesinde, kavramsal çerçeve olarak Bloom Taksonomisi temel alınmış ve betimsel istatistik teknikleri kullanılarak analizler gerçekleştirilmiştir. Öğrencilerin bilgi (tanımlama ve sınıflandırma), uygulama ve değerlendirme düzeyindeki değişik sorulara verdikleri cevaplar incelendiğinde, öğrencilerin tüm düzeylerdeki soru tiplerinde zorluk yaşadıkları görülmüştür. Açıları ölçülerine göre sınıflandırmalarını gerektiren soruda öğrencilerin performanslarının nispeten daha yüksek olduğu görülmüştür. Öğrencilerin özellikle açılarla ilgili kavramları tanımlamada ve açılarla ilgili bir kuralı nedenleriyle açıklamada zorluk yaşadıkları ortaya çıkmıştır. Bunun yanı sıra, öğrencilerin bir kuralı ezberledikleri ve geometriyi tutarlı bir sistem olarak görüp şekil üzerinden kural açıklaması yapamadıkları gözlenmiştir. Öğretmenlerin Bloom Taksonomisi’ndeki bilişsel alanların göz önünde bulundurulduğu değişik soru tipleriyle tanıştırılması ve kavramların daha derin anlaşılması için tanımların ve geometrik argümanların kendi içinde tutarlı olduğunu öğretmeleri bu çalışmanın eğitimsel önerileri arasındadır. Matematik öğretmenlerinin bu konuyla ilgili mesleki gelişim programlarına katılmaları ve eğitim materyallerinin bu doğrultuda hazırlanması da teşvik edilebilir.
An Analysis of Elementary School Children's Fractional Knowledge Depicted With Circle, Rectangle, and Number Line Representations
(Springer, 2015) Tunç-Pekkan, Zelha
It is now well known that fractions are difficult concepts to learn as well as to teach. Teachers usually use circular pies, rectangular shapes and number lines on the paper as teaching tools for fraction instruction. This article contributes to the field by investigating how the widely used three external graphical representations (i.e., circle, rectangle, number line) relate to students' fractional knowledge and vice versa. For understanding this situation, a test using three representations with the same fractional knowledge framed within Fractional Scheme Theory was developed. Six-hundred and fifty-six 4th and 5th grade US students took the test. A statistical analysis of six fractional Problem Types, each with three external graphical representations (a total of 18 problems) was conducted. The findings indicate that students showed similar performance in circle and rectangle items that required using part-whole fractional reasoning, but students' performance was significantly lower on the items with number line graphical representation across the Problem Types. In addition, regardless of the representation, their performance was lower on items requiring more advanced fractional thinking compared to part-whole reasoning. Possible reasons are discussed and suggestions for teaching fractions with graphical representations are presented. Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.
Assessing Mathematical Higher-Order Thinking Skills: an Analysis of Turkish University Entrance Examinations
(Routledge, 2023) Aydın, Utkun; Birgili, Bengi
Internationally, mathematics education reform has been directed toward characterizing educational goals that go beyond topic/content/skill descriptions and develop students’ problem solving. The Revised Bloom’s Taxonomy and MATH (Mathematical Assessment Task Hierarchy) Taxonomy characterize such goals. University entrance examinations have been seen as one way of accomplishing these goals and influence learning, teaching, and assessment in mathematics. The present study analyzed mathematics items (N = 1077) in Turkish university entrance examinations in 1998-2013 and objectives (N = 621) in mathematics curricula in 2005, 2011, and 2013 to determine the extent to which they represent the dimensions/categories of these taxonomies and the degree to which items are aligned with objectives in terms of reflecting the dimensions/categories of these taxonomies. The findings reveal that the items demand, to a large extent, automated computational skills; this is also evident in the relevant mathematics curricula. Implications for practice are discussed and could play a role in reforming assessment. © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.
Awareness of Misconceptions in Science and Mathematics Education: Perceptions and Experiences of Pre-Service Teachers
(Ahi Evran Üniversitesi, 2017) Birgili, Bengi; Mesutoğlu, Canan
This study aimed to reveal elementary science and mathematics pre-service teachers’ perceptions and experiences on misconceptions. To what extent pre-service teachers are aware of students’ misconceptions, and what they experienced about identifying and working with misconceptions were of interest for this study. Semi-structured interviews were conducted with 11 pre-service teachers from elementary science education and mathematics education programs. The results revealed that pre-service teachers had awareness on nature of misconceptions while having difficulties in providing more concise definitions of misconceptions. The misconceptions were mostly realized while giving additional examples compared to students’ explanation during teaching learning process. Another finding showed pre-service teachers believed that misconceptions might lead to academic underachievement, can have impact on other topics, can create negative symptoms of psychology, and classroom management problems. The findings were further structured into a SWOT analysis framework that can help future researchers.
Bilinçli-farkındalık (mindfulness) Temelli Psiko-eğitim Programının Öğrencilerin Matematik Kaygısı, Tutumları ve Öz Yeterlikleri Üzerindeki Etkisi
(TÜBİTAK, 2017) Aydın, Utkun; Atalay, Zümra; Bulgan, Gökçe; Bulgan, Gökçe; Özgülük, S. Burcu; Atalay, Zümra; Aydın, Utkun; Taylan, Rukiye Didem; Bulgan, Gökçe; Özgülük, S. Burcu
Bu çalışmanın amacı ortaokul öğrencilerinin matematik kaygılarını azaltmak, özyeterliklerini artırmak ve matematik dersine karşı olan tutumlarını olumlu yönde geliştirmek amacıyla hazırlanmış olan bilinçli-farkındalık temelli psiko-eğitim programının etkililiğini test etmektir. Araştırmanın katılımcıları 11-13 yaş aralığındaki beşinci, altıncı ve yedinci sınıf öğrencilerinden oluşmuştur. Araştırma 3 basamakta gerçekleştirilmiştir. Çalışma 1, Bilinçli Farkındalık-Temelli Özyeterlik Ölçeği-Yenilenmiş (BFTÖÖ- Y) versiyonunun Türkçe’ye adapte edilmesi ile ölçeğin, öğrencilerin bilinçli-farkındalık temelli öz-yeterlik düzeylerini belirlemede geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir. Çalışma 2’de ise, değişkenler arası teorik ilişkiler araştırılmıştır. Bilinçli-Farkındalık Ölçeği, Matematik Tutum Ölçeği, Matematik Kaygısı Ölçeği, Kısa Semptom Envanteri Kaygı Altölçeği ve BFTÖÖ- Y kullanılmıştır. Çalışma sonuçlarına göre, bilinçli-farkındalık düzeyi arttıkça kaygı ve matematik kaygı düzeyi azalmakta; bilinçli-farkındalık temelli özyeterlik düzeyi artmakta ve matematiğe yönelik tutumlar olumlu yönde gelişmektedir. Bilinçli-farkındalık temelli özyeterlik arttıkça, matematik tutumu olumlu yönde gelişmekte; matematik kaygı düzeyi azalmaktadır. Matematik kaygısı arttıkça, matematik tutumu olumsuz yönde gelişmekte, genel kaygı düzeyindeki artış matematik kaygısını arttırmaktadır. Kaygı düzeyi arttıkça matematik tutumu olumlu yönde gelişmektedir. Çalışma 3 kapsamında ise bilinçli farkındalık temelli psiko- eğitim programı öğrencilerinin matematik kaygısı, matematik tutumları ve özyeterlikleri üzerindeki etkisi test edilmiştir. Yapılan ön test- son test karşılaştırmaları sonucunda, deney grubunun bilinçli farkındalık düzeylerinin arttığı bilinçli farkındalık-temelli özyeterlik düzeylerinin ise hafif düzeyde arttığı tespit edilmiştir. Son test puanları açısından değerlendirildiğinde, deney grubunun matematik kaygı düzeyinin azaldığı, matematiğe yönelik olumlu tutum düzeylerinin arttığı, kontrol ve plasebo gruplarının ise matematik kaygı düzeylerinde çarpıcı bir değişim olmazken matematiğe yönelik olumlu tutum düzeylerinin arttığı tespit edilmiştir. Bu bulgular sonuç raporunda ilgili alan yazını ile ilişkilendirilerek tartışılmış ve uygulama açısından programın etkililiği değerlendirilmiş, gelecek çalışmalar için önerilerde bulunulmuştur.
Bilinçli-farkındalık Temelli Öz-yeterlik Ölçeği-yenilenmiş (bföö-y): Türkiye Uyarlama Çalışması
(2017) Taylan, Rukiye Didem; Bulgan, Gökçe; Atalay, Zümra; Aydın, Utkun
Bu araştırmanın amacı, Cayoun, Francis, Kasselis ve Skilbeck (2012) tarafından geliştirilen "Bilinçli- Farkındalık Temelli Öz-yeterlik Ölçeği-Yenilenmiş"i (Mindfulness-Based Self Efficacy Scale-Revised) Türkçe'ye uyarlayarak geçerlik ve güvenirliğini araştırmaktır. Özgün ölçek İngilizce'dir ve altı boyutta toplam 22 maddeden oluşan beşli likert tipi bir ölçme aracıdır. Uyarlanan Türkçe form iki farklı devlet okulunun 5., 6. ve 7. sınıflarında okuyan 713 öğrenciye uygulanmıştır. Tüm ölçek (?= .72) ve ölçeğin Duygu Düzenleme (?= .73), Duygusal Denge (?= .68), Sosyal Beceriler (?= .65), Sıkıntı Tahammülü (?= .62), Sorumluluk Alma (?= .61) ve Kişilerarası Etkenlik (?= .65) alt boyutları için Cronbach Alfa içtutarlık katsayıları her bir alt boyutta yer alan düşük madde sayısı göz önüne alındığında kabul edilebilir seviyededir. Ayırt edici geçerlik analizleri kız ve erkeklerin bilinçli-farkındalık temelli öz-yeterlik ortalama puanları arasında anlamlı bir fark olmadığını gösterirken sınıf düzeyi açısından anlamlı farklılıklar gözlemlenmiştir. Analiz sonuçları, Türkçe'ye uyarlama çalışması gerçekleştirilen bu ölçeğin öğrencilerin bilinçli-farkındalık temelli öz-yeterlik düzeylerini belirlemede geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir. Sonuçların kuramsal ve yöntemsel uygulamaları tartışılmıştır
Çalışma Yaşamında Teknofobi ve Teknofili: Bir Ölçek Uyarlama Çalışması
(2024) Çelik, Derya; Uzunçarşılı, Ülkü
Bu çalışmanın temel amacı Martínez-Corcoles vd. (2017) tarafından geliştirilen, Teknofobi ve Teknofili Ölçeği-TTQ (Technofobia and Technophilia Scales-TTQ)’nun Türkçe’ye uyarlama çalışmasının yapılmasıdır. Çalışmanın bir diğer amacı ise aktif olarak çalışma yaşamında rol alan bireylerin teknofobi ve teknofili davranışlarının incelenmesidir. Çalışmanın örneklemi 389 kişiden oluşmaktadır. Güncel ölçeğin Türkçe’ye uyarlanmasında öncelikle çeviri, geri çeviri, uzman görüşlerinin alınarak güncel ölçeğin oluşturulması aşamaları yer almaktadır. Ardından veriler toplanarak pilot uygulama ve ana uygulama aşamaları gerçekleştirilmiştir. Ölçek geçerliliğinin sağlanmasının tespitinde madde toplam korelasyonları hesaplanmıştır. Ardından açıklayıcı ve doğrulayıcı faktör analizleri yardımıyla yapı geçerliliği analiz edilmiştir. Ölçek güvenilirliği için Cronbach alfa değerleri hesaplanmıştır. Bu değer teknofobi ölçeği için (0,953) bulunmuştur. Teknofili ölçeğinde, tüm ölçek için (0,889), teknolojik itibar boyutunda (0,909), coşku boyutunda (0,820), teknoloji bağımlılığı boyutunda (0,844) bulunmuştur. Teknofobi ölçeği için KMO değeri 0,942 bulunmuş olup tek faktörlü ölçeğin toplam varyansın %66,833’ün açıkladığı saptanmıştır. Teknofili ölçeği için KMO değeri 0,875 bulunmuş olup üç faktörlü ölçeğin toplam varyansın %64,481’ini açıkladığı saptanmıştır. Teknofobi ile teknofili ölçekleri arasında yapılan korelasyon analizi sonucunda, teknofobi ve teknofili arasında anlamlı bir ilişki bulunmamıştır (p>0,05). Çalışanların demografik özelliklerine ve çalıştıkları işletmelerin özelliklerine göre detaylı fark analizleri yapılarak sonuç kısmında yorumlanmıştır.
Characterizing a Highly Accomplished Teacher’s Noticing of Third-Grade Students’ Mathematical Thinking
(Springer, 2017) Taylan, Rukiye Didem
This study investigated a highly accomplished third-grade teacher’s noticing of students’ mathematical thinking as she taught multiplication and division. Through an innovative method, which allowed for documenting in-the-moment teacher noticing, the author was able to explore teacher noticing and reflective practices in the context of classroom teaching as opposed to professional development environments. Noticing was conceptualized as both attending to different elements of classroom instruction and making sense of classroom events. The teacher paid most attention to student thinking and was able to offer a variety of rich interpretations of student thinking which were presented in an emergent framework. The results also indicated how the teacher’s noticing might influence her instructional decisions. Implications for both research methods in studying noticing and teacher learning and practices are discussed.
Characterizing a Highly-Accomplished Teacher’s Instructional Actions in Response To Students’ Mathematical Thinking
(HAL, 2015) Taylan, Rukiye Didem
This paper is part of a larger study which investigates how a highly-accomplished teacher and two beginning teachers notice student thinking and respond to stu- dents’ mathematical thinking as they teach concepts of multiplication and division in a third-grade classroom. The focus of this paper is on describing highly-accom- plished teacher’s instructional actions in response to student thinking which are different than that of the beginning teachers. The participant teachers’ instruc- tional actions were analysed utilizing a framework de- veloped by Cengiz, Kline and Grant (2011). The results revealed that the highly-accomplished teacher chal- lenged student thinking with counter arguments and introduced alternative representations more frequently, but complimented students less frequently than the be- ginning teachers.
Çocuklarda Sınav Kaygısı Ölçeği’nin Türkçe Uyarlaması
(İlköğretim Online, 2017) Bulgan, Gökçe; Aydın, Utkun; #PLACEHOLDER_PARENT_METADATA_VALUE#; #PLACEHOLDER_PARENT_METADATA_VALUE#
The purpose of this study was to adapt the “Children’s Test Anxiet Scale (CTAS)” developed by Wren and Benson (2004) into Turkish. The original scale was in English and comprised of three factors including 30 items. Seven experts were involved in the adaptation process to translate the scale into Turkish and then back to English for providing evidence based on the consistency between the two forms. Following the translation process, a pilot study was conducted and the scale was given its final form. The Turkish form was administered to 1100 students who were attending to 3rd, 4th, 5th, and 6th grade classes in 3 public schools. Findings regarding the construct validity of the scale, which were obtained from the confirmatory analysis, supported the three-factor structure of the original scale. Subdimensions of the scale were Thoughts, Off-Task Behaviors, and Autonomic Reactions. Cronbach Alpha coefficients for the overall scale (???= .88) as well as the subdimensions of Thoughts (???= .82), Off-Task Behaviors (???= .72), and Autonomic Reactions (???= .75) were substantial in size. Regarding the discriminant validity analyses, there were no significant gender differences in students’ test anxiety while there were significant grade level differences. These results demonstrated that the Turkish version of the scale is a valid and reliable instrument, which may serve as useful in measuring elementary school students’ test anxiety levels. Directions for future research and practical implications for educational practice are discussed in terms of mathematics education.
Enhancing Prospective Mathematics Teachers’ Noticing Skills Through Online Laboratory School Activities
(PME, 2022) Ölmez, İbrahim Burak; Taylan, Rukiye Didem; Tunç-Pekkan, Zelha; Birgili, Bengi
This study investigated how prospective mathematics teachers’ (PMT) noticing skills, (i.e., attending, interpretation, and decision-making) were influenced through online laboratory school (OLS) activities. OLS provided PMTs opportunities for online fieldwork and work with students. The activities included lesson planning with peers under the supervision of academicians and experienced teachers, teaching, reflection and getting feedback. PMTs’ reflections on a video-taped lesson served as the pre-post assessment of the intervention. Quantitative analyses of data indicated PMTs showed statistically significant improvement in both interpretation and decision-making. Attending, on the other hand, was improved but not in a statistically significant way.
Evaluating a Model From Two Perspectives: Teachers and University Scholars
(2016) Aktekin, Nafiye Çiğdem
Productive strategies for evaluating outcomes are becoming increasingly important for the improvement of teacher education [1] and for any model that claims to offer the best practice. The University within School (UwS) model suggests that teacher education must be done through collaboration between universities and schools. According to Ozcan [2], the model combines two models of professional education: one is the traditional "apprenticeship-journeyman-master's" model, which is practice-based; the other is modern professional education, which is mostly based on theoretical knowledge and is implemented through formal schooling. Students and academicians of an education faculty of a foundation university have been practicing to this end in a workplace for two years. Teachers of the partner school have been part of this model as mentor teachers, role models, and participants. This study aims to evaluate the model from the perspectives of teachers and college faculty since the model aims to prepare the conceptual framework of teacher education through the participation of all partners. The perceptions of two faculty members and three teachers were investigated through interviews. The evaluation of the model will help to design the model more effectively.
Evaluation of a Strategic Management Program: Context, Input, Process, Product Model as a Prototype for Business Academies
(TECHNOLOGY EDUCATION MANAGEMENT INFORMATICS, 2021) Kırkıç, Kamil Arif; Birgili, Bengi
The present study examines the evaluation models of strategic management (SM) programs in business academies and evaluates a sample program based on Stufflebeam's context, input, process, product (CIPP) program evaluation model. When evaluation studies used in Turkey were scrutinized, Stake's countenance model and Provus's discrepancy model were also discovered; however, the CIPP Model has generally been used. Further, this study explores (1) the history of SM education and (2) SM education within the perspectives of business academies, (3) a sample of SM education developed by a private education consulting service and (4) a theoretical background and a practical method to evaluate the program of business academies.
An Explanatory Sequential Mixed-Method Research on the Full-Scale Implementation of Flipped Learning in the First Years of the World's First Fully Flipped University: Departmental Differences
(Elsevier, 2021) Demir, Ömer; Birgili, Bengi
This study evaluates the first years of the full-scale flipped learning implementation process that began with an authority innovation-decision at the world's first fully flipped university in terms of departmental differences. The study employs an explanatory sequential mixed-method research. The primary respondents were 69 freshmen enrolled in the Faculty of Education at a private university in Istanbul, Turkey. In addition to student participants, five faculty members were recruited to the study. The primary data was collected through a Likert-type scale on flipped learning, including components on motivation, course structure, and interaction. Pre and post semi-structured interviews and a structured ranking form were also used to support the quantitative data. The findings of the study reveal that the students felt relatively unmotivated when instructed through flipped learning, although were satisfied with the course structure. In general, the students lacked student-student interaction. Due to the nature of the Guidance and Psychological Counseling department, the students faced some difficulties in engaging in all three types of interaction (student-student, student-educator, and student-content). Lengthy and poor-quality videos and students' lack of preparation for classes emerged as major problems in flipped learning. The faculty members complained about the amount of time required for pre-class preparation (i.e., recording flipped videos). This paper discusses how to foster motivation, collaboration, discussion, and interaction in flipped learning in higher education settings so as to guide prospective practitioners.
Exploring Prospective Teachers’ Reflections in the Context of Conducting Clinical Interviews
(Sicklerville: RU Publications, 2018) Taylan, Rukiye Didem
This study investigated prospective mathematics teachers’ reflections on the experience of designing and conducting one- to-one clinical interviews with middle school students in the context of an elective course on use of video in teacher learning. Prospective teachers were asked to write about weaknesses and strengths in student understanding as well as their own performance as an interviewer in terms of asking questions and responding to student thinking in their reflections on conducting clinical interviews. Furthermore, prospective teachers were also asked to reflect on what they would do differently in order to conduct better clinical interviews. Nature of prospective teachers’ reflections were analyzed by using existing frameworks (through constructs of reflection-on-action and reflection-for-action) and by using thematic analysis. Results of data analyses revealed that prospective teachers had more difficulties in providing meaningful reflection-for-action which was related to alternative decisions and planning for future similar interviews. Thematic analysis results revealed prospective teachers’ learning were grouped under three categories: conducting clinical interviews as part of being a teacher, complexity of conducting clinical interviews, and personal theories about middle school students. There are implications for both teacher learning and research.
How the Cephei E-Course Syllabus Design Was Developed and Implemented
(Springer International Publishing, 2022) Kurban, Fell Caroline
While the digitalization of education has been around since the 1990s, it is only since the Covid-19 pandemic that it has really taken hold in education, when universities were forced to rapidly move online and traditional patterns of teaching were no longer viable. This pushed universities to provide a blended learning environment drawing on technologies that our students, as digital natives, had already been using on a daily basis for some time. However, blended learning is only effective if underpinned by tried and tested learning frameworks—something that many universities were not prepared for when the shift to online learning took place. The Cooperative e-learning Platform for Industrial Innovation (CEPHEI) however, was already prepared and ready for this shift, as from 2017 it had been working on the development of an e-learning platform with the aim of digitizing education while also integrating the reality of professional innovation activities into the context of education according to the demands of industry. To achieve this aim, one of the first phases of the project was to identify key learning frameworks for e-course syllabus design, based on existing research, that could be used to provide recommendations for instructors in the development of their CEPHEI courses. This chapter presents the culmination of this process and provides a framework that can be used by instructors or institutions wishing to design e-learning courses. To make these frameworks tangible for the reader, examples are given throughout the chapter from an undergraduate environmental engineering course in a civil engineering department. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
Impacts of a University-School Partnership on Middle School Students' Fractional Knowledge: a Quasiexperimental Study
(Taylor & Francis, 2018) Tunç-Pekka, Zelha; Özcan, Mustafa; Birgili, Bengi; Taylan, Rukiye Didem; Aydın, Utkun
In this quasiexperimental study, the authors investigated the effects of university within school partnership model, within which faculty members acted as teacher-researchers to improve fractional knowledge among middle school (Grades 5–8) students. Students in nine Grade 6 mathematics classes from two public middle schools in Turkey were assigned to two conditions: University within school model instruction and traditional instruction. Pre- and posttest data showed that the students exposed to instruction through the university within school partnership model significantly outperformed their traditional instruction peers on the fractions test. Results indicated that students made significant gains in fractional knowledge in the experimental classrooms and in different subgroup populations. It was suggested that a substantial amount of mathematical infusion through partnership could have a positive impact on middle school students' fractional knowledge. The educational implications of the study were also discussed.
Innovation and Productivity Research in the Last Five Decades: a Bibliometric Analysis
(2024) Çelik, Derya
Purpose: This study aims to reveal research trends by revealing the evaluation in this field by making a holistic analysis of academic studies that have examined the concepts of innovation and productivity in the last five decades. This analysis aims to reveal the general structure of academic studies that deal with the concepts of innovation and productivity. Methodology: Articles searched in the ‘‘Social Science Citation Index (SSCI)’’, ‘‘Science Citation Index Expanded (SCI-EXPANDED)’’ and ‘‘Emerging Sources Citation Index (ESCI)’’ in the ‘‘Web of Science (WoS)’’ database, researching innovation and productivity together between 1980-2023. It was analysed and mapped using the VOSviewer 1.6.19 software and manual methods. Co-occurrence Keyword Analysis, Document Co-citation Analysis and manual analysis methods were used in the mapping. Findings: This study reveals how research in innovation and productivity has developed over the last five decades and what trends it has. It has been determined that the most published areas are Economy, Management and Business. The most frequently used keywords were found to be "innovation", "productivity", "research-and-development", "growth", "performance" and "impact". The most published topics on a cluster basis are "impact", "innovation and productivity", "growth", "research and development" and "performance", respectively. In the document co-citation analysis, it was determined that the publication in which all publications were linked included the study titled "Research, Innovation and Productivity: an econometric analysis at the firm level", published by Crépon et al. (1998). This information can be a valuable resource for future research and policy-making and can be used to drive innovation and productivity progress. Originality: While the study is the first and only content analysis to reveal the combined trends in this field by examining the "innovation and productivity" studies together, it is thought that the results obtained can guide researchers and professionals.
Introduction To the Papers of Twg19: Mathematics Teachers and Classroom Practices
(Dublin City Univ Glasnevin Campus, 2017) Mosvold, Reidar; Skott, Jeppe; Taylan, Rukiye Didem; Drageset, Ove Gunnar; Sakonidis, Charalampos
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Investigating Pedagogical Content Knowledge-In
(Hipatia Press, 2016) Taylan, Rukiye Didem; da Ponte, Joao Pedro
Este artículo investiga el conocimiento pedagógico del contenido (PCK) de una formadora de maestros que enseña matemáticas de quinto grado en una escuela en el contexto de un proyecto de colaboración universidad-escuela. El PCK se analiza de forma cualitativa a través de episodios de aula grabados en vídeo con énfasis en las interacciones entre la maestra y los estudiantes así como reflexiones de la maestra y su razonamiento pedagógico sobre las interacciones. Los análisis muestran ejemplos del desarrollo del PCK durante la enseñanza, sobretodo de refinamiento en el dominio de conocimiento de estrategias y representaciones instruccionales. Este conocimiento mejoró como resultado de la reflexión sobre el cuestionamiento de los estudiantes y análisis de sus conceptos erróneos. Diferentes roles de ser maestro, formador e investigador ofrecen oportunidades para obtener ideas sobre cómo desarrollar el conocimiento necesario para la enseñanza y analizarlo con el fin de facilitar el aprendizaje de los futuros docentes.

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