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GÜLBAĞCI DEDE, HANDE

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GÜLBAĞCI DEDE

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    PublicationOpen Access
    Enhancing pre-service mathematics teachers' understanding of function ideas
    (2022-01-01) GÜLBAĞCI DEDE, HANDE; AKKOÇ, HATİCE; GÜLBAĞCI DEDE H., Yilmaz Z., AKKOÇ H., Tall D.
    Function is a multifaceted and essential concept in mathematics that includes various complex ideas such as mapping, relations between variables, algebra, input-output, and rule. Pre-service mathematics teachers\" (PMTs) should have a rich understanding of these ideas for their future teaching practices. However, research showed that PMTs had a limited and superficial understanding of function as students do. Thus, a learning module was designed for improving PMTs\" conceptualizations of function ideas as they relate to their personal concept definitions and examples of functions. A design-based research study was conducted with 17 senior PMTs. The study results suggest an improvement in the way PMTs define functions and identify a variety of function ideas in definitions and examples. Even if the mapping idea became dominant among all ideas in PMTs\" personal concept definitions and examples, they could identify the implicit function ideas and develop an understanding of connections between ideas. We also provide suggestions for the second cycle of the intervention.
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    PublicationOpen Access
    How to Introduce Function Concept in Textbooks?:_x000D_ Evaluations of Pre-Service Mathematics Teachers
    (2020-06-30) AKKOÇ, HATİCE; Zuhal YILMAZ;Hande GÜLBAĞCI DEDE;Hatice AKKOÇ
    Textbooks are one of the most commonly used instructional resources by teachers. Using textbookswithout 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 mathematicsteachers evaluate the introductory sections of three different mathematics textbooks on functions each of whichembraces a different function idea. In the study, pre-service teachers’ written evaluation reports on the introductorysections were examined. It was found that they could evaluate the introductory sections of the books with a criticallens 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 andaffordances of function ideas. A major weakness in pedagogical justifications was that the examples of daily lifewere privileged regardless of to what extent they represented the mathematical meaning of function.
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    PublicationOpen Access
    Are we all in this together?: mathematics teachers' perspectives on equity in remote instruction during pandemic
    (SPRINGER, 2021-10) GÜLBAĞCI DEDE, HANDE; Yilmaz, Zuhal; Gulbagci Dede, Hande; Sears, Ruthmae; Yildiz Nielsen, Selin
    The COVID-19 pandemic is an unprecedented situation that influenced all aspects of society, including education. Millions of students found themselves adjusting to a new medium of mathematics instruction, not to mention the teachers who had to provide instruction through remote sources. Considering students' diverse social, economic, and academic background, this study sought to examine teachers' perspectives on factors that support or hinder how equity is attended to in mathematics during remote instruction and the extent it differed from practices utilized when instruction was provided in a face-to-face setting. We also sought to document teachers' perspectives on how they attended to equity in mathematics to support students with language barriers. We interviewed nine teachers to explore their perspectives of factors that support or hinder equity in mathematics teaching and learning during remote instruction compared to face-to-face instruction and how they support the diverse needs (inclusive of language barriers) of students. There were salient factors in this study that supported or hindered equitable mathematics instruction, such as teachers' beliefs, expectations for students, access to resources, students' socioeconomic status, and language barriers. Hence, it is recommended that policymakers, school administrators, and teachers need to collaborate to systematically plan to ensure that all students have access to quality mathematics.