Person: GÜLBAĞCI DEDE, HANDE
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GÜLBAĞCI DEDE
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HANDE
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Publication Open Access An investigation of 5th grade Turkish students' performance in number sense on the topic of decimal numbers(ELSEVIER SCIENCE BV, 2012) GÜLBAĞCI DEDE, HANDE; Sengul, Sare; Gulbagci, Hande; Baskan, GA; Ozdamli, F; Kanbul, S; Ozcan, DThe purpose of this research is to investigate the number sense of 5th grade Turkish students on the topic of decimal numbers. The research participants are composed of 121 5th grade students from two different elementary schools.. All of the students have already completed the 5th grade mathematics curriculum. The data of the research was collected by number sense test about decimal numbers (NSTDN). It contained 16 questions and four components of number sense. The results of this quantitatively analysed research have shown that the 5th grade students' number sense on decimal numbers is low. There was no significant difference in number sense between the genders. These findings are consistent with the previous researches. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin UzunboyluPublication Open Access Analyzing extraneous problem solving performances of 6th grade primary students(ELSEVIER SCIENCE BV, 2011) GÜLBAĞCI DEDE, HANDE; Sengul, Sare; Gulbagei, Hande; Yildiz, Zeynep; Akcamete, G; Uzunboylu, H; Oulmu, S; Karahoca, A; Babadoan, C; Ozdamli, F; Kanbul, SThe purpose of this study is to analyze the 6th Grade primary students' solving word problem skills that require extraneous knowledge. With this purpose in mind, 109 6th grade primary students from a primary school in Istanbul attended this research. Two types of test were used in this research. In the first test, the students were asked five word problems but in the second test an unnecessary data which was not necessary to solve these problems were added. The scores which were taken from tests which were carried out a week apart were compared by using paired-sampling t-test. The results of the research reveal the fact which is supported by the literature that students cannot distinguish that the extraneous information is not necessary for solving the problem and as a result they became less successful in solving extraneous problems than normal problems. (C) 2011 Published by Elsevier Ltd.Publication Open 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.Publication Open 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 AKKOÇTextbooks 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.Publication Open 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, SelinThe 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.