Now showing items 1-20 of 23

      Citation
      Atalay Z., Aydın U., Bulgan G., Taylan R. D., Ozguluk B. (October 1, 2017). Bilinçli-farkındalık temelli öz-yeterlik ölçeği-yenilenmiş (BFÖÖ-Y): Türkiye uyarlama çalışması (BFÖÖ-Y). Elementary Education Online, 16(4), 1803-1815. doi: : 10.17051/ilkonline.2017.342994. [1]
      Aydin, U., & Ozgeldi, M. (June 1, 2017). The PISA Tasks: Unveiling prospective elementary mathematics teachers’ difficulties with contextual, conceptual, and procedural knowledge. Scandinavian Journal of Educational Research, 63(1), 105-123. [1]
      Aydin, U., & Bulgan, G. (2017). Çocuklarda Sınav Kaygısı Ölçeği’nin Türkçe uyarlaması, Elementary Education Online, 16(2), 887-899. [1]
      Aydin, U., & Ubuz, B. (2014). Predicting undergraduate students' mathematical thinking about derivative concept: A multilevel analysis of personal and institutional factors. Learning and Individual Differences, 32, 80-92. [1]
      Aydin, U., Tunc-Pekkan, Z., Taylan, R. D., Birgili, B., & Ozcan, M. (Marc 9, 2017). Equity in middle school students’ fractional knowledge: Does school type matter in Turkey?. European Journal of Education Studies, 3(9), 541-557. [1]
      Aydın, U, Tunc Pekkan, Z, Taylan, R, & Birgili, B. (2017). Okulda Üniversite Modeli: Beşinci Sınıf Öğrencilerinin Kesir Bilgisi Gelişiminden Yansımalar. Kastamonu Eğitim Dergisi, 25 (5), 1979-1994. [1]
      Aydın, U. (2017). A case study of the relationship between meaning and formalism. International Journal of Human and Behavioral Science, 3(1), 11-29. [1]
      Aydın, U. (2018). Conceptual and procedural angle knowledge: Do gender and grade level make a difference? International Journal for Mathematics Teaching and Learning, 19(1), 22-46. [1]
      Aydın, U. (April 6, 2017). Test anxiety: Do gender and school-level matter? European Journal of Educational Research, 6(2), 187-197. [1]
      Aydın, U., & Ubuz, B. (2015). THE THINKING-ABOUT-DERIVATIVE TEST FOR UNDERGRADUATE STUDENTS: DEVELOPMENT AND VALIDATION. International Journal of Science and Mathematics Education, 13, 6, 1279-1303. [1]
      Aydın, U., Tunç-Pekkan, Z., Taylan, R. D., Birgili, B., & Özcan, M. (January 01, 2018). Impacts of a university-school partnership on middle school students' fractional knowledge: A quasiexperimental study. Journal of Educational Research, 111, 2, 151-162. [1]
      Kilic, H. & Tunc Pekkan, Z. (2017). University-school collaboration as a tool for promoting pre-service mathematics teachers’ professional skills. International Journal of Research in Education and Science (IJRES), 3(2), 383- 394. DOI: 10.21890/ijres.327897 [1]
      Mesutoğlu, C. & B. Birgili (2017). Awareness of Misconceptions in Science and Mathematics Education: Perceptions and Experiences of Pre-service Teachers.” Journal of Kırsehir Education Faculty [KEFAD], 18(2), 525-545. [1]
      Taylan, R. D. (2018). The Relationship between Pre-service Mathematics Teachers’ Focus on Student Thinking in Lesson Analysis and Lesson Planning Tasks. International Journal of Science and Mathematics Education, 16(2), 337-356. [1]
      Taylan, R. D. (2017). Characterizing a highly accomplished teacher’s noticing of third- grade students’ mathematical thinking. Journal of Mathematics Teacher Education, 20(3), 259-280., Doi: 10.1007/s10857-015-9326-7 [1]
      Taylan, R. D. (2018). Exploring prospective teachers’ reflections in the context of conducting clinical interviews. European Journal of Educational Research, 7(2), 349-358. doi: 10.12973/eu-jer.7.2.349 [1]
      Taylan, R. D., & Aydin, U. (2018). Altıncı sınıf öğrencilerinin açılar konusundaki hatalarının incelenmesi, Erzincan Üniversitesi Eğitim Fakultesi Dergisi 20(1), 33-49. [1]
      Taylan, R.D. (2015). Yeni Öğretmenlerin Öğrenci Düşüncelerine Gösterdiği Dikkat. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi. 23, (4), ss. 1495-1510. [1]
      Taylan, R.D., & da Ponte, J.P. (2016). Investigating pedagogical content knowledge-in-action. REDIMAT, 5(3), 212-234. doi: 10.4471/redimat.2016.2227 [1]
      Taylan, R.D., Tunç-Pekkan, Z., Birgili, B., Aydın, U., & Ozcan, M. (September, 2016). Beşinci Sınıf Öğrencilerinin Kesir Bilgisinin Sayı Doğrusu Üzerinde Gösterimi İle İlgili Düşünüş Biçimlerinin Araştırılması. 12. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. UFBMEK 2016. [ Karadeniz Teknik Üniversitesi, Trabzon. ] [1]