Person: YAZGAN, YELİZ
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YAZGAN
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YELİZ
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Publication Non-routine problem-posing skills of prospective mathematics teachers(Anı Yayıncılık, 2021-02-23) Kozaklı Ülger, Tuğçe; Yazgan, Yeliz; KOZAKLI ÜLGER, TUĞÇE; YAZGAN, YELİZ; Bursa Uludağ Üniversitesi/Eğitim Fakültesi.; A-6621-2018; EHP-0027-2022Purpose: Problem-posing, an important component for developing mathematical thinking, is of great interest in integrating into classroom practice. Preservice and in-service teachers are expected to carry out high-quality problem-posing activities, and it is thought that non-routine problem-posing may be a good way to achieve this. In this context, this study focuses on non-routine problem-posing and aims to determine the characteristics of the problems that prospective mathematics teachers have posed. Research Methods: The study was carried out with 43 middle school prospective mathematics teachers in an elective course on problem-solving and problem-solving strategies. To analyse the data, descriptive analysis was carried out on the problems posed by prospective teachers. All problems were analysed according to the five criteria; problem type, contextuality, originality, complexity, and strategy. Findings: It has been determined that almost all of the problems have a single answer, include a context, have a low or medium level of complexity, and contain different problem-solving strategies. Although prospective teachers were asked to pose their own problems, almost half of them had posed similar, traditional problems. Implications for Research and Practice: These results show that prospective teachers can pose non-routine problems. Although this study provides some meaningful results, it is clear that it has limitations that require further investigation.Publication Gifted eighth, ninth, tenth and eleventh graders' strategic flexibility in non-routine problem solving(Taylor, 2021-06-04) Keleş, Taliha; Yazgan, Yeliz; YAZGAN, YELİZ; Bursa Uludağ Üniversitesi/Eğitim Fakültesi/İlköğretim Bölümü; EHP-0027-2022This descriptive survey study aimed to examine gifted students' success and strategic flexibility in non-routine problem solving. The study group consisted of 50 gifted students. A test consisting of seven problems was used to collect data. Answers were assessed in terms of correctness and strategy use. Flexibility was evaluated based on the use of appropriate strategies, intra-task flexibility, and inter-task flexibility. Descriptive statistics, Pearson's correlation coefficient and one-way ANOVA were used for analysis of the data. Students displayed an above-average performance in solving problems and strategy use. Students' intra-task flexibility was low, whereas their inter-task flexibility was high. There was a high correlation between flexibility and success. While success differed according to grade level, there was no significant difference between grades in terms of flexibility. Results are discussed in terms of their implications related to education, and recommendations aimed at mathematics education environments and curricula are made.Publication The investigation of fourth graders' construction process of fractional multiplication using RBC plus C model(Elsevier Science, 2015-01-01) Çelebioğlu, Burcu; Yazgan, Yeliz; Alevriadou, A.; Çelebioğlu, Burcu; YAZGAN, YELİZ; Uludağ Üniversitesi.; Alevriadou, A.; JKJ-9012-2023; EHP-0027-2022The present study aimed to evaluate the nature of knowledge construction (abstraction) during the learning process related to multiplication of fractions. For this purpose, an activity designed in accordance with the RBC + C (Recognizing - Building with Construction and Consolidation). The model was carried out with two high achieving fourth graders. At the end of the study, it was observed that students participating in the case study successfully used all epistemic actions included in the RBC + C and they managed to reach formal level about fractional multiplication. (C) 2015 The Authors. Published by Elsevier ltd.Publication Non-routine problem posing and prospective middle school mathematics teachers: An emotional perspective(Taylor & Francis Ltd, 2023-07-04) Yazgan, Yeliz; YAZGAN, YELİZ; Ülger, Tuğce Kozaklı; KOZAKLI ÜLGER, TUĞÇE; A-6621-2018Problem posing is an indispensable constituent of mathematical thinking, which makes it a requisite ability for students of all grades. Therefore, pre- and in-service teachers should carry out problem posing activities of high quality, and having them pose non-routine problems may be a good way to make this happen. In this context, this study intends to examine prospective middle-school math teachers' performances and emotions in non-routine problem posing, as well as to investigate whether there is any relationship between these two variables. The study was carried out with 64 prospective teachers in the scope of an elective course about problem solving. Data sources were created problems and questionnaires collected from the participants. The former was used to evaluate success while the latter was employed for describing emotions. According to the results, the participants were moderately successful in designing non-routine problems. As for emotions, although the participants mostly acknowledged the merit of posing non-routine problems, they found it very demanding as well. Besides, the interplay between performance and emotions in non-routine problem posing was low. The results indicate that prospective teachers have the potential to generate non-routine problems, and are predominantly positive toward this skill.Publication Indicators of gifted students' strategic flexibility in non-routine problem solving(Taylor, 2022-08-06) Keles, Taliha; Yazgan, Yeliz; YAZGAN, YELİZ; Uludağ Üniversitesi/Eğitim Fakültesi/İlköğretim Bölümü; 0000-0002-8417-1100; ADI-4701-2022When students encounter challenging problems, difficulty or errors in the problem solving process, they must have the ability to adapt or change their problem solving methods; in other words, they must possess strategic flexibility. The aim of this study was to determine the strategic flexibility indicators displayed by gifted children in solving non-routine problems. A case study method was used. The study group consisted of 20 eighth, ninth, and tenth grade students attending the Science and Art Centre in Bursa, Turkey. A test consisting of seven non-routine problems was used. The problems in this test were asked to each student one by one by conducting individual interviews. The content analysis results revealed three themes. Under the first theme, strategy adaptivity, there were two indicators: Strategy knowledge and selection of the appropriate strategy. Under the second theme, intra-task strategic flexibility, four indicators were defined: changing the strategy when it did not work, solving the problem again with a different strategy, the ability to use several strategies simultaneously for solving a problem, checking the correctness of the solution with a different strategy. The last theme, inter-task strategic flexibility, consisted of only one indicator named changing strategies when encountering different problems.