Full Length Research Paper
References
|
Akar N, Övez Dikkartın FT (2018). An anthropological analysis of the knowledge on graphics within middle school mathematics. J. Educ. Future, 13:95-119. |
|
|
Alkan H, Bukova Güzel E (2005). Development of mathematical thinking in the student teachers. Gazi Univ. J. Gazi Educ. Faculty 25(3):221-236. |
|
|
Altun M (2006). Matematik öÄŸretiminde geliÅŸmeler. Uludag Univ. J. Educ. Facul. 19(2):223-238. |
|
|
American Statistical Association (1915). Joint committee on standards for graphic presentation. Publications Am. Stat. Assoc. 14(112):790-797. |
|
|
An S, Kulm G, Wu Z (2004). The pedagogical content knowledge of middle school, mathematics teachers in China and the U.S. J. Math. Teach. Educ. 7:145-172. |
|
|
Artigue M, Winsløw C (2010). International comparative studies on mathematics education: A view point from the anthropological theory of didactics. Recherches en Didactiques des Mathématiques 30:47-82. |
|
|
Baki A, Kartal T (2004). Characterization of knowledge of high school students' algebra knowledge in the context of conceptual and operational knowledge. J. Turk. Educ. Sci. 2(1):27-46. |
|
|
Ball D, Thames MH, Phelps G (2008). Content knowledge for teaching: What makes it special? J. Teach. Educ. 59(5):389-407. |
|
|
Bayazıt I (2011). Teacher Candidates' Knowledge Levels About Graphics. Gaziantep Univ. J. Soc. Sci. 10(4):1325-1346. |
|
|
Bergsten C, Jablonka E, Klisinska A (2010). A remark on didactic transposition theory. In: C. Bergsten, E. Jablonka and T. Wedege (Eds.), Mathematics and mathematics education: Cultural and social dimensions. Proceedings of MADIF7. Linköping: SMDF. pp. 58-68 |
|
|
Bertin J (1967). Semiologie graphique: Les diagrammes-les reseaux-les cartes. The Hague: Mouton. |
|
|
Brousseau G (2002). Theory of didactical situations in mathematics. N. Balacheff, M. Cooper, R. Sutherland, and V. Warfield (Eds. and Trans.). Dordrecht, The Netherlands: Kluwer Academic. |
|
|
Bruno A, Espinel MC (2009). Construction and evaluation of histograms in teacher training. Int. J. Math. Educ. Sci. Technol. 40(4):473-493. |
|
|
Cai J, Lester FK (2005). Solution representations and pedagogical representations in Chinese and US classrooms. J. Math. Behav. 24(3-4):221-237. |
|
|
Capraro MM, Kulm G, Capraro RM (2005). Middle grades: Misconceptions in statistical thinking. School Sci. Math. 105(4):165-174. |
|
|
Cavanagh M, Mitchelmore M (2000). Student misconceptions in interpreting basic graphic calculator displays. In: Proceedings of the 24th PME International Conference 2:161-168. |
|
|
Chevallard Y (1991). Didactic transposition - from scholarly knowledge to taught knowledge (first edition, 1985). Grenoble: La Pensée Sauvage. |
|
|
Chevallard Y, Bosch M, Kim S (2015). What is a theory according to the anthropological theory of the didactic?. In CERME 9-Ninth Congress of the European Society for Research in Mathematics Education (2614-2620). |
|
|
Clement J (1985). Misconceptions in graphing. In Proceedings of the Ninth International Conference for the Psychology of Mathematics Education. Utrecht,, The Netherlands: Utrecht University. 1:369-375. |
|
|
Cohen DK, McLaughlin M, Talbert J (1993). Teaching for understanding: Challenges for practice, research and policy. Jossey-Bass Inc., San Francisco, CA. |
|
|
Clark VLP, Creswell JW (2014). Understanding research: A consumer's guide. Pearson Higher Education. |
|
|
Creswell JW, Clark VL (2011). Designing and Conducting Mixed Methods Research (2nd ed.) SAGE Publications, Inc. |
|
|
Curcio FR (1987). Comprehension of mathematical relationships expressed in graphs. J. Res. Math. Educ. 18(5):382-393. |
|
|
Çelik D, SaÄŸlam Arslan A (2012). The analysis of teacher candidates' translating skills in multiple representations. Elementary Educ. 11(1):239-250. |
|
|
Dunham PH, Osborne A (1991). Learning how to see: students graphing difficulties. Focus on learning problems in mathematics 13(4):35-49. |
|
|
Duval R (1999). Representation, vision and visualization: cognitive functions in mathematical thinking. Basic issues for learning . Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. |
|
|
Egin M (2010). Functional analysis of students' ability to read and write graphics. Unpublished master thesis, Marmara University, Institute of Educational Sciences, Ä°stanbul. |
|
|
Fennema E, Franke ML (1992). Teachers' knowledge and its impact. In D. A. Grouws, (Ed.) Handbook of research on mathematics teaching and learning. New York, NY, England: Macmillan Publishing Co, Inc. pp.147-164 |
|
|
Friel SN, Curcio FR, Bright GW (2001). Making sense of graphs: Critical factors influencing comprehension and instructional implications. J. Res. Math. Educ. 32:124-158. |
|
|
Hiebert J, Carpenter TP (1992). Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York. pp. 65-97 |
|
|
Hill HC, Rowan B, Ball DL (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. Am. Educ. Res. J. 42(2):371-406. |
|
|
HotmanoÄŸlu Ç (2014). Examining the skills of eighth grade students to interpret graphics and associate graphics with other impressions. Unpublished master thesis, Karadeniz Technical University, |
|
|
Käpyla M, Heikkinen JP, Asunta T (2009). Influence of content knowledge on pedagogical content knowledge: The case of teaching photosynthesis and plant growth. Int. J. Sci. Educ. 31(10):1395-1415. |
|
|
Karasar N (2011). Bilimsel arastirma yöntemi (22. Baskı). Ankara: Nobel Press. |
|
|
Kramarski B (2004). Making sense of graphs: does metacognitive instruction make a difference on students' mathematical conceptions and alternative conceptions? Learning and Instruction 14(6):593-619. |
|
|
Lawshe CH (1975). A quantitative approach to content validity. Pers. Psychol. 28:563-575. |
|
|
Lee C, Meletiou M (2003). Some difficulties of learning histograms in introductory statistics. In Joint statistical meetings-section on statistical education. pp. 2326-2333. |
|
|
Leinhardt, G., Zaslavsky, O. and Stein, M. K. (1990). Functions, graphs, and graphing: Tasks, learning, and teaching. Rev. Educ. Research 60(1): 1-64. |
|
|
Long BL (Ed.) (2000). International environmental issues and the OECD 1950-2000: An historical perspective. OECD Publishing. |
|
|
Po-Hung L (2003). Do teachers need to incorporate the history of mathematics in their teaching? Math Teacher 96(6):416-421. |
|
|
McArthur D, Burdorf C, Ormseth T, Robyn A, Stasz C (1988). Multiple Representations of Mathematical Reasoning. (ERIC Documentation Reproduction Service No. ED 300234). |
|
|
McLeod D (1992). Research on affect in mathematics education: a reconceptualization, in Grows, D. A. (Ed.). Handbook of Research on Mathematics Teaching and Learning. New York: Macmillan Publishing Company. pp.575-596. |
|
|
MoNE (2013). Secondary School Mathematics Course 5, 6, 7 and 8 Curriculum. Board of Education and Training Committee. Ankara. |
|
|
MoNE (2017). Mathematics Course Curriculum (Elementary and Secondary Schools 1, 2, 3, 4, 5, 6, 7 and 8 Graders). Board of Education and Training Committee. Ankara. |
|
|
Miles MB, Huberman AM (1994). Qualitative data analysis: An expanded sourcebook. Sage Publication, London. |
|
|
National Council of Teachers of Mathematics (NCTM) (2000). Principles and standards for school mathematics. Reston, VA: Author. |
|
|
National Council of Teachers of Mathematics (NCTM). (2007). Mathematics teaching today: Improving practice, improving student learning (2nd ed.). Reston, VA: Author. |
|
|
Niess ML, Ronau RN, Shafer KG, Driskell SO, Harper SR, Johnston C, Browning C, Asli Özgün-Koc S, Kersaint G (2009). Mathematics teacher TPACK standards and development model. Contem.Issues Technol. Teacher Educ. 9(1):4-24. |
|
|
Otero MR, Llanos VC, Parra V (2018). Training in-service teachers: study of questions and the organization of teaching. In: 6th International Congress of Anthropological Theory of the Didactics. pp. 118-130. |
|
|
Özçelik E, Tekman HG (2012). Effects of graph type, conceptual domain and perceptual organization of information on graph comprehension. CzesÅ‚aw Kupisiewicz, pp. 232-243. |
|
|
Park S, Oliver JS (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Res. Sci. Educ. 38(3):261-284. |
|
|
Pinker S (1990). A theory of graph comprehension. In R. Freedle (Ed.), Artificial intelligence and the future of testin.g Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc. |
|
|
Roth WM, Bowen GM (2001). Professionals read graphs: A semiotic analysis. J. Res. Math. Educ. 32:159-194. |
|
|
Roth WM, Bowen GM (2003). When are graphs worth ten thousand words? An expert-expert study. Cogn. Instruct. 21(4):429-473. |
|
|
Schultz JE, Waters MS (2000). Why representations? Math. Teach. 93(6):448-453. |
|
|
Shah P, Hoeffner J (2002). Review of graph comprehension research: Implications for instruction. Educ. Psychol. Rev. 14(1):47-69. |
|
|
Shulman LS (1986). Those who understand: Knowledge growth in teaching. Educ. Res. 15(2):4-14. |
|
|
Åžahinkaya N, AladaÄŸ E (2013). Sınıf öÄŸretmen adaylarının grafikler ile ilgili görüÅŸleri. Adıyaman üniversitesi sosyal bilimler enstitüsü dergisi 6:309-328. |
|
|
Tairab HH, Al-Naqbi AK (2004). How do secondary school science students interpret and construct scientific graphs? J. Biol. Educ. 38(3):127-132. |
|
|
Thompson AG (1984). The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice. Educational Stud. Math. 15(2):105-127. Retrieved from |
|
|
Tortop T (2011). 7th-grade students' typıcal errors and possıble mısconceptıons ın graphs concept before and after the regular mathematics instruction. Unpublished master dissertation, Middle East technical university, the graduate school of natural and applied sciences, Ankara. |
|
|
Turhan D (2015). 8. sınıif öÄŸrencilerinin grafikler konusundaki baÅŸarıları ile bu baÅŸarılara iliÅŸkin öÄŸretmen algılarının karşılaÅŸtırılması. Unpublished master thesis. AtatürkUniversty, Erzurum. |
|
|
Ulusoy F, ÇakıroÄŸlu E (2013). Ä°lköÄŸretim matematik öÄŸretmenlerinin histogram kavramına iliÅŸkin kavrayışları ve bu kavramın öÄŸretim sürecinde karşılaÅŸtıkları sorunlar. Elem. Educ. Online 12(4):1141-1156. |
|
|
Winn W (1991). Learning from maps and diagrams. Educ. Psychol. Rev. 3(3):211-247. |
|
Copyright © 2024 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0
