Kertil, M., Erbas, A. K., & Cetinkaya, B. (2019). Developing prospective teachers’ covariational reasoning through a model development sequence. Mathematical Thinking and Learning, 21(3), 207-233.https://dx.doi.org/10.1080/10986065.2019.1576001
Didis-Kabar, M. G., & Erbas, A. K. (2019). Pre-service secondary mathematics teachers’ anticipation and identification of students’ thinking in the context of modelling problems. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2019.1670368
Aydogan-Yenmez, A., Erbaş, A. K., Cakiroglu, E., Çetinkaya, B., & Alacacı, C. (2018). Mathematics teachers’ knowledge and skills about questioning in the context of modeling activities. Teacher Development, 22(4), 497-518. doi: https://dx.doi.org/10.1080/13664530.2017.1338198
Aydogan-Yenmez, A., Erbaş, A. K., Cakiroglu, E., Alacacı, C., & Çetinkaya, B. (2017). Developing teachers’ models for assessing students’ competence in mathematical modeling. International Journal of Mathematical Education in Science and Technology, 48(6), 895-912. https://dx.doi.org/1080/0020739X.2017.1298854
Aydogan Yenmez, A., Erbas, A. K., Alacaci, C., Cakiroglu, E., & Cetinkaya, B. (2017). Evolution of mathematics teachers’ pedagogical knowledge when they are teaching through modeling. International Journal of Education in Mathematics, Science and Technology, 5(4), 317-332. https://dx.doi.org/10.18404/ijemst.296552
Sen-Zeytun, A., Cetinkaya, B., & Erbas, A. K. (2017). Understanding prospective teachers’ mathematical modeling processes in the context of a mathematical modeling course. Eurasia Journal of Mathematics, Science & Technology Education, 13(3): 691– https://dx.doi.org/10.12973/eurasia.2017.00639a
Kertil, M., Erbaş, A. K., & Çetinkaya, B. (2017). İlköğretim matematik öğretmen adaylarının değişim oranı ile ilgili düşünme biçimlerinin bir modelleme etkinliği bağlamında incelenmesi [Pre-service elementary mathematics teachers’ ways of thinking about rate of change in the context of a modeling activity]. Turkish Journal of Computer and Mathematics Education, 8(1), 188–217. https://dx.doi.org/10.16949/turkbilmat.304212
Cetinkaya, B., Kertil, M., Erbas, A. K., Korkmaz, H., Alacaci, C., & Cakiroglu, E. (2016). Pre-service teachers’ developing conceptions about mathematical modeling and teaching in the context of a mathematical modeling course. Mathematical Thinking and Learning, 18(4), 287–314. https://dx.doi.org/10.1080/10986065.2016.1219932
Didis, M. G., Erbas, A. K., Cetinkaya, B., Cakiroglu, E., & Alacaci, C. (2016). Exploring prospective secondary mathematics teachers’ interpretation of student thinking through analysing students’ work in modelling. Mathematics Education Research Journal, 28(3), 349–378. https://dx.doi.org/10.1007/s13394-016-0170-6
Didis, M. K., Erbas, A. K., & Cetinkaya, B. (2016). Matematik öğretmen adaylarının öğrenci hatalarına yönelik pedagojik yaklaşımlarının matematiksel modelleme etkinlikleri bağlamında incelenmesi [Investigating prospective mathematics teachers’ pedagogical approaches in response to students’ errors in the context of mathematical modeling activities]. Elementary Education Online, 15(4), 1367– https://dx.doi.org/10.17051/io.2016.75429
Erbaş, A. K., & Çetinkaya, B. (2016). Problem çözememe problemimiz ve matematiksel modelleme [Our inability to solve problems and mathematical modeling]. Türkiye Bilimler Akademisi (TÜBA)-Günce [Turkish Academy of Sciences, TÜBA Diary], 51, 72–75. http://www.tuba.gov.tr/upload/flash/gunce51/main.swf [Invited paper, non-peer-reviewed]
Şahin, Z., Yenmez-Aydoğan, A., & Erbaş, A. K. (2015). Relational understanding of the derivative concept through mathematical modeling: A case study. Eurasia Journal of Mathematics, Science & Technology Education, 11(1), 177– https://dx.doi.org/10.12973/eurasia.2015.1149a
Erbaş, A. K., Kertil, M., Çetinkaya, B., Çakıroğlu, E., Alacacı, C., & Baş, S. (2014). Matematik eğitiminde matematiksel modelleme: Temel kavramlar ve farklı yaklaşımlar [Mathematical modeling in mathematics education: Basic concepts and approaches]. Educational Sciences: Theory and Practice, 14(4), 1607– https://dx.doi.org/10.12738/estp.2014.4.2039
Didis, G., Erbas, A. K., Cetinkaya, B, & Cakiroglu, E. (2014). Prospective secondary mathematics teachers’ interpretations of students’ thinking. Research in mathematics education, 16(1), 77–78. doi: 10.1080/14794802.2013.849863
Didiş, M. G., Erbaş, A. K., Çetinkaya, B., Çakıroğlu, E., & Alacacı, C. (2015). Öğrenci çalışmalarını incelemenin öğrenci düşünme şekillerini anlamadaki rolü ile ilgili matematik öğretmen adaylarının düşünceleri [Pre-service mathematics teachers’ views regarding the role of examining students’ work in understanding students’ ways of thinking]. Turkish Journal of Computer and Mathematics Education, 6(2), 139–162. https://dx.doi.org/10.16949/turcomat.50978
Konferans Bildirileri ve Sunumlar / Conference Proceedings and Presentations
Didis, M. K., Bas, S., Erbas, A. K., Cetinkaya, B., & Cakiroglu, E. (2013, September). Analyzing students’ works: an opportunity for pre-service teachers to learn about teaching mathematics. Paper presented at the 2013 European Conference on Educational Research, Istanbul, Turkey. Retrieved from http://www.eera-ecer.de/ecerprogrammes/conference/8/contribution/22608/
Didis, M. K., Erbas, A. K., Cetinkaya, B., & Cakiroglu, E. (2013). Pre-service secondary mathematics teachers’ learning about students’ thinking. In A.M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 5 (p.49). Kiel, Germany: PME.
Didis, M. K., Erbas, A. K., Cetinkaya, B., & Cakiroglu, E. (2013, June). Prospective secondary mathematics teachers’ interpretations of students’ thinking. In C. Smith (Ed.), Proceedings of the British Society of Research in Mathematics Learning (BSRLM), (Vol. 33(3), pp. 19-24) Edinburg, UK: University of Edinburg.
http://www.bsrlm.org.uk/IPs/ip33-3/BSRLM-IP-33-3-Full.pdf
Baş, S., Didiş, M. G., Erbaş, A. K., Çetinkaya, B., Çakıroğlu, E., & Alacacı, C. (2013). Teachers as investigators of students’ written work: Does this approach provide an opportunity for professional development? Eighth Congress of European Research in Mathematics Education (CERME 8), Manavgat-Side, Antalya, Turkey, 6-10 February 2013. http://cerme8.metu.edu.tr/wgpapers/WG17/WG17_Bas.pdf
Kertil, M., Didiş, M. G., Erbaş, A. K., Çetinkaya, B. (2011). Investigating pre-service teachers’ understanding of rate of change and derivative graphs through a model development sequence. In B. Ubuz (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 333). Ankara, Turkey: PME.
Bas, S., Erbas, A. K., & Saglam, Y. (2011). Investigating preservice mathematics teachers’ modeling processes. In B. Ubuz (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 258). Ankara, Turkey: PME.
Lesh, R., Baş, S., Ader, E., Özel, S., Sriraman, B., Aygün, B., & Türker, B. (2011). Models and modeling. In B. Ubuz (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 179). Ankara, Turkey: PME.
Sen-Zeytun, A., & Cetinkaya, B. (2011). Understanding pre-service mathematics teachers’ difficulties in constructing a mathematical model. In B. Ubuz (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 387). Ankara, Turkey: PME.
Ulusal Konferans Bildirileri ve Sunumları
Vural, D. Ö., Çetinkaya, B., Erbaş, A. K., Alacacı, C., & Çakıroğlu, E. (2013, Haziran). Lise matematik öğretmenlerinin modelleme ve modellemenin matematik öğretiminde kullanılmasına yönelik düşünceleri: Bir hizmet içi eğitim programının etkisi. 1. Türk Bilgisayar ve Matematik Eğitimi Sempozyumu, Karadeniz Teknik Üniversitesi, Trabzon, Türkiye.
Şahin, Z., Aydoğan Yenmez, A., & Erbaş, A. K. (2013, Haziran). Dinamik geometri yazılımlarının öğrencilerin trigonometri öğrenimlerindeki öz-düzenleme stratejilerine etkisi: Bir öğrenme deneyi. 1. Türk Bilgisayar ve Matematik Eğitimi Sempozyumu, Karadeniz Teknik Üniversitesi, Trabzon, Türkiye.
Aydoğan-Yenmez, A., Erbaş, A. K., Çetinkaya, B., Çakıroğlu E., & Alacacı, C. (2012). Matematik öğretiminde matematiksel modelleme sorularının kullanımı: Öğrencilerin öğrenme çıktıları üzerine öğretmen görüşleri. X.Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi [the 10th National Science and Mathematics Education Congress] Bildiri Özetleri Kitabı, Nigde, Turkey, June 27-30, 2012 (p. 455): Nigde University, Turkey.
Kertil, M., Cetinkaya, B., & Erbas, A. K. (October, 2012). Öğretmen adaylarının MS-Excel yardımıyla kovaryasyonel düşünme süreçlerinin incelenmesi. In the Abstracts of the 6th International Computer and Instructional Technologies Symposium (p. 307), Gaziantep, Turkey.
Aydoğan-Yenmez, A., Erbaş, A. K., Çetinkaya, B., & Şen-Zeytun, A. (2011). Gerçekten kanser mi, değil mi? Eğitimde iyi örnekler konferansı 2011 (ss. 38-39). Sabancı Üniversitesi, İstanbul: Eğitim Reformu Girişimi.
Aydoğan-Yenmez, A., Şahin, Z., & Erbaş, A. K. (2011, Eylül). Türev ve değişim oranının kavramsallaştırılması: Matematik eğitimi yüksek lisans öğrencileri ile bir durum çalışması. 10. Matematik Sempozyumu (s. 32-33). Işık Üniversitesi, İstanbul.
Tamamlanmış Tezler
Kertil, M. (2014). Pre-service elementary mathematics teachers’ understanding of derivative through a model development unit. Yayınlanmamış doktora tezi, Orta Doğu Teknik Üniversitesi, Ankara, Türkiye.
Didiş, G. (2014). An investigation of pre-service secondary mathematics teachers’ knowledge of students’ thinking through analyzing student work. Yayınlanmamış doktora tezi, Orta Doğu Teknik Üniversitesi, Ankara, Türkiye.
Baş, S. (2014). An investigation of teachers’ noticing of students’ mathematical thinking in the context of a Professional development program. Yayınlanmamış doktora tezi, Orta Doğu Teknik Üniversitesi, Ankara, Türkiye.
Şen-Zeytun, A. (2013). An investigation of prospective teachers’ mathematical modeling processes and their views about factors affecting these processes. Yayınlanmamış doktora tezi, Orta Doğu Teknik Üniversitesi, Ankara, Türkiye.
Aydoğan-Yenmez, A. (2012). An investigation of in-service secondary mathematics teachers’ evolving knowledge through professional development activities based on modeling perspective. Yayınlanmamış doktora tezi, Orta Doğu Teknik Üniversitesi, Ankara, Türkiye.