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Investigation of Secondary School Mathematics Teachers’ Processes of Preparing Mathematical Modelling Activities

Yıl 2023, Cilt: 7 Sayı: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic, 704 - 723, 25.10.2023

Cansu Çelik Özkez Zeynep Çakmak Gürel

https://doi.org/10.54535/rep.1372167

Öz

In this study, it was aimed to investigate the mathematical modelling activity preparation processes of secondary school mathematics teachers who participated in mathematical modelling training. The study was conducted with six mathematics teachers working in secondary schools. In the study designed as action research, two action plans were applied to the teachers. The first activity forms collected from the teachers before the application, the second activity forms collected as a result of the theoretical training about modelling and the activity forms collected at the end of the active participation of the teachers in the modelling activities constitute the data source of this study. An activity evaluation form was used in data analysis. The results of the study showed that teachers initially had deficiencies in preparing modelling activities in accordance with all criteria. After the theoretical training given, it was determined that teachers’ competencies in preparing modelling activities improved very little. In addition to theoretical training, it was seen that the learning environment prepared to ensure teachers’ active participation in modelling activities affected their activity preparation competencies more positively. The results show that teachers’ theoretical knowledge deficiencies should be eliminated in modelling teaching and learning environments should be prepared for their active participation in mathematical modelling activities.

Anahtar Kelimeler

Mathematical modelling activity Mathematics teacher Principles of modelling task

Kaynakça

  • Akgün, L., Çiltaş, A., Deniz, D., Çiftçi, Z. & Işık, A. (2013). İlköğretim matematik öğretmenlerinin matematiksel modelleme ile ilgili farkındalıkları [Primary school mathematics teachers’ awareness on mathematical modeling]. Adiyaman University Journal of Social Sciences, 12, 1-33.
  • Arastaman, G., Fidan, İ. Ö. & Fidan, T. (2018). Nitel araştırmada geçerlik ve güvenirlik: Kuramsal bir inceleme [Validity and reliability in qualitative research: A theoretical analysis]. Van Yüzüncü Yıl University Journal of Education, 15(1), 37-75.
  • Bilgili, S. , Öndeş, R. N. & Çiltaş, A. (2020). Matematik öğretmenlerinin matematiksel modelleme etkinliklerini oluşturma ve çözme süreçlerinin incelenmesi [The investigation of creation and solving processes of mathematical modeling activities of mathematics teachers]. The Journal of Limitless Education and Research , 5(1) , 90-108 .
  • Bilgili, S. & Çiltaş, A. (2022). Matematik öğretmeni adaylarının matematiksel modelleme etkinliği oluşturma süreçleri ve sürecin öğretim deneyimlerine yansımaları [Prospective mathematics teachers’ creating processes of model eliciting activities and the reflections on their teaching experiences]. Journal of Bayburt Education Faculty, 17(34), 559-585.
  • Blum, W. & Borromeo Ferri, R. (2009). Mathematical modelling: Can it be taught and learnt? Journal of Mathematical Modelling and Application, 1(1) 45-58.
  • Borromeo Ferri, R. (2018). Learning how to teach mathematical modeling in school and teacher education. Springer International Publishing.
  • Borromeo Ferri, R. & Lesh, R. (2013). Should interpretation systems be considered to be models if they only function implicitly?. In G. Stillman et al. (Eds.), Teaching mathematical modelling: Connecting to research and practice (pp. 57-66). Springer, Dordrecht.
  • Bukova Güzel, E. (2016). Matematik eğitiminde matematiksel modelleme [Mathematical modeling in mathematics education]. Pegem Akademi Publishing, Ankara.
  • Chamberlin, S. A. & Moon, S. M. (2006). Model-eliciting activities as a tool to develop and identify creatively gifted mathematicians. Prufrock Journal, 17(1), 37-47.
  • Çiltaş, A. (2015). Ortaokul matematik öğretmenlerinin matematiksel modelleme etkinliği oluşturma süreçlerinin incelenmesi [Examining creating of mathematical modelling activity of teachers of secondary mathematics]. Route Educational and Social Science Journal, 2(4), 332-344.
  • Dede, A. T., Hidiroglu, Ç. N., & Güzel, E. B. (2017). Examining of model eliciting activities developed by mathematics student teachers. Journal on Mathematics Education, 8(2), 223-242.
  • Deniz, D. (2014). Ortaöğretim matematik öğretmenlerinin matematiksel modelleme yöntemine uygun etkinlik oluşturabilme ve uygulayabilme yeterlikleri [The sufficiency of high school mathematics teachers' to elicit and apply activities apropriate to mathematical modelling method] (Doctoral dissertation,. Atatürk University, Erzurum). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi
  • Deniz, D. & Akgün, L. (2016). Ortaöğretim matematik öğretmenlerinin model oluşturma etkinliği tasarım prensiplerine uygun etkinlik tasarlayabilme yeterlikleri [The sufficiency of high school mathematics teachers’ to design activities appropriate to model eliciting activities design principles]. Karaelmas Journal of Educational Sciences, 4(1), 1-14.
  • Deniz, D. & Akgün, L. (2017). Ortaöğretim matematik öğretmenlerinin matematiksel modelleme yöntemi ve uygulamalarına yönelik görüşleri [High school mathematic teachers’ views about mathematical modelling method and applications]. Journal of Social Sciences of Mus Alparslan University, 5(1), 95-117.
  • Erbaş, A. K., Kertil, M., Çetinkaya, B., Çakıroğlu, E., Alacalı, 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 & Practice, 14(4), 1607-1627. doi: 10.12738/estp.2014.4.2039
  • Güder, Y. (2013). Ortaokul matematik öğretmenlerinin matematiksel modellemeye ilişkin görüşleri [Opinions of secondary school mathematics teachers on mathematical modelling] (Master’s thesis, Fırat University, Elazığ). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Gürbüz, R. & Doğan M. (2018). Bir STEM yaklaşımı [A STEM approach], Pegem Akademi Publishing, Ankara.
  • Greefrath, G. & Vorhölter, K. (2016). Teaching and learning mathematical modelling: approaches and developments from German speaking countries. ICME-13 Topical Surveys. Switzerland: Springer International Publishing.
  • Işık, A. & Mercan, E. (2015). Ortaokul matematik öğretmenlerinin model ve modelleme hakkındaki görüşlerinin incelenmesi [Analysis of the views of secondary school math’s teachers on model and modeling], Kastamonu Education Journal, 23(4), 1835-1850.
  • Johnson, A. (2012). A short guide to action research (4th ed.), Boston, MA: Allyn ve Bacon.
  • Korkmaz, E. (2010). İlköğretim matematik ve sınıf öğretmeni adaylarının matematiksel modellemeye yönelik görüşleri ve matematiksel modelleme yeterlikleri [Middle school prospective maths and elementary school prospective teachers’ views about mathematical modeling and their mathematical modeling competency], (Doctoral dissertation, Balıkesir University, Balıkesir). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Lesh, R. & Doerr, H. M. (2003). Foundations of a models and modelling perspective on mathematics teaching, learning and problem solving. In R. Lesh and H. M. Doerr (Eds.), Beyond constructivism: models and modelling perspectives on mathematics problem solving, learning and teaching (pp. 3-33). Mahwah N. J. Lawrance Erlbaum Associates Publishers.
  • Lesh, R., Hoover, M., Hole, B., Kelly, A. & Post, T. (2000). Principles for developing thought revealing activities for students and teachers. In A. Kelly ve R. Lesh (Eds.), Handbook of research design in mathematics and science education, (pp. 591-646), Lawrence Erlbaum.
  • McTaggart, R. (1997). Revitalizing management as a scientific activity. Management Learning, 28(2), 177–195.
  • McKernan, J. (1988). The countenance of curriculum action research: Teraditional, collaborative, and emancipatory-critical conceptions. Journal of Curriculum and Supervision, 3(3), 173-200.
  • Ministry of National Education [MoNE], (2017). Ortaokul matematik dersi (1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [National curriculum for secondary mathematics (Grades 1-8)]. MEB, Ankara.
  • Ministry of National Education [MoNE], (2011). Ortaöğretim Matematik Dersi (9, 10, 11 ve 12. sınıflar) Öğretim Programı [National curriculum for secondary mathematics]. MEB, Ankara.
  • Niss, M. (1992). Applications and modelling in school mathematics directions for future development. Roskilde: IMFUFA.
  • Sağıroğlu, D. (2018). Matematik öğretmenlerinin matematiksel modelleme yöntemine yönelik etkinlik oluşturma ve uygulama süreçlerinin incelenmesi [Analyzing activity creating and practicing processes intended for mathematical modeling method of mathematics teachers] (Master’s thesis, Zonguldak Bülent Ecevit University, Zonguldak). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Sarı, O. (2019). Ortaokul matematik öğretmenlerinin matematiksel hakkındaki farkındalıkları [Awareness of secondary school mathematics teachers about mathematical modeling], (Master’s thesis, Erzincan Binali Yıldırım University, Erzincan). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Shahbari, J. A. (2018). Mathematics teachers’ conceptions about modelling activities and its reflection on their beliefs about mathematics. International Journal of Mathematical Education in Science and Technology, 49(5), 721-742.
  • Stohlmann, M., Maiorca, C., & Allen, C. (2017). A case study of teachers' development of wellstructured mathematical modelling activities. Mathematics Teacher Education and Development, 19(2), 4-24.
  • Şahin, S. (2019). Matematik öğretmenlerinin matematiksel modelleme problemi hazırlama becerilerinin incelenmesi [Investıgatıon of mathematıcal modelıng problem posıng competencıes of mathematıcs teachers] (Doctoral dissertation, Adıyaman University, Adıyaman). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Şahin, S., Gürbüz, R. & Doğan, M. F. (2023). Investigating mathematical modeling problem designing process of ınservice mathematics teachers. Cukurova University Faculty of Education Journal, 52(1), 33-70. https://doi.org/10.14812/cuefd.1033080
  • Şen, E. Ö. (2020). Öğretmen adaylarının tasarladıkları matematiksel modelleme problemleri ve tasarlama sürecine ilişkin görüşleri [Mathematical modeling problems designed by pre-service teachers and their views on the design process]. Ahi Evran University Journal of Kırşehir Education Faculty, 21(3), 1530-1560.
  • Tekin Dede, A. & Bukova Güzel, E. (2013). Matematik Öğretmenlerinin Model Oluşturma Etkinliği Tasarım Süreçleri ve Etkinliklere Yönelik Görüşleri [Mathematics teachers’ views concerning model eliciting activities, developmental process and the activities themselves]. Bartın University Journal of Faculty of Education, 2(1), 300-322.
  • Ural, A. (2018). Matematiksel modelleme eğitimi [Mathematical modeling training]. Anı Publishing, Ankara.
  • Urhan, S. & Dost, Ş. (2016). Matematiksel modelleme etkinliklerinin derslerde kullanımı: öğretmen görüşleri [The use of mathematical modeling activities in courses: teacher perspectives]. Electronic Journal of Social Sciences, 15(59), 1279-1295. https://doi.org/10.17755/esosder.263231
  • Wess, R. & Greefrath, G. (2020). Professional competencies for teaching mathematical modelling- Supporting the modelling-specific task competency of prospective teachers in the teaching laboratory. In U. T. Jankvist, M. Van den Heuvel Panhuizen, & M. Veldhuis (Eds.), European research in mathematics: Proceedings of the eleventh congress of the european society for research in mathematics education (pp. 1274–1283). Utrecht, Netherlands.
  • Wess, R., Klock, H., Siller, H.-S., & Greefrath, G. (2021). Measuring Professional Competence for the Teaching of Mathematical Modelling: A Test Instrument. Springer International Publishing. https://doi.org/10.1007/978-3-030-78071-5
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin Publishing, Ankara.
  • Yu, S. & Chang, C. (2009). What did Taiwan mathematics teachers think of model-eliciting activities and modeling? 14. International Conference on the Teaching of Mathematical Modeling and Applications, ICTMA-14. Hamburg: University of Hamburg.

Yıl 2023, Cilt: 7 Sayı: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic, 704 - 723, 25.10.2023

Cansu Çelik Özkez Zeynep Çakmak Gürel

https://doi.org/10.54535/rep.1372167

Öz

Kaynakça

  • Akgün, L., Çiltaş, A., Deniz, D., Çiftçi, Z. & Işık, A. (2013). İlköğretim matematik öğretmenlerinin matematiksel modelleme ile ilgili farkındalıkları [Primary school mathematics teachers’ awareness on mathematical modeling]. Adiyaman University Journal of Social Sciences, 12, 1-33.
  • Arastaman, G., Fidan, İ. Ö. & Fidan, T. (2018). Nitel araştırmada geçerlik ve güvenirlik: Kuramsal bir inceleme [Validity and reliability in qualitative research: A theoretical analysis]. Van Yüzüncü Yıl University Journal of Education, 15(1), 37-75.
  • Bilgili, S. , Öndeş, R. N. & Çiltaş, A. (2020). Matematik öğretmenlerinin matematiksel modelleme etkinliklerini oluşturma ve çözme süreçlerinin incelenmesi [The investigation of creation and solving processes of mathematical modeling activities of mathematics teachers]. The Journal of Limitless Education and Research , 5(1) , 90-108 .
  • Bilgili, S. & Çiltaş, A. (2022). Matematik öğretmeni adaylarının matematiksel modelleme etkinliği oluşturma süreçleri ve sürecin öğretim deneyimlerine yansımaları [Prospective mathematics teachers’ creating processes of model eliciting activities and the reflections on their teaching experiences]. Journal of Bayburt Education Faculty, 17(34), 559-585.
  • Blum, W. & Borromeo Ferri, R. (2009). Mathematical modelling: Can it be taught and learnt? Journal of Mathematical Modelling and Application, 1(1) 45-58.
  • Borromeo Ferri, R. (2018). Learning how to teach mathematical modeling in school and teacher education. Springer International Publishing.
  • Borromeo Ferri, R. & Lesh, R. (2013). Should interpretation systems be considered to be models if they only function implicitly?. In G. Stillman et al. (Eds.), Teaching mathematical modelling: Connecting to research and practice (pp. 57-66). Springer, Dordrecht.
  • Bukova Güzel, E. (2016). Matematik eğitiminde matematiksel modelleme [Mathematical modeling in mathematics education]. Pegem Akademi Publishing, Ankara.
  • Chamberlin, S. A. & Moon, S. M. (2006). Model-eliciting activities as a tool to develop and identify creatively gifted mathematicians. Prufrock Journal, 17(1), 37-47.
  • Çiltaş, A. (2015). Ortaokul matematik öğretmenlerinin matematiksel modelleme etkinliği oluşturma süreçlerinin incelenmesi [Examining creating of mathematical modelling activity of teachers of secondary mathematics]. Route Educational and Social Science Journal, 2(4), 332-344.
  • Dede, A. T., Hidiroglu, Ç. N., & Güzel, E. B. (2017). Examining of model eliciting activities developed by mathematics student teachers. Journal on Mathematics Education, 8(2), 223-242.
  • Deniz, D. (2014). Ortaöğretim matematik öğretmenlerinin matematiksel modelleme yöntemine uygun etkinlik oluşturabilme ve uygulayabilme yeterlikleri [The sufficiency of high school mathematics teachers' to elicit and apply activities apropriate to mathematical modelling method] (Doctoral dissertation,. Atatürk University, Erzurum). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi
  • Deniz, D. & Akgün, L. (2016). Ortaöğretim matematik öğretmenlerinin model oluşturma etkinliği tasarım prensiplerine uygun etkinlik tasarlayabilme yeterlikleri [The sufficiency of high school mathematics teachers’ to design activities appropriate to model eliciting activities design principles]. Karaelmas Journal of Educational Sciences, 4(1), 1-14.
  • Deniz, D. & Akgün, L. (2017). Ortaöğretim matematik öğretmenlerinin matematiksel modelleme yöntemi ve uygulamalarına yönelik görüşleri [High school mathematic teachers’ views about mathematical modelling method and applications]. Journal of Social Sciences of Mus Alparslan University, 5(1), 95-117.
  • Erbaş, A. K., Kertil, M., Çetinkaya, B., Çakıroğlu, E., Alacalı, 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 & Practice, 14(4), 1607-1627. doi: 10.12738/estp.2014.4.2039
  • Güder, Y. (2013). Ortaokul matematik öğretmenlerinin matematiksel modellemeye ilişkin görüşleri [Opinions of secondary school mathematics teachers on mathematical modelling] (Master’s thesis, Fırat University, Elazığ). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Gürbüz, R. & Doğan M. (2018). Bir STEM yaklaşımı [A STEM approach], Pegem Akademi Publishing, Ankara.
  • Greefrath, G. & Vorhölter, K. (2016). Teaching and learning mathematical modelling: approaches and developments from German speaking countries. ICME-13 Topical Surveys. Switzerland: Springer International Publishing.
  • Işık, A. & Mercan, E. (2015). Ortaokul matematik öğretmenlerinin model ve modelleme hakkındaki görüşlerinin incelenmesi [Analysis of the views of secondary school math’s teachers on model and modeling], Kastamonu Education Journal, 23(4), 1835-1850.
  • Johnson, A. (2012). A short guide to action research (4th ed.), Boston, MA: Allyn ve Bacon.
  • Korkmaz, E. (2010). İlköğretim matematik ve sınıf öğretmeni adaylarının matematiksel modellemeye yönelik görüşleri ve matematiksel modelleme yeterlikleri [Middle school prospective maths and elementary school prospective teachers’ views about mathematical modeling and their mathematical modeling competency], (Doctoral dissertation, Balıkesir University, Balıkesir). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Lesh, R. & Doerr, H. M. (2003). Foundations of a models and modelling perspective on mathematics teaching, learning and problem solving. In R. Lesh and H. M. Doerr (Eds.), Beyond constructivism: models and modelling perspectives on mathematics problem solving, learning and teaching (pp. 3-33). Mahwah N. J. Lawrance Erlbaum Associates Publishers.
  • Lesh, R., Hoover, M., Hole, B., Kelly, A. & Post, T. (2000). Principles for developing thought revealing activities for students and teachers. In A. Kelly ve R. Lesh (Eds.), Handbook of research design in mathematics and science education, (pp. 591-646), Lawrence Erlbaum.
  • McTaggart, R. (1997). Revitalizing management as a scientific activity. Management Learning, 28(2), 177–195.
  • McKernan, J. (1988). The countenance of curriculum action research: Teraditional, collaborative, and emancipatory-critical conceptions. Journal of Curriculum and Supervision, 3(3), 173-200.
  • Ministry of National Education [MoNE], (2017). Ortaokul matematik dersi (1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [National curriculum for secondary mathematics (Grades 1-8)]. MEB, Ankara.
  • Ministry of National Education [MoNE], (2011). Ortaöğretim Matematik Dersi (9, 10, 11 ve 12. sınıflar) Öğretim Programı [National curriculum for secondary mathematics]. MEB, Ankara.
  • Niss, M. (1992). Applications and modelling in school mathematics directions for future development. Roskilde: IMFUFA.
  • Sağıroğlu, D. (2018). Matematik öğretmenlerinin matematiksel modelleme yöntemine yönelik etkinlik oluşturma ve uygulama süreçlerinin incelenmesi [Analyzing activity creating and practicing processes intended for mathematical modeling method of mathematics teachers] (Master’s thesis, Zonguldak Bülent Ecevit University, Zonguldak). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Sarı, O. (2019). Ortaokul matematik öğretmenlerinin matematiksel hakkındaki farkındalıkları [Awareness of secondary school mathematics teachers about mathematical modeling], (Master’s thesis, Erzincan Binali Yıldırım University, Erzincan). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Shahbari, J. A. (2018). Mathematics teachers’ conceptions about modelling activities and its reflection on their beliefs about mathematics. International Journal of Mathematical Education in Science and Technology, 49(5), 721-742.
  • Stohlmann, M., Maiorca, C., & Allen, C. (2017). A case study of teachers' development of wellstructured mathematical modelling activities. Mathematics Teacher Education and Development, 19(2), 4-24.
  • Şahin, S. (2019). Matematik öğretmenlerinin matematiksel modelleme problemi hazırlama becerilerinin incelenmesi [Investıgatıon of mathematıcal modelıng problem posıng competencıes of mathematıcs teachers] (Doctoral dissertation, Adıyaman University, Adıyaman). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Şahin, S., Gürbüz, R. & Doğan, M. F. (2023). Investigating mathematical modeling problem designing process of ınservice mathematics teachers. Cukurova University Faculty of Education Journal, 52(1), 33-70. https://doi.org/10.14812/cuefd.1033080
  • Şen, E. Ö. (2020). Öğretmen adaylarının tasarladıkları matematiksel modelleme problemleri ve tasarlama sürecine ilişkin görüşleri [Mathematical modeling problems designed by pre-service teachers and their views on the design process]. Ahi Evran University Journal of Kırşehir Education Faculty, 21(3), 1530-1560.
  • Tekin Dede, A. & Bukova Güzel, E. (2013). Matematik Öğretmenlerinin Model Oluşturma Etkinliği Tasarım Süreçleri ve Etkinliklere Yönelik Görüşleri [Mathematics teachers’ views concerning model eliciting activities, developmental process and the activities themselves]. Bartın University Journal of Faculty of Education, 2(1), 300-322.
  • Ural, A. (2018). Matematiksel modelleme eğitimi [Mathematical modeling training]. Anı Publishing, Ankara.
  • Urhan, S. & Dost, Ş. (2016). Matematiksel modelleme etkinliklerinin derslerde kullanımı: öğretmen görüşleri [The use of mathematical modeling activities in courses: teacher perspectives]. Electronic Journal of Social Sciences, 15(59), 1279-1295. https://doi.org/10.17755/esosder.263231
  • Wess, R. & Greefrath, G. (2020). Professional competencies for teaching mathematical modelling- Supporting the modelling-specific task competency of prospective teachers in the teaching laboratory. In U. T. Jankvist, M. Van den Heuvel Panhuizen, & M. Veldhuis (Eds.), European research in mathematics: Proceedings of the eleventh congress of the european society for research in mathematics education (pp. 1274–1283). Utrecht, Netherlands.
  • Wess, R., Klock, H., Siller, H.-S., & Greefrath, G. (2021). Measuring Professional Competence for the Teaching of Mathematical Modelling: A Test Instrument. Springer International Publishing. https://doi.org/10.1007/978-3-030-78071-5
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin Publishing, Ankara.
  • Yu, S. & Chang, C. (2009). What did Taiwan mathematics teachers think of model-eliciting activities and modeling? 14. International Conference on the Teaching of Mathematical Modeling and Applications, ICTMA-14. Hamburg: University of Hamburg.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Matematik Eğitimi
Bölüm Articles
Yazarlar

Cansu Çelik Özkez 0000-0002-2262-4901

Zeynep Çakmak Gürel 0000-0003-0913-3291

Erken Görünüm Tarihi 23 Ekim 2023
Yayımlanma Tarihi 25 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic

Kaynak Göster

APA Çelik Özkez, C., & Çakmak Gürel, Z. (2023). Investigation of Secondary School Mathematics Teachers’ Processes of Preparing Mathematical Modelling Activities. Research on Education and Psychology, 7(Special Issue 2), 704-723. https://doi.org/10.54535/rep.1372167
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