Browsing by Author "Gok, Mustafa"

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Transpositions of Function Concept in Mathematics Curricula and Textbooks From the Historical Development Perspective
(Gate Assoc Teaching & Education-gate, Switzerland, 2019) Gok, Mustafa; Erdogan, Abdulkadir; Erdogan, Emel Ozdemir
In the historical process, scientific knowledge is constantly changing and developing. Concepts in curricula and textbooks are also affected by these changes and developments. The function concept is a typical example of this situation. The concept of function gained different meanings in different historical contexts although no clear information was found about the evolution of the concept in curricula and textbooks in Turkey. The purpose of this study is to examine the transposition of function concept in secondary school mathematics curricula and textbooks in Turkey from the perspective of the historical development of the concept from the declaration of the Republic of Turkey until today. In the study, document analysis, which is a qualitative research method, was used. Secondary school mathematics curricula and textbooks, which were entered into force in Turkey from 1924 until 2017, were examined. The findings of the study show that the function concept in mathematics curricula passed through three basic periods: the Eulerian period (1924-1952), the Dirichletian period (1952-1974) and the Bouthakist period (1974-2017).
Understanding Pre-Service Teachers Perceptions of the Ideal Learning Environment for Mathematical Activities Through Drawings
(Mdpi, 2025) Yilmaz, Tugba Yulet; Gok, Mustafa
Mathematical activities, which have the potential to engage students cognitively, are an essential component of modern educational approaches. The design of learning environments that facilitate the full realization of the potential of mathematical activities is as crucial as the activities themselves. Well-designed physical, social, and emotional learning environments significantly contribute to students' holistic development. Pre-service teachers' perceptions regarding the ideal learning environment for mathematical activities can shape the quality of learning environments they will create professionally. This study explores the perceptions of pre-service primary school teachers and pre-service elementary mathematics teachers regarding the ideal learning environment for mathematical activities through their drawings and related reflections. This study employs a qualitative case study design, and data were collected through freehand drawings depicting ideal learning environments and semi-structured interviews with pre-service teachers. The analysis reveals five prominent components of the ideal learning environment for mathematical activities: purpose, instructional methods and techniques, teacher-student roles, seating arrangements, and interrelations among these components. The findings indicate differences in perceptions between pre-service primary school teachers and pre-service elementary mathematics teachers. Additionally, the results highlight that these components are interrelated within the learning environment, with the purpose component serving as a guiding factor for the others.