Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
DOCTORAL PROGRAMS IN MATHEMATICS EDUCATION: CURRENT STATUS AND FUTURE PATHWAYS FOR TURKEY
Date
2011-02-13
Author
Ubuz, Behiye
Çakıroğlu, Erdinç
Erbaş, Ayhan Kürşat
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
224
views
0
downloads
Cite This
The purpose of this paper is to review the current state of doctoral programs in mathematics education in three Turkish universities. In this context, we first provide brief background information about Turkish higher education system and teacher education policies in Turkey. Then the major national initiatives towards future faculty development efforts are explained. Finally, the nature and components of mathematics education doctoral programs in Turkey is provided. In doing so, we provide information about admission procedures, requirements for coursework and dissertation, and employment opportunities for those with a doctoral degree in mathematics education.
Subject Keywords
Higher education in Turkey
,
Mathematics education
,
Doctoral programs
URI
https://hdl.handle.net/11511/54337
Collections
Department of Mathematics and Science Education, Conference / Seminar
Suggestions
OpenMETU
Core
Evaluation of an english language teaching program at A Public University using CIPP model
Tunç, Ferda; Engin Demir, Cennet; Department of Educational Sciences (2010)
This study aimed to evaluate the effectiveness of Ankara University Preparatory School program through the perspectives of instructors and students. To this end, the CIPP (context, input, process, and product) evaluation model developed by Stufflebeam (1971) was utilized. 406 students attending the preparatory school in the 2008-2009 academic year and 12 instructors teaching in the program participated in the study. The data were gathered through a self-reported student questionnaire and an interview schedu...
Exploring the Quality of the Mathematical Tasks in the New Turkish Elementary School Mathematics Curriculum Guidebook the Case of Algebra
Ubuz, Behiye; Erbaş, Ayhan Kürşat; Çetinkaya, Bülent (Springer Science and Business Media LLC, 2010-01-01)
To take its due place in the world of education, Turkey has been through serious reform initiatives in the curriculums of various school subjects since 2003. The new Turkish elementary school curriculum was prepared considering the research studies conducted in Turkey and in other countries, as well as the educational systems of developed countries and previous experiences with mathematics education in Turkey. This study attempts to provide a perspective on the nature of the instructional tasks in the new e...
Students understanding of limit concept: an apos perspective
Çetin, İbrahim; Özden, Yaşar; Department of Computer Education and Instructional Technology (2009)
The main purposes of this study is to investigate first year calculus students’ understanding of formal limit concept and change in their understanding after limit instruction designed by the researcher based on APOS theory. The case study method was utilized to explore the research questions. The participants of the study were 25 students attending first year calculus course in Middle East Technical University in Turkey. Students attended five weeks instruction depending on APOS theory in the fall semester...
Key Experiences in Becoming an Independent Mathematics Education Researcher
Haser, Çiğdem (Springer Science and Business Media LLC, 2018-03-01)
The key experiences in becoming an independent mathematics education researcher were investigated through interviews with eight doctoral students with academic job intentions at a Turkish university. Findings showed that doctoral students conceptualized a mathematics education researcher with several types of knowledge, skills, and attitudes, including research methods, mathematics, critical thinking, and being ethical and patient. They felt like a researcher when they collected and analyzed data at a resea...
A SURVEY OF MATHEMATICS EDUCATION DOCTORAL PROGRAMS IN TURKEY
Ubuz, Behiye; Çakıroğlu, Erdinç; Erbaş, Ayhan Kürşat (2011-07-15)
This paper aims to review the current state of doctoral programs in mathematics education in Turkish universities. In this context, we first provide some brief background information about higher education system and teacher education policies in Turkey. Then the major national initiatives towards future faculty development efforts are explained. Finally, the nature and components of mathematics education doctoral programs in Turkey is provided. In doing so, we provide information about admission procedures...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
B. Ubuz, E. Çakıroğlu, and A. K. Erbaş, “DOCTORAL PROGRAMS IN MATHEMATICS EDUCATION: CURRENT STATUS AND FUTURE PATHWAYS FOR TURKEY,” 2011, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/54337.
