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    Analysis of Sixth Grade Students' Think-Aloud Processes While Solving a Non-routine Mathematical Problem
    (EDAM, 2017) Ozcan, Zeynep Cigdem; Imamoglu, Yesim; Bayrakli, Vildan Katmer
    Problem solving is highlighted in many mathematics curricula and has recently become one of the most investigated topics in the field of mathematics education. Extensive studies report that developing students' problem solving skills enhances their understanding of mathematics. Therefore, there is a focus on investigating problem solving processes of students. These processes are analyzed using various measurement techniques where data are collected in written or verbal forms. One of the techniques using verbal data is the "think-aloud method." This study investigates sixth grade students' think-aloud processes while solving a mathematical problem verbally. The study group consists of 24 sixth grade students selected according to the results of a problem solving test developed by the researchers. The think-aloud process of each student was videotaped and transcribed. Collected data were coded and categorized. Frequencies of categories were determined and compared according to students' performance at solving mathematical problems. Results indicate that students have difficulty in expressing their thoughts during problem solving. Most students attempted operations with the numbers given, spending almost no time on understanding the problem. Some of the students who did the necessary computations correctly could not reach the solution because they could not interpret the result of the operation.
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    The construct validity of the scale of young pupils' metacognitive abilities in mathematics
    (ELSEVIER SCIENCE BV, 2010) Ozcan, Zeynep Cigdem; Uzunboylu, H
    The aim of this study was test construct validity of the self report scale of "Young Pupils' Metacognitive Abilities in Mathematics'' developed by Panoura and Philippou. The subjects of study consisted of 417 pupils who were studying at 4(th), 5(th) and 6(th) grade. Although with CFA factor structure of original scale with two factors was justified since the correlation between two factors was very high (, 96) one factor structure with 14 items was tested. Results of analysis showed that one factorial model was meaningfully more appropriate than two factorial models. Cronbach alpha was found,88. (C) 2010 Elsevier Ltd. All rights reserved.
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    Enhancing Mathematics Achievement of Elementary School Students through Homework Assignments Enriched with Metacognitive Questions
    (MODESTUM LTD, 2015) Ozcan, Zeynep Cigdem; Erktin, Emine
    Metacognitive enrichment has become an important component of modern mathematics instruction. This study investigates the effect of homework assignments enriched with metacognitive questions on students' mathematics achievement and homework behaviors. A quasi-experimental design with pre- and post-test measures and two groups (experimental and control) was employed to investigate the effect of the enriched homework. Forty-four students, 25 boys and 19 girls, participated in the study. The students in the experimental group responded to metacognitive questions as they worked on homework that otherwise was common to both groups. First semester mathematics scores taken from students' report cards were used as a pre-test of mathematics achievement; the mean of second and third examination scores were used as a post-test. The results revealed a significant difference between the mathematics scores of students who had been given homework assignments enriched with metacognitive questions and those who had not been given such homework.
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    A Longitudinal Study of Early Math Skills, Reading Comprehension and Mathematical Problem Solving
    (PEGEM AKAD YAYINCILIK EGITIM DANISMANLIK HIZMETLERI TIC LTD STI, 2018) Ozcan, Zeynep Cigdem; Dogan, Handan
    Mathematical problem solving is regarded as the one of the important cognitive activities. Children are introduced with mathematical word problems that require reading and understanding in the first grade. Students have trouble with word problems in every level of education. For this reason, it is important to find the reasons for this issue in the first year of primary school. The purpose of this study is to find the relationship between mathematical problem solving with early math skills and reading comprehension. Specifically, the aim of this study is to determine which of these variables are most powerful in predicting mathematical problem solving performance. The panel research method as a type of longitudinal study was used in this study. The sample of this study consists of 185 first grades (66-84 month) students from a public elementary school in Istanbul. The measurement instruments are Bracken Basic Concept Scale: Expressive, reading comprehension questions and mathematics problem-solving questions. The final model implies that early math skills have direct effects on reading comprehension (beta=.34) and mathematical problem solving (beta=.45). Reading comprehension has a direct effect on mathematical problem solving (beta=.27). However, this effect is smaller than the effect of early math skills.
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    The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition
    (TAYLOR & FRANCIS LTD, 2016) Ozcan, Zeynep Cigdem
    Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving skills. The aim of this study is to investigate the relationship between mathematical problem-solving skills and the three dimensions of self-regulated learning (motivation, metacognition, and behaviour), and whether this relationship is of a predictive nature. The sample of this study consists of 323 students from two public secondary schools in Istanbul. In this study, the mathematics homework behaviour scale was administered to measure students' homework behaviours. For metacognition measurements, the mathematics metacognition skills test for students was administered to measure offline mathematical metacognitive skills, and the metacognitive experience scale was used to measure the online mathematical metacognitive experience. The internal and external motivational scales used in the Programme for International Student Assessment (PISA) test were administered to measure motivation. A hierarchic regression analysis was conducted to determine the relationship between the dependent and independent variables in the study. Based on the findings, a model was formed in which 24% of the total variance in students' mathematical problem-solving skills is explained by the three sub-dimensions of the self-regulated learning model: internal motivation (13%), willingness to do homework (7%), and post-problem retrospective metacognitive experience (4%).