Benutzer:MCevikbas

MCevikbas.

E-Mail
ORCID https://orcid.org/https://orcid.org/0000-0002-7844-4707 

Kurzvita

Dr. Mustafa Cevikbas is a research fellow in mathematics education at the University of Hamburg. His research focuses on the use of digital technologies in mathematics learning and teaching. He is particularly interested in the flipped classroom pedagogy and blended learning models. His research interest also comprises mathematical modelling, task design, dynamic and interactive learning environments, lesson planning, qualitative research methods, and systematic literature reviews.

2020-2023: Postdoctoral Research Fellow at the University of Hamburg, Germany (working group of Prof. Dr. Gabriele Kaiser)

2018: Ph.D. in Mathematics Education, Gazi University. Thesis Title: Investigation of the student engagement process in a mathematics class based on flipped classroom practices

2012-2017: Research and Teaching Assistant at Gazi University, Faculty of Education, Turkey

2015: B.S. in Economics, Anadolu University, Turkey

2013: M.Sc. in Mathematics Education (with thesis), Gazi University. Thesis Title: The effects of feedback given by mathematics teachers to errors on students’ self-esteem

2011-2012: Lecturer at Gazi University, Faculty of Sciences and Arts, Turkey

2010: M.Sc. in Mathematics Education (bachelor’s and master’s program without thesis), Gazi University, Turkey

Veröffentlichungen

• Cevikbas, M., Kaiser, G. & Schukajlow, S. (2022). A systematic literature review of the current discussion on mathematical modelling competencies: state-of-the-art developments in conceptualizing, measuring, and fostering. Educational Studies in Mathematics, 109(2), 205-236. https://doi.org/10.1007/s10649-021-10104-6

• Cevikbas, M., & Kaiser, G. (2022). Student engagement in a secondary flipped mathematics classroom. International Journal of Science and Mathematics Education, 20(7), 1455–1480. https://doi.org/10.1007/s10763-021-10213-x

• Cevikbas, M., & Kaiser, G. (2022). Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A Systematic Literature Review. ZDM - Mathematics Education. https://doi.org/10.1007/s11858-022-01388-w

• Cevikbas, M., & Kaiser, G. (2022). Promoting personalized learning in flipped classrooms: A systematic review study. Sustainability, 14(18), 11393. https://doi.org/10.3390/su141811393

• Cevikbas, M., & Kaiser, G. (2020). Flipped classroom as a reform-oriented approach to teaching mathematics. ZDM - Mathematics Education, 52(7), 1291-1305. https://doi.org/10.1007/s11858-020-01191-5

Google Scholar: https://scholar.google.com/citations?hl=tr&user=A7YXPvoAAAAJ

Arbeitsgebiete

Mathematics education, teacher education, digital technologies in mathematics teaching and learning, blended learning and flipped classroom pedagogy, explanatory videos, mathematical modelling, task design, lesson planning, qualitative research methods, and systematic review studies.

Mitgliedschaften

• The European Association for Research on Learning and Instruction (EARLI)

• International Community of Teachers of Mathematical Modelling and Applications (ICTMA)

• Gesellschaft für Didaktik der Mathematik (GDM)

• Turkish Mathematics Education Society (Matematik Eğitimi Derneği)