MCevikbas

MCevikbas.

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

Kurzvita

Mustafa Cevikbas is an Einstein Fellow at Humboldt University of Berlin and Substitude Associate Professor (W2) at the University of Münster. His research focuses on the application of digital technologies to mathematics learning and teaching processes. He is especially intrigued by the flipped classroom and blended learning models and artificial intelligence to enhance student engagement and achievement in mathematics.

• Vertretungsprofessur University of Münster, Germany 10/2024 – 03/2025
• Einstein Postdoctoral Fellow Humboldt University Berlin, Germany 09/2023 – 09/2024
• Senior Researcher & Research Group Leader University of Hamburg, Germany 01/2023 – 08/2023
• Humboldt Postdoctoral Fellow University of Hamburg, Germany 01/2020 – 12/2022
• Mathematics Teacher 06/2017 – 12/2019
• Teaching & Research Assistant (TUBITAK Fellow) Gazi University, Turkey 06/2012 – 05/2017
• Lecturer & Researcher (TUBITAK Fellow) Gazi University, Turkey 10/2010 – 06/2012
• Trainee Mathematics Teacher Ministry of National Education, Turkey 02/2009 – 06/2010

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)