Benutzer:MCevikbas

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MCevikbas.

E-Mail
ORCID ORCID iD iconhttps://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

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

PEER REVIEWED JOURNAL ARTICLES

  • Li, R., Cevikbas, M., & Kaiser, G. (2024). Teachers’ beliefs about their roles in teaching mathematics: Orchestrating scaffolding in cooperative learning. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-024-10359-9
  • Cevikbas, M., Kaiser, G., & Schukajlow, S. (2024). Trends in mathematics education and insights from a meta-review and bibliometric analysis of review studies. ZDM – Mathematics Education, 56(2), 165–188. https://doi.org/10.1007/s11858-024-01587-7
  • Cevikbas, M., J., König, & Rothland, M. (2024). Empirical research on teacher competence in mathematics lesson planning: Recent developments. ZDM – Mathematics Education, 56(1), 101-113. https://doi.org/10.1007/s11858-023-01487-2
  • Cevikbas, M., Bulut, N., & Kaiser, G. (2023). Exploring the benefits and drawbacks of AR and VR technologies for learners of mathematics: Recent developments. Systems. 11(5), 244. https://doi.org/10.3390/systems11050244
  • Cevikbas, M., & Kaiser, G. (2023). Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A Systematic Literature Review. ZDM – Mathematics Education, 55(1), 177-191. https://doi.org/10.1007/s11858-022-01388-w
  • Cevikbas, M., Greefrath, G., & Siller, H. S. (2023). Advantages and challenges of using digital technologies in mathematical modelling education – A descriptive systematic literature review. Frontiers in Education, 8, 1142556. https://doi.org/10.3389/feduc.2023.1142556
  • 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). Promoting personalized learning in flipped classrooms: A systematic review study. Sustainability, 14(18), 11393. https://doi.org/10.3390/su141811393
  • Cevikbas, M., & Kaiser, G. (2021). A systematic review on task design in dynamic and interactive mathematics learning environments (DIMLEs). Mathematics, 9(4), 399. https://doi.org/10.3390/math9040399
  • 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 (WoS-SSCI, SCOPUS) (IF: 3.0)
  • Cevikbas, M. (2018). Investigation of the secondary school math teachers’ feedback giving process and their perceptions of feedback [Lise matematik öğretmenlerinin dönüt verme süreçlerinin ve dönüt algılarının incelenmesi]. AJESI - Anatolia Journal of Educational Sciences International, 8(1), 98-125. doi: 10.18039/ajesi.393885
  • Cevikbas, M., & Argün, Z. (2017). An innovative learning model in digital age: Flipped classroom. Journal of Education and Training Studies, 5(11), 189-200. https://doi.org/10.11114/jets.v5i11.2322
  • Cevikbas, M., & Argün, Z. (2017). Future mathematics teachers’ knowledge of rational and irrational number concepts [Geleceğin matematik öğretmenlerinin rasyonel ve irrasyonel sayı kavramları konusundaki bilgileri]. Journal of Uludag University Faculty of Education, 30(2), 551-581. https://doi.org/10.19171/uefad.368968
  • Cevikbas, M., & Argün, Z. (2016). The role of feedback given by mathematics teachers to students’ mistakes in their self-esteem [Matematik öğretmenlerinin yanlış cevaplara verdikleri dönütlerin öğrenci öz saygıları üzerindeki rolü]. GEFAD- Gazi University Faculty of Education Journal, 36(3), 523-555. URL
  • Cevikbas, M., & Cevikbas, S. (2015). Prospective mathematics teachers’ views on the FATIH Project: The big educational technology movement in Turkey. International Journal of Education in Mathematics, Science and Technology, 3(4), 298-312. URL

CHAPTERS IN BOOKS AND CONFERENCE PROCEEDINGS

  • Cevikbas, M. (2024). Utilizing explanatory videos in the flipped mathematical modelling classrooms. In H.-S. Stiller, G., Kaiser, & V. Geiger (Eds.), Researching mathematical modelling education in disruptive times. International perspectives on the teaching and learning of mathematical modelling. (pp. 223-233). Springer. https://doi.org/10.1007/978-3-031-53322-8_17
  • Bulut, N., Cevikbas, M., Kaiser, G. (2024). Teaching mathematics through augmented, virtual, and mixed reality: An analysis of recent advancements. In: Dilling, F., Witzke, I. (Eds.), Augmented and virtual reality in mathematics education. MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung (pp.11–35). Springer Spektrum. https://doi.org/10.1007/978-3-658-45271-1_2
  • Cevikbas, M., & Kaiser, G. (2023). An evaluation framework for explanatory videos in flipped mathematical modelling education. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel., and M. Tabach (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education - PME, (Vol. 1, p. 264). University of Haifa. URL
  • Cevikbas, M., & Kaiser, G. (2023). Potential of flipped learning pedagogy in mathematics education: A review study. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik (GDM) (pp. 653-656). IDMI-Primar Goethe-Universität Frankfurt (Hrsg.), WTM. https://doi.org/10.37626/GA9783959872089.0
  • Cevikbas, M. (2022). Fostering mathematical modelling competencies: A systematic literature review. In N. Buchholtz, B. Schwarz, & K. Vorhölter, (Eds). Initiationen mathematikdidaktischer Forschung (pp. 51-73). Springer Spektrum. https://doi.org/10.1007/978-3-658-36766-4_3
  • Siller, H.-S., Cevikbas, M., Geiger, V., & Greefrath, G. (2022). The role of digital resources in mathematical modelling research. 45th Conference of the International Group for the Psychology of Mathematics Education-PME (Vol. 1, pp. 152-155). Alicante, Spain: PME. URL

MONOGRAPHS / DISSERTATIONS

  • Cevikbas, M. (2018). Investigation of the student engagement process in a mathematics class based on flipped classroom practices, PhD Thesis, Gazi University, No: 524468. Council of Higher Education-YOKTEZ. Link
  • Cevikbas, M. (2013). Investigation of the student engagement process in a mathematics class based on flipped classroom practices, Master’s Thesis, Gazi University, No: 333560. Council of Higher Education-YOKTEZ. Link

CONFERENCE PAPERS/PRESENTATIONS

  • Cevikbas M., & Kaiser, G. (2024, August). Opportunities and hurdles of video usage in flipped mathematical modelling seminars. EARLI SIG 6 & 7 Conference 2024, Tubingen, Germany.
  • Cevikbas M., & Kaiser, G. (2024, July - accepted/withdrawn). New insight into mathematical modelling instruction: the flipped classroom paradigm. The 15th International Congress on Mathematical Education (ICME15), Sydney, Australia.
  • Cevikbas, M. (2023, April). The State-of-the-art on flipped classroom research in mathematics education - A Systematic Literature Review under the perspective of pandemic times. Gesellschaft für Didaktik der Mathematik - Empirische Bildungsforschung in der Mathematikdidaktik. Freiburg, Germany.
  • Cevikbas, M., Kaiser, G., & Mießeler, D. (2023, September). Flipping university-based mathematical modelling seminars – insights from pre-service mathematics teachers. The 21st International Conference on the Teaching of Mathematical Modelling and Applications (ICTMA21). Awaji, Japan.
  • Cevikbas, M., & Bulut, N. (2022, October). Augmented reality and virtual reality for teaching and learning mathematics: A systematic literature review. International Symposium on Augmented and Virtual Reality in Mathematics Education. Siegen, Germany.
  • Cevikbas, M., & Kaiser, G. (2022, September). Explanatory videos in mathematical modelling education in the context of flipped classroom. ICTMA20 - the 20th International Conference on the Teaching of Mathematical Modelling and Applications, Würzburg, Germany (Online).
  • Cevikbas, S., & Cevikbas, M. (2022, September). Parental engagement in elementary education: newly arrived Turkish refugees in Germany, European Conference on Educational Research (ECER), Yerevan, Armenia.
  • Cevikbas, M., & Kaiser, G. (2021, August). Teacher feedback in flipped mathematics classrooms. Paper presented at the 19th EARLI Biennial Conference for Research on Learning and Instruction – “Education and Citizenship: Learning and Instruction and the Shaping of Futures”, Sweden.
  • Cevikbas, M., & Kaiser, G. (2021, July). Student engagement in a flipped mathematics classroom. Paper presented at the 14th International Congress on Mathematical Education (ICME-14), China (Hybrid).
  • Cevikbas, M., & Kaiser, G. (2021, July). Results of a systematic literature survey on modelling competencies and possible consequences for ICTMA. Presented at the 14th International Congress on Mathematical Education (ICME-14), China (Hybrid).
  • Cevikbas, M., Kaiser, G., & Schukajlow, S. (2021, April). Mathematical modelling competencies: A literature survey on the state-of-the-art. GDM  Arbeitskreis Empirische Bildungsforschung in der Mathematikdidaktik, Germany.
  • Gülkılık, H., Kaplan, H. A., Emül, N., & Cevikbas, M. (2016, June). Preservice mathematics teachers’ engagement with different representations in solving geometric locus problems. Paper presented at the XVIII. International Congress Amse-Amce-Waer, Eskişehir, Turkey.
  • Emül, N., Gülkılık, H., Kaplan, H. A., & Cevikbas, M. (2016, May). College students’ collaborative problem-solving skills: An investigation from the cognitive domain. Paper presented at the International Conference on Mathematics and Mathematics Education (ICMME-2016), Elazığ, Turkey.
  • Cevikbas, M., & Argün, Z. (2016, June). Lise matematik öğretmenlerinin dönüt verme süreçleri ve dönüt algıları. Paper presented at the XVIII. International Congress Amse-Amce-Waer, Eskişehir, Turkey.
  • Cevikbas, M. (2016, June). Geleceğin lise matematik öğretmenlerinin kopya çekme konusundaki deneyim ve düşünceleri. Paper presented at the XVIII. International Congress Amse-Amce-Waer, Eskişehir, Turkey.
  • Kaplan, H. A., Gülkılık, H., Cevikbas, M., and Emül, N. (2016, September). Matematiksel kavramlara ait tanımların geometrik muhakeme sürecindeki rolü, Paper presented at the 12th Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Trabzon, Turkey.
  • Konur, K., Cevikbas, M., & Aksoy, N. C. (2016, September). Katı cisimlerin öğretiminde yeni bir öğretim aracı: 3D Kalem. Paper presented at the 12th Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Trabzon, Turkey.
  • Cevikbas, M., & Cevikbas, S. (2014, June). Matematik öğretmen adaylarının Fatih Projesine ilişkin görüşleri. Paper presented at the VI. International Congress of Educational Research, Ankara, Turkey.
  • Cevikbas, M., & Argün, Z. (2014, September). Matematik öğretmen adaylarının rasyonel ve irrasyonel sayılara ilişkin algıları. Paper presented at the XI. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Adana, Turkey.
  • Cevikbas, M., & Argün, Z. (2013, June). Matematik öğretmenlerinin yanlışa verdikleri dönüt türlerinin lise 9. sınıf öğrencilerinin özgüvenleri üzerindeki etkileri. Paper presented at the 1. Türk Bilgisayar ve Matematik Eğitimi Sempozyumu, Trabzon, Turkey.

TRANSLATED BOOKS AND BOOK CHAPTERS

Books (Editorship)

  • Maxwell, J. A. (2018). Qualitative research design an interactive approach [Nitel araştırma tasarımı: Etkileşimli bir yaklaşım], (M. Cevikbas, Trans. Ed.), Nobel. Link
  • Pritchard, A. (2015). Ways of learning - Learning theories and learning styles in the classroom [Öğrenme yolları  Sınıfta öğrenme teorileri ve öğrenme stilleri], (M. Cevikbas and S. Cevikbas, Trans Ed.). Nobel. Link

Book Chapters

  • Maxwell, J. A. (2018). A model for qualitative research design [Nitel araştırma deseni için bir model]. (M. Cevikbas, Trans.), In M. Cevikbas and S. Cevikbas (Trans. Ed.). Qualitative research design an interactive approach [Nitel araştırma tasarımı: Etkileşimli bir yaklaşım], (pp. 1-21). Nobel. Link
  • Pritchard, A. (2015). Learning styles [Öğrenme stilleri] (M. Cevikbas, Trans.). In M. Cevikbas and S. Cevikbas (Trans. Ed.). Ways of learning  Learning theories and learning styles in the classroom [Öğrenme yolları: Sınıfta öğrenme teorileri ve öğrenme stilleri] (pp. 46-65). Nobel. Link
  • Pritchard, A. (2015). Relating theory to practice [Teorinin uygulamayla ilişkisi] (M. Cevikbas, Trans.). In M. Cevikbas and S. Cevikbas (Trans. Ed.). Ways of learning  Learning theories and learning styles in the classroom [Öğrenme yolları: Sınıfta öğrenme teorileri ve öğrenme stilleri] (pp. 119-130). Nobel. Link
  • Pritchard, A. (2015). Davranışçılık ve teorinin temelleri (M. Cevikbas, Trans.). In M. Cevikbas and S. Cevikbas (Trans. Ed.). Ways of learning  Learning theories and learning styles in the classroom [Öğrenme yolları: Sınıfta öğrenme teorileri ve öğrenme stilleri] (pp. 6-17). Nobel. Link

Arbeitsgebiete

  • Technology enhanced mathematics education
  • Mathematics teacher education
  • Mathematical modelling
  • STEM Education
  • Innovative pedagogies and emerging technologies
  • Flipped classroom and blended learning models
  • Artificial intelligence
  • Video-based instruction
  • Augmented and virtual reality
  • Equity and ethics in education
  • Qualitative research methods
  • Qualitative evidence synthesis, systematic reviews
  • Meta-analyses and bibliometric analyses

Projekte

  • Flipped learning as a technologically rich innovative approach to improve mathematics teacher education / (funded by Einstein Foundation Berlin)
  • The promotion of prospective teachers’ assessment competencies of modelling / (funded by Alexander von Humboldt Foundation)
  • Blended learning in mathematics teacher education as means for the improvement of teacher education / (funded by the Ideas and Venture Fund, University of Hamburg)
  • Investigation of the student engagement process in a mathematics class based on flipped classroom practices / (funded by the Scientific and Technological Research Council of Turkey-TUBITAK)
  • The effects of feedback given by mathematics teachers to errors on students’ self-esteem / (funded by the Scientific and Technological Research Council of Turkey-TUBITAK)
  • Development of mathematics teacher education / (funded by the Ministry of National Education of Turkey)

Mitgliedschaften

  • The European Association for Research on Learning and Instruction (EARLI), Leuven, Belgium
  • The International Group for the Psychology of Mathematics Education (PME), Karlsruhe, Germany
  • International Community of Teachers of Mathematical Modelling and Applications (ICTMA), Berlin, Germany
  • Society for Didactics of Mathematics (GDM), Berlin, Germany
  • Mathematics Education Society (MED), Ankara, Turkey
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