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Zeile 22: − PEER REVIEWED ZEITSCHRIFTENARTIKEL+ + + + + + + + + + + + + + + + + − * Cevikbas, M., Mießeler, D., & Kaiser, G. (accepted). Pre-service mathematics teachers’ experiences and insights into the benefits and challenges of using explanatory videos in flipped modelling education. ZDM-Mathematics Education. − * Li, R., Cevikbas, M., & Kaiser, G. (2024). Teachers’ beliefs about their roles in teaching mathematics: Orchestrating scaffolding in cooperative learning. Educational Studies in Mathematics. − * 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 - Anadolu 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, 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 + + + + + + + − BUCHKAPITEL / PROCEEDINGS PAPERS − * Bulut, N., Cevikbas, M., & Kaiser, G. (accepted). Teaching mathematics through augmented, virtual, and mixed reality: An analysis of recent advancements. In I. Witzke, & F. Dilling (Eds.), Augmented and virtual reality in mathematics education – International Symposium. Springer. + − * 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 + − * 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. (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+ − * Cevikbas, M., & Kaiser, G. (2022). 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+ + + + + + + + + + + + + + + + + + + + − Bitte beschränken Sie sich auf die fünf wichtigsten Veröffentlichungen.+ − + + + + + + + +
→Veröffentlichungen
== Veröffentlichungen ==
== Veröffentlichungen ==
1. Cevikbas, M., Mießeler, D., & Kaiser, G. (accepted). Pre-service mathematics teachers’ experiences and insights into the benefits and challenges of using explanatory videos in flipped modelling education. ZDM-Mathematics Education.
2. 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
3. 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
4. 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
5. 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
6. 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
7. 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
8. 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
9. 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
10. 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
11. 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
12. 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)
13. 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
14. 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
15. 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
16. 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
17. 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
18. 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
19. Bulut, N., Cevikbas, M., & Kaiser, G. (in press). Teaching mathematics through augmented, virtual, and mixed reality: An analysis of recent advancements. In I. Witzke, & F. Dilling (Eds.), Augmented and virtual reality in mathematics education – International Symposium. Springer.
20. 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
21. 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
22. 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
23. 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
CONFERENCE PAPERS/PRESENTATIONS
24. 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.
25. 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.
26. 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.
27. 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.
28. 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.
29. 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).
30. 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.
31. 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.
32. 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).
33. 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).
34. 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.
35. 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.
36. 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.
37. 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.
38. 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.
39. 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.
40. 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.
41. 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.
42. 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.
43. 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)
44. Maxwell, J. A. (2018). Qualitative research design an interactive approach [Nitel araştırma tasarımı: Etkileşimli bir yaklaşım], (M. Cevikbas, Trans. Ed.), Nobel. Link
45. 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
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46. 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
47. 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
48. 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
49. 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
MONOGRAPHS / DISSERTATIONS
50. 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
51. 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
== Arbeitsgebiete ==
== Arbeitsgebiete ==