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Cengiz Alacaci

Professor

matematikkundervisning

 
Kontor:
J2028 ( Universitetsveien 25, Kristiansand )
Kontortid:
By apointment

Mottatt bachelorgrad i undervisning i matematikk fra Middle East Technical University i Ankara, Tyrkia i 1987. Mottatt M.S. grad i matematikkundervisning fra Southern Illinois University i Carbondale, Illinois USA i 1991. Gjennomført doktorgradsstudie ved University of Pittsburgh, USA i matematikkundervisning i 1998. Temaet for avhandlingsstudie var å undersøke kunnskapstrukturer i inferensiell statistikk.

Forskning

  • Mathematics teaching and learning, 
  • Mathematics teacher education,

Arbeidserfaring

Sept 2019 – present  Professor, University of Agder, Norway, Faculty of Engineering and Science

Sept 2018 – Sept 2019  Part-time Instructor, Istanbul MEF University, Faculty of Education

Febr 2012 – Sept 2018  Professor, Istanbul Medeniyet University, Istanbul Turkey, Faculty of Educational Sciences

Febr 2012 – Jan 2014 Member of the National Board of Education, Ministry of National Education (on leave from Istanbul Medeniyet University)

2007 – 2012  Associate Professor, Visiting Faculty, Bilkent University, Ankara Turkey - Graduate School of Education

2005 - 2007   Associate Professor, Graduate Faculty, Florida International University, Department of Curriculum and Instruction

1999 - 2005   Assistant Professor, Graduate Faculty, Florida International University, Department of Curriculum and Instruction 

1998 - 1999   Post-doctoral Research Associate, University of Pittsburgh, Learning Research and Development Center

Faglige interesser

  • Mathematics teacher education, 
  • Curriculum development in mathematics,
  • Mathematical modeling and applications

Prosjekter

  • Identifying and Assessing Mathematics Teacher Educator Competencies. (Matematik Öğretmen Eğitimcisi Yeterliklerinin Belirlenmesi ve Matematik Öğretmen Eğitimcilerinin Yeterlik Algıları ) Bülent Çetinkaya (PI), Kurşat Erbaş, Cengiz Alacacı. Turkish Council of Scientific and Technological Research (TUBITAK), Budget: 348,000 TL (Turkish Liras) (about 116,000 USD). Funding period: Sept 2015 – Apr 2018.
  • Mathematical Modeling in Secondary Mathematics Education: Preservice and Inservice Teacher Education.  Investigators:  Kurşat Erbaş (PI), Bülent Çetinkaya, Cengiz Alacacı, Erdinç Çakıroğlu. Turkish Council of Scientific and Technological Research (TUBITAK), Budget: 295,345.18 TL (Turkish Liras) (about 135,480 USD). Funding period: August 2010 – July 2013.
  • A Comparative Analysis of Turkish, American and Singapore Mathematics Textbooks for 6th and 7th Grades. Investigators: K. Erbas (PI) and C. Alacaci. Turkish Council of Scientific and Technological Research (TUBITAK), Budget: 24,850 TL (Turkish Liras) (about 11,399 USD). Funding period: February 2008 – March 2009.
  • Florida International University – Student Equity and Achievement in Mathematics and Sciences (FIU-SEAMS). Investigators:  Cengiz Alacaci (PI), Luis Martinez-Perez, Laird Kramer, and Abdelhamid Meziani. United States – Department of Education, Budget: $ 299,933.13. Funding period: 2005-2008.
  • South Florida Secondary Teacher Equity in Mathematics and Science (SF-STEMS). Investigators: Cengiz Alacaci (appointed PI), Palmer Graves, Peter Markowitz, Gerardo Alatro, Tarek Chebbi and Sneh Gulati. National Science Foundation. Budget: $ 721,150. Funding period: 2004 – 2006.
  • Promoting Equity in Preparing Secondary Teachers in Mathematics, Science and Technology (PEP-STMST). Cengiz Alacaci (appointed PI), Enrique Villamor, and Palmer Graves. National Aeronautical and Space Agency (NASA).  Budget: $ 599,799.  Funding period: 2002 – 2005.
  • Mathematics and Science Professional Development (MSPD) Project. Investigators: Edwin McClintock (PI), George O’Brien, Zhongdong Jiang, Scott Lewis, Cengiz Alacaci, and Bryan Moseley. Florida Department of Education - University of Central Florida. Budget: $ 378,340, Funding period: 2000 -2001.
  • Urban Education Service Corps - Miami Dade. Investigators: Investigators: Edwin McClintock (PI), Cengiz Alacaci, Z. Jiang, G. O’Brien, AmeriCorps/Council of Great City Schools. Budget: $ 84,180, Funding period: 2000-2003.

Utvalgte publikasjoner

Refereed Articles

  • Aydogan Yenmez, A., Erbas, A.K., Cakiroglu, E., Cetinkaya, B. & Alacaci, C. (2018) Mathematics teachers’ knowledge and skills about questioning in the context of modeling activities, Teacher Development, 22(4), 497-518.
  • Aydogan Yenmez, A , Erbas, A , Cakiroglu, E, Alacaci, C, & Cetinkaya, B . (2017). Developing teachers’ models for assessing students’ competence in mathematical modelling through lesson study. International Journal of Mathematical Education in Science and Technology. 48 (6) 895 – 912.
  • Aydogan Yenmez, A , Erbas, A , Alacaci, C , Cakiroglu, E, Cetinkaya, B . (2017). Evolution of mathematics teachers’ pedagogical knowledge when they are teaching through modeling. International Journal of Education in Mathematics, Science and Technology, 5 (4), 317-332.
  • Çetinkaya, B., Kertil, M., Erbaş, A. K., Korkmaz, H., Alacacı, C., & Çakıroğlu, E. (2016). Pre-service teachers’ developing conceptions about mathematical modeling and teaching in the context of a mathematical modeling course. Mathematical Thinking and Learning, 18(4), 287–314.
  • Didis, M. G., Erbas, A. K., Cetinkaya, B., Cakiroglu, E., & Alacaci, C. (2016). Exploring prospective secondary mathematics teachers’ interpretation of student thinking through analysing students’ work in modelling. Mathematics Education Research Journal, 28(3), 349–378.
  • Didiş, M.G., Erbaş, A.K., Çetinkaya, B., Çakıroğlu, E.& Alacaci, C. (2015), Pre-service mathematics teachers’ views regarding the role of examining students’ work in understanding students’ ways of thinking, Turkish Journal of Computer and Mathematics Education, 6(2), 139-162.
  • Karakoç, G. & Alacaci, C. (2015).  Real world connections in high school mathematics curriculum and teaching. Turkish Journal of Computer and Mathematics Education, 6(1), 31-46.
  • Başaran, M., Özalp, G., Kalender, İ., & Alacaci, C. (2015). Mathematical knowledge and skills expected by higher education in engineering and social sciences: Implications for high school mathematics curriculum, Eurasian Journal of Mathematics, Science, and Technology Education, 11(2), 405-420.
  • Martin, R. & Alacaci, C. (2015). Positive youth development in Turkey: A critical review of research on the social and emotional learning needs of Turkish adolescents, 2000–2012. Research Papers In Education, 30(3) 327-346.
  • Erbaş, A.K., Kertil, M., Çetinkaya, B., Çakıroğlu, E. Alacaci, C., & Baş, S. (2014). Mathematical modeling in mathematics education: Basic concepts and approaches, Educational Sciences: Theory & Practice, 14(4), 1607-1627.
  • Sağlam, R. & Alacaci, (2012). A Comparative Analysis of Quadratics Units In Singaporean, Turkish and IBDP Mathematics Textbooks. Turkish Journal of Computer and Mathematics Education  3(3), 131-147.
  • Erbaş, A.K., Alacaci, C. & Bulut, M. (2012).  A comparison of mathematics textbooks from Turkey, Singapore, and the United States of America.  Educational Sciences: Theory & Practice, 12(3), 2311-2329.
  • Alacaci, C. & McDonald, G. (2012). The impact of technology on high school mathematics curriculum. Turkish Journal of Computer and Mathematics Education. 3(1), 21-34.
  • Alacaci, C., & Erbas, A.K. (2010). Unpacking the inequality among Turkish schools:  Findings from PISA 2006.  International Journal of Educational Development. 30(2), 182-192. (doi 10.1016/j.ijedudev.2009.03.006)
  • Alacaci, C. (2004). Understanding experts' knowledge in inferential statistics and its implications for statistics education. Journal of Statistics Education. 12(2), 1-46. (available online at http://www.amstat.org/publications/jse/v12n2/alacaci.html)
  • Alacaci, C. (2004). The making of Turkish mathematics and science curricula:  A historical study in an international context. Eurasian Journal of Educational Research, 4(14), 1-14.
  • Alacaci, C. & Pasztor, A. (2002). Effects of flawed state assessment preparation materials on students’ mathematical reasoning: A study. Journal of Mathematical Behavior. 21(2), 225-253.
  • Lewis, S., Alacaci, C, O’Brien, G., & Jiang, Z.  (2002). Pre-Service elementary teachers’ use of mathematics in a project-based science approach. School Science and Mathematics, 102(4), 172-180.
  • Stylianou, D., Kenney, P.A., Silver, E.A., & Alacaci, C. (2000).  Examining written communication in assessment tasks to gain insight into students' thinking.  Mathematics Teaching in the Middle School. 6 (2), 136-143.

Book

  • Erbas, A.K., Cetinkaya, B., Alacaci, C., Cakiroglu, E, Aydogan-Yenmez, A., Zeytun, A.S., Korkmaz, H., Kertil, M., Didis, M.G., Bas, S., and Sahin, Z. (2016). Mathematical Modelling Tasks from Real Life For High School Mathematics Curriculum [Lise Matematik Konuları İçin Günlük Hayattan Modelleme Soruları]. Ankara, Turkey: Turkish Academy of Sciences.

Book Chapters

  • Alacaci, C. (2016). Gerçekçi matematik eğitimi (Realistic mathematics education). In E. Bingolbali, S.Arslan, & I.O.Zembat (ed.s). Matematik Eğitiminde Teoriler (Theories in Mathematics Education pp. 341-353). Ankara, Turkey: PEGEM.
  • Alacaci, C., Erbaş, A.K. & Çetinkaya, B. (2013). Koni kesitleri ve koni kesitlerinin tarihsel gelişimi (Conic sections and historical development of conic sections). In I. O. Zembat, M.F. Özmantar, E. Bingölbali, H. Şandır, A. Delice (ed.s) Tanımları ve Tarihsel Gelişimleri ile Matematiksel Kavramlar (Mathematical concepts with definitions and historical developments pp. 291-308).  Ankara, Turkey: PEGEM.
  • Alacaci, C. (2009). Öğrencilerin kesirler konusundaki kavram yanılgıları (Students’ misconceptions about fractions). In E. Bingölbali & M.F. Özmantar (ed.s) İlköğretimde Karşılaşılan Matematiksel Zorluklar ve Çözüm Önerileri (Mathematical Difficulties and Their Solutions at the Primary Level).  Ankara, Turkey: PEGEM.
  • Alacaci, C., O’Brien, G., Lewis, S. & Jiang, Z. (2003).  Integrating mathematics and science in a pre-service elementary level teacher education program. In Sue Ann McGraw (ed.), Integrated Mathematics: Choices and Challenges. Reston, VA: National Council of Teachers of Mathematics.
  • Rocco, T.C., Bliss, L., Gallagher, S., Perez-Prado, A. Alacaci, C. Dwyer, E.S., Fine, J., Pappamihiel, N.E. (2003). The pragmatic and dialectical lenses: Two views of mixed methods use in education (pg. 595-618).  In A. Tashakkori and C. Teddlie (ed.s) Handbook of Mixed Methods in Social and Behavioral Research. Thousand Oaks, CA: Sage
  • Silver, E.A., Alacaci, C. & Stylianou, D. (2000). Students' performance on extended constructed-response tasks. In P.A. Kenney and E.A. Silver (Eds.), Results from the Seventh Mathematics Assessment of the National Assessment of Educational Progress.  Reston, VA: National Council of Teachers of Mathematics.

Sist endret: 26.10.2019 11:10