EnglishReflective Thinking in Mathematics Education: Theory, Current Approaches, and Future Perspectives
ENÖzet
In the field of mathematics education, reflective thinking is increasingly emphasized as a fundamental component of the development of student and teacher learning. This edited book aims to bring together current perspectives by integrating theoretical foundations, empirical research, and practice-oriented approaches related to reflective thinking in mathematics education. The book aims to provide a resource on how reflective thinking is conceptualized, applied, supported, and researched in the context of mathematics education. Scope and Focus of the Book: Present the theoretical foundations of reflective thinking • Examine the potential dimensions of reflection specific to mathematics • Discuss approaches and contexts that support reflective thinking and reflective practice • Address video-based reflection and other contemporary approaches • Evaluate current research trends in the field and future directions
Anahtar Kelimeler: Reflection, reflective thinking, mathematics
Konu Alanı
- A. Bölüm Listesi
- Bu kitap bölüm gönderimine açıktır. Yazarlar, bölüm gönderimi sırasında bölüm başlığı belirtebilir.
- B. Bölüm Gönderimi İçin İstenilen Dosyalar
-
Tam Metin .Kitap bölümü ana metni (başlık, özet, anahtar kelimeler, metin, tablolar, şekil başlıkları ve kaynakça dahil).
-
İntihal Raporu .Kitap bölümü tam metnine ilişkin intihal raporu
-
Yayın Sözleşmesi .Kitap bölümünün yayın koşullarını belirleyen sözleşme
- C. Ücret
-
Kitap Bölümü İşlem Ücreti
Pen Academic tarafından yayımlanacak akademik kitaplarda yer alacak bölümler, bilimsel editöryal değerlendirme ve yayın hazırlık süreçlerinden geçirilmektedir. Bu kapsamda alınan Kitap Bölümü Editöryal Hizmet Bedeli, editör incelemesi, hakem süreci koordinasyonu, biçimsel düzenleme ve yayın hazırlık hizmetlerini kapsamaktadır. Bu bedelin ödenmesi, bölümün kabul edileceği anlamına gelmemekte olup tüm çalışmalar bilimsel ve etik ölçütler doğrultusunda bağımsız olarak değerlendirilmektedir.
1.500,00 TL
- D. Editör
-
Zerrin Toker Doçent Dr., Çanakkale Onsekiz Mart University / Faculty of Education, Department of Mathematics and Science Education, Mathematics EducationAssoc. Prof. Dr. Zerrin Toker completed her secondary education at Savaştepe Anatolian Teacher Training High School and earned her Bachelor's, Master's, and Ph.D. degrees in Mathematics Education from Middle East Technical University. She also completed the Instructional Leadership Program at Harvard University and holds an international Certificate in Instructional Leadership. She also holds an international teaching certificate and recognized as IB international teacher. Between 2004 and 2017, she worked as a mathematics teacher, and from 2010 to 2017, she served as the Head of the Mathematics Department. Between 2011 and 2013, she undertook the role of Professional Development Coordinator at her institution, where she worked on aligning mathematics programs from kindergarten to 8th grade with international curriculum frameworks and on in-service teacher training and development. She has nearly 15 years of teaching experience in the International Baccalaureate Primary Years Programme and Middle Years Programme. In addition, she has authored mathematics textbooks, teacher guides, student workbooks, and supplementary resources approved by the Ministry of National Education and officially used in schools in Turkiye. During the 2016-2017 academic year, while continuing her teaching duties, she also served as a part-time lecturer at Hacettepe University’s Elementary Mathematics Education Department. Between 2017 and 2023, she worked as an Assistant Professor, and from 2023 to 2025, she served as an Associate Professor at TED University. During this period, she held administrative roles such as department head, program chair, and vice dean. Since 2025, she has been working at Çanakkale Onsekiz Mart University. With her practitioner-researcher identity, she continues to conduct studies in the field of mathematics education, focusing on student-centered and data-driven instructional design, design thinking, differentiated instruction, reflective practices of teachers, international teacher training programs, teacher professional development, and instructional leadership. Her research interests include design-based research, professional development of teachers, understanding by design, curricular noticing, pedagogical design capacity, and instructional leadership.