Araştırma ve Çıktılar
Yayınlar
CaLSAM projesinin bilimsel katkıları ve araştırma çıktıları
Proje Yayınları
Kuzu, T., Ali, S., Autenrieth, N., Çekmez, E., Coronado Alvarez, S., Farsani, D., Gerlach, K., Güler, M., Neville, C., Ní Ríordáin, M., Ott, B., Vogler, A. & Uribe, A. (2025). Content-and-Language-Sensitive Approach to Multilingualism in School – Methodological Framework and Guidelines. European Union (Erasmus+). https://doi.org/10.82184/opus-582
Projeyle İlgili Yayınlar (seçilmiş)
CaLSAM ekip üyelerinin çok dilli matematik eğitimi, öğretmen eğitimi ve ilgili alanlardaki uzmanlıklarını gösteren seçilmiş hakemli araştırmaları.
2025
Delahunty, T., Riordain, M. N. & Prendergast, M. (2025). Investigating STEM interest, mathematics beliefs and gender stereotypes among pre-service early childhood educators. European Journal of Teacher Education, 1-23. https://doi.org/10.1080/02619768.2025.2511870
Güner, P., Bozkuş, F. & Güler, M. (2025). To notice, but what? An investigation on pre-service teachers' noticing of strengths and deficits in student thinking. Teaching and Teacher Education, 160, 1-17. https://doi.org/10.1016/j.tate.2025.105035
Kuzu, T., Bay, W. & Irion, T. (2025). AI-based task development in teacher education: An empirical study on using ChatGPT to create complex multilingual tasks in the context of primary education. Education and Information Technologies, 30, 10, 1-35. https://doi.org/10.1007/s10639-025-13673-8
2024
Ní Ríordáin, M., Neville, C., & Daly, M. (2024). Language-responsive mathematics teaching and AEN learners in a CLIL context. Frontiers in Education, 9, 1-14. https://doi.org/10.3389/feduc.2024.1456255
2023
Breda, A., Calle, E., Farsani, D., Ali, S., Tesfamicael, S. A. & Bose, A. (2023). Didactic-mathematical knowledge of future mathematics teachers in Ecuador when developing tasks based on ethnomathematical practices. Paradigmi: Rivista di critica filosofica, 44, 2, 539-567. https://doi.org/10.37618/PARADIGMA.1011-2251.2023.p539-567.id1406
Kuzu, T. (2023). Multilingual meaning making – An explorative study of German-Turkish Learners' Translanguaging Processes Regarding the Part-whole-concept. Journal für Mathematik-Didaktik, 44(4), 325-353. https://doi.org/10.1007/s13138-023-00219-z
Thyssen, C., Huwer, J., Irion, T. & Schaal, S. (2023). From TPACK to DPACK: The "Digitality-Related Pedagogical and Content Knowledge"-Model in STEM-Education. Education Sciences, 13(8), 769. https://doi.org/10.3390/educsci13080769