Yazar "Kandemir, Mehmet Ali" seçeneğine göre listele

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    Measurement of Creative Teaching in Mathematics Class
    (Routledge, 2019) Kandemir, Mehmet Ali; Tezci, Erdoğan; Shelley, Mack; Demirli, Cihad
    The current study serves two main purposes: (1) proposing a framework suggesting several conditions that mathematics teachers should establish to increase student creativity, and (2) developing and validating a scale based on the framework, aimed at measuring to what extent mathematics teachers establish a learning environment for their students to foster creativity. The analysis benefited from Sternberg’s Investment Theory of Creativity and Cropley’s framework in addition to other studies on creativity when developing the scale. The participants consisted of two groups of mathematics teachers. Data from the first group (n = 423) were used for exploratory factor analysis. The second group (n = 410) were used for confirmatory factor analysis. Based on results of the exploratory factor analysis, 5 items were removed from the scale. Results of confirmatory factor analysis supported the construct validity of the trimmed scale. Based on these results, there is evidence that the scale can be employed confidently to measure different dimensions of creativity-fostering behaviors of mathematics teachers. ©, Copyright © Taylor & Francis Group, LLC.
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    Measuring creative problem solving skills
    (ICLEL, 2017) Kandemir, Mehmet Ali; Tezci, Erdoğan; Demirli, Cihad
    The current study serves two main purposes: (1) Proposing a framework suggesting several conditions that mathematics teachers should create to increase student creativity, (2) creating and validating a 36-item scale based on our framework, aimed at measuring to what extent mathematics teachers create learning environment for their students to foster creativity. We benefited from Sternberg’s Investment Theory of Creativity and Cropley’s framework when creating our scale. The participants consisted of two groups of mathematics teachers. . The first group consisted of 423 mathematics teachers who were used for the exploratory factor analysis. The second group consisted of 410 mathematics teachers who were used for the confirmatory factor analysis. Based on the results of the exploratory factor analysis, 5 items were removed from our scale. Results of the confirmatory factor analysis supported the construct validity of our scale. Based on these results, we believe that our scale can be employed confidently to measure different dimensions of creativity fostering behaviors of mathematics teachers.