Ümit Kul
Biographic Data
| ID | 1203517 |
|---|---|
| NAME | Ümit Kul |
| GIVEN NAMES | Ümit |
| FAMILY NAME | Kul |
| SIGNATURE | KUL Ü |
| AFFILIATIONS | Artvin Coruh University |
| ORCID | 0000-0002-3651-4519 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Examining the relationship between pre-service teachers’ technological pedagogical content knowledge and generative artificial intelligence acceptance
The rapid entry of generative artificial intelligence (GAI) into classrooms presents opportunities and constraints for teacher education, yet the processes through which preservice mathematics teachers (PMTs) develop integration competencies remain poorly understood. This study investigates the relationship between PMTs’ technological pedagogical content knowledge (TPACK) and their acceptance of GAI technologies following a structured course. Emp…
Adaptation of the modified abbreviated math anxiety scale
Mathematics anxiety (MA) is a widely recognized phenomenon that refers to the negative thoughts, fears, and stress experienced by individuals when working with numbers. It has a severe impact on individuals ranging from elementary school students to college students across various countries. Despite several instruments available for measuring MA, the majority of them are in English. At this time, we first adapted the Modified Abbreviated Math Anx…
Enhancing Algebraic Teaching through Imaginary Dialogues
Effective instructional explanations are crucial for students’ learning, and teachers’pedagogical content knowledge plays a significant role in enhancing the quality ofthese explanations. This study aimed to investigate how prospective teachers constructtheir instructional explanations to address common algebraic misconceptions,employing imaginary dialogues as a methodological tool. The study involved 28 preserviceteachers, whose instructional ex…
The Mediating Role of Mathematics Teaching Efficacy on the Relationships Between Pedagogical Content Knowledge and Mathematics Teaching Anxiety
Teaching efficacy, teaching anxiety, and teaching knowledge are crucial factors in effective teaching. This study investigated the mediating role of mathematics teaching efficacy (MTE) in the relationship between pedagogical content knowledge (PCK) and mathematics teaching anxiety (MTA) for pre-service mathematics teachers. The participants were 463 volunteer pre-service teachers who completed a questionnaire package that included the MTE Scale, …
No prominent works on this page.
The Mediating Role of Mathematics Teaching Efficacy on the Relationships Between Pedagogical Content Knowledge and Mathematics Teaching Anxiety
Teaching efficacy, teaching anxiety, and teaching knowledge are crucial factors in effective teaching. This study investigated the mediating role of mathematics teaching efficacy (MTE) in the relationship between pedagogical content knowledge (PCK) and mathematics teaching anxiety (MTA) for pre-service mathematics teachers. The participants were 463 volunteer pre-service teachers who completed a questionnaire package that included the MTE Scale, …
Adaptation of the modified abbreviated math anxiety scale
Mathematics anxiety (MA) is a widely recognized phenomenon that refers to the negative thoughts, fears, and stress experienced by individuals when working with numbers. It has a severe impact on individuals ranging from elementary school students to college students across various countries. Despite several instruments available for measuring MA, the majority of them are in English. At this time, we first adapted the Modified Abbreviated Math Anx…
Enhancing Algebraic Teaching through Imaginary Dialogues
Effective instructional explanations are crucial for students’ learning, and teachers’pedagogical content knowledge plays a significant role in enhancing the quality ofthese explanations. This study aimed to investigate how prospective teachers constructtheir instructional explanations to address common algebraic misconceptions,employing imaginary dialogues as a methodological tool. The study involved 28 preserviceteachers, whose instructional ex…
Examining the relationship between pre-service teachers’ technological pedagogical content knowledge and generative artificial intelligence acceptance
The rapid entry of generative artificial intelligence (GAI) into classrooms presents opportunities and constraints for teacher education, yet the processes through which preservice mathematics teachers (PMTs) develop integration competencies remain poorly understood. This study investigates the relationship between PMTs’ technological pedagogical content knowledge (TPACK) and their acceptance of GAI technologies following a structured course. Emp…
Mathematics education (3 works) · Mathematics Education and Teaching Techniques (3 works) · Psychology (3 works) · Anxiety (2 works) · Education, Achievement, and Giftedness (2 works) · Mathematics (2 works) · Affordance (1 work) · Algebra over a field (1 work) · Algebraic number (1 work) · Cognitive and developmental aspects of mathematical skills (1 work)