Sinem Hizli Alkan
Biographic Data
| ID | 9630606 |
|---|---|
| NAME | Sinem Hizli Alkan |
| GIVEN NAMES | Sinem Hizli |
| FAMILY NAME | Alkan |
| SIGNATURE | ALKAN S H |
| AFFILIATIONS | Anglia Ruskin University |
| ORCID | 0000-0003-0694-4160 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teacher mediation of curriculum making in language diverse mathematics classrooms
All teachers mediate curriculum, even in countries with highly prescribed curricula. How this occurs equitably, despite global constraints such as accountability and performativity pressures, remains an area of investigation for both teachers and researchers internationally. Our research delves into teachers’ curriculum making practices in language diverse mathematics classrooms, an area that is currently underexplored. It examines how and why te…
The critical role of teacher educators in promoting socially just mathematics teaching
This paper focuses on the enablers and constraints that shape mathematics teacher educators' agency in addressing social justice issues within their practice and how these can be harnessed or overcome. Given the potential impact of teacher educators on the student/practising teachers they work with, and consequently on the agency of classroom teachers in teaching for social justice, this is an important area that warrants further research. We ado…
Addressing Language Diversity in Early Years Mathematics
There is a growing emphasis on the role of language in teaching and learning mathematics, most significantly in classrooms with increased language diversity. Consequently, teachers face considerable challenges in accommodating diverse needs and must employ strategies to support all students. It is, therefore, crucial to provide prospective teachers with opportunities to enhance their pedagogical approaches while raising their awareness of the rel…
The quality and influence of teachers’ curriculum making ego-networks
Drawing from critical realism and qualitative ego-network approach, this research concerns eight secondary school teachers’ curriculum making networks in Scotland and Wales, and examines them in relation to quality (looking at strength, trust, frequency of communication and emotional closeness) and the perceived level of influence (in sense-making, decision making and practice). This research offers empirical evidence on how subjective meanings a…
Prospective Primary Teachers’ Professional Noticing in Non-Formal Learning Environments
Research around mathematics teachers’ professional noticing has been largely contextualised by the formal setting of the classroom. In addressing the lack of relevant studies in non-formal learning environments, this paper draws on student teachers’ observations within a Mathematics Fair, which was part of a mathematics methods module of a primary education undergraduate programme. Working in pairs, 64 student teachers designed interactive mathem…
No prominent works on this page.
Prospective Primary Teachers’ Professional Noticing in Non-Formal Learning Environments
Research around mathematics teachers’ professional noticing has been largely contextualised by the formal setting of the classroom. In addressing the lack of relevant studies in non-formal learning environments, this paper draws on student teachers’ observations within a Mathematics Fair, which was part of a mathematics methods module of a primary education undergraduate programme. Working in pairs, 64 student teachers designed interactive mathem…
Addressing Language Diversity in Early Years Mathematics
There is a growing emphasis on the role of language in teaching and learning mathematics, most significantly in classrooms with increased language diversity. Consequently, teachers face considerable challenges in accommodating diverse needs and must employ strategies to support all students. It is, therefore, crucial to provide prospective teachers with opportunities to enhance their pedagogical approaches while raising their awareness of the rel…
The quality and influence of teachers’ curriculum making ego-networks
Drawing from critical realism and qualitative ego-network approach, this research concerns eight secondary school teachers’ curriculum making networks in Scotland and Wales, and examines them in relation to quality (looking at strength, trust, frequency of communication and emotional closeness) and the perceived level of influence (in sense-making, decision making and practice). This research offers empirical evidence on how subjective meanings a…
Teacher mediation of curriculum making in language diverse mathematics classrooms
All teachers mediate curriculum, even in countries with highly prescribed curricula. How this occurs equitably, despite global constraints such as accountability and performativity pressures, remains an area of investigation for both teachers and researchers internationally. Our research delves into teachers’ curriculum making practices in language diverse mathematics classrooms, an area that is currently underexplored. It examines how and why te…
The critical role of teacher educators in promoting socially just mathematics teaching
This paper focuses on the enablers and constraints that shape mathematics teacher educators' agency in addressing social justice issues within their practice and how these can be harnessed or overcome. Given the potential impact of teacher educators on the student/practising teachers they work with, and consequently on the agency of classroom teachers in teaching for social justice, this is an important area that warrants further research. We ado…
Teacher Education and Leadership Studies (5 works) · Mathematics Education and Teaching Techniques (4 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Computer Science (2 works) · Curriculum (2 works) · Professional development (2 works) · Situated (2 works)