Yasemin Copur-Gencturk
Dados Biográficos
| ID | 1604743 |
|---|---|
| NOME | Yasemin Copur-Gencturk |
| PRENOMES | Yasemin |
| SOBRENOME | Copur-Gencturk |
| ASSINATURA | COPUR-GENCTURK Y |
| AFILIAÇÕES | University of Southern California |
| ORCID | 0000-0001-8819-3035 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAÇÕES | 75 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
Advancing the Field
In this editorial, I seek to share insights with other mathematics education researchers, especially those early in their journeys, into the long-standing assumptions about what it means to advance the field and how we should think about issues of rigor.
A Large-Scale Study on Teachers’ Knowledge of Common Student Struggles in Mathematics
Teachers’ knowledge of common student struggles is widely recognized as a key component of teacher knowledge across subject areas. However, most large-scale research has focused on measuring teachers’ awareness of student struggles, with little attention paid to how teachers interpret their underlying reasons. This study examined 743 mathematics teachers’ knowledge of common student struggles with ratios and proportional relationships, an importa…
Unpacking the content of teacher feedback
The impact of an interactive, personalized computer-based teacher professional development program on student performance
Scholars and practitioners have called for personalized and widely accessible professional development (PD) for teachers. Yet, a long-standing tension between customizing support and increasing access to such support has hindered the scale-up of high-quality PD for individual teachers. This study addresses this challenge by developing a computerized program for middle school mathematics teachers that provides frequent opportunities for teachers t…
Learning through teaching
Pedagogical content knowledge (PCK) has been widely recognised as an important aspect of the expertise for teaching. However, the extent to which teachers’ own teaching practice can be a learning resource for them to develop PCK has not been systematically explored. This empirical study aimed to explore the unique contribution of the work of teaching in teachers’ PCK growth by concurrently considering other external professional learning opportun…
Improving Teaching at Scale
Scalable and accessible professional development programs have the potential to address the opportunity gap many teachers experience. Yet many asynchronous online programs lack interaction with and timely feedback to teachers. We addressed this problem by developing a virtual, interactive program that uses intelligent tutoring systems to provide just‐in‐time feedback to teachers. We conducted a randomized controlled trial with teachers across the…
Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching
While research has shown that students benefit from student-centered pedagogies, few studies have considered the benefits of this pedagogical approach for educators as they learn through teaching. In response to this need, we analyzed interviews, lesson plans, and video observations from five teachers in elementary schools across the United States who varyingly engaged student-centered and teacher-centered pedagogies. Our analyses revealed that t…
Teacher bias in the virtual classroom
The purpose of this preregistered study was to examine whether patterns of teachers' race and gender biases found in prior research would emerge in a virtual teaching context. We asked a national sample of 989 teachers to evaluate student work pictured in screenshots of a virtual classroom showing students explaining their work. We randomly assigned the images of students depicted in the virtual classroom and tested whether the race or gender of …
Mathematics teaching expertise
Identifying the nature of the expertise needed to teach a subject matter is instrumental in preparing the teaching workforce. Scholars have stressed the subject-specific nature of such expertise and theorized that to teach a given subject matter, teachers need distinct manifestations of content-specific knowledge and skills. Yet empirical studies supporting the distinguishability of these constructs have been mixed. This study aims to add to the …
Teaching matters
Teaching a particular subject provides rich opportunities for teachers to develop subject-specific knowledge and skills, especially for those who are in the early years of their career. Yet supporting evidence is scarce regarding the extent to which knowledge and skills teachers could gain from their teaching experience. This study aims to address this gap by collecting data from a from a national sample of 207 novice mathematics teachers for thr…
Content-specific noticing
Teachers’ noticing is an important skill for learning from and improving their teaching. We investigated what teachers noticed in short video clips of a real classroom teacher’s interaction with students around a mathematics problem by collecting data from 496 U.S. fourth- and fifth-grade teachers from 48 states. Our analyses indicated that 67.5% of teachers’ responses focused on content-specific teaching and learning events, whereas 14% of them …
Linking teachers’ solution strategies to their performance on fraction word problems
Examining teachers’ knowledge of fraction word problems is important in light of research demonstrating difficulties in both teaching and learning fractions and word problems involving fractions. This study examined fourth- and fifth-grade teachers’ (N = 350) written solutions to three fraction multistep word problems to unearth the salient factors contributive to performance on word problems. We found teachers’ strategies explain teachers' succe…
A Comparison of Perceived and Observed Learning From Professional Development
The success of professional development programs has typically been determined based on their impact on teacher learning, without much attention being given to the data sources used. Large-scale studies have generally relied on teachers' self-reports, whereas small-scale studies have included more direct assessments and observations of teacher learning. The purpose of this study was to compare teachers' self-reported gains in mathematical knowled…
Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students
Researchers have long endeavored to understand whether teachers’ evaluations of their students’ mathematical ability or performance are accurate or whether their evaluations reveal implicit biases. To disentangle these factors, in a randomized controlled study (N = 390), we examined teachers’ evaluations of 18 mathematical solutions to which gender- and race-specific names had been randomly assigned. Teachers displayed no detectable bias when ass…
Mathematics Teachers’ Learning
This study examines the role of several key features of professional development (PD) in bringing about changes in teachers’ mathematical knowledge for teaching. Artifacts (e.g., PD tasks, materials, and agendas) of the PD activities completed by 542 teachers in 21 different Mathematics and Science Partnership programs were coded based on the core features of PD identified in earlier literature. Multilevel analyses examined whether the programs’ …
An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct
This study explores the dimensionality of mathematical knowledge needed by elementary school teachers. Specifically, we focus on the construct of Mathematical Knowledge for Teaching to investigate whether common mathematical content knowledge (the generic mathematical knowledge that is held by an educated adult), specialized content knowledge (the content knowledge that is unique to teaching), and pedagogical content knowledge (knowledge of the c…
Are schools shortchanging boys or girls? The answer rests on methods and assumptions
Our target article (Robinson-Cimpian, Lubienski, Ganley, & Copur-Gencturk, 2014) used nationally representative data to examine the development of gender gaps in math achievement. We found that when boys and girls demonstrate equivalent math test performance and are perceived by their teachers to be equally well behaved and engaged with the material, teachers tend to rate girls as less proficient in math than boys (Study 1). Moreover, this underr…
Teachers’ perceptions of students’ mathematics proficiency may exacerbate early gender gaps in achievement
A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers' perceptions of behavior and effort. Using data from the Early Childhood Longitudinal Study, Kindergart…
Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students
Researchers have long endeavored to understand whether teachers’ evaluations of their students’ mathematical ability or performance are accurate or whether their evaluations reveal implicit biases. To disentangle these factors, in a randomized controlled study (N = 390), we examined teachers’ evaluations of 18 mathematical solutions to which gender- and race-specific names had been randomly assigned. Teachers displayed no detectable bias when ass…
Teachers’ perceptions of students’ mathematics proficiency may exacerbate early gender gaps in achievement
A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers' perceptions of behavior and effort. Using data from the Early Childhood Longitudinal Study, Kindergart…
Mathematics teaching expertise
Identifying the nature of the expertise needed to teach a subject matter is instrumental in preparing the teaching workforce. Scholars have stressed the subject-specific nature of such expertise and theorized that to teach a given subject matter, teachers need distinct manifestations of content-specific knowledge and skills. Yet empirical studies supporting the distinguishability of these constructs have been mixed. This study aims to add to the …
Teaching matters
Teaching a particular subject provides rich opportunities for teachers to develop subject-specific knowledge and skills, especially for those who are in the early years of their career. Yet supporting evidence is scarce regarding the extent to which knowledge and skills teachers could gain from their teaching experience. This study aims to address this gap by collecting data from a from a national sample of 207 novice mathematics teachers for thr…
Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching
While research has shown that students benefit from student-centered pedagogies, few studies have considered the benefits of this pedagogical approach for educators as they learn through teaching. In response to this need, we analyzed interviews, lesson plans, and video observations from five teachers in elementary schools across the United States who varyingly engaged student-centered and teacher-centered pedagogies. Our analyses revealed that t…
Mathematics Teachers’ Learning
This study examines the role of several key features of professional development (PD) in bringing about changes in teachers’ mathematical knowledge for teaching. Artifacts (e.g., PD tasks, materials, and agendas) of the PD activities completed by 542 teachers in 21 different Mathematics and Science Partnership programs were coded based on the core features of PD identified in earlier literature. Multilevel analyses examined whether the programs’ …
An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct
This study explores the dimensionality of mathematical knowledge needed by elementary school teachers. Specifically, we focus on the construct of Mathematical Knowledge for Teaching to investigate whether common mathematical content knowledge (the generic mathematical knowledge that is held by an educated adult), specialized content knowledge (the content knowledge that is unique to teaching), and pedagogical content knowledge (knowledge of the c…
Content-specific noticing
Teachers’ noticing is an important skill for learning from and improving their teaching. We investigated what teachers noticed in short video clips of a real classroom teacher’s interaction with students around a mathematics problem by collecting data from 496 U.S. fourth- and fifth-grade teachers from 48 states. Our analyses indicated that 67.5% of teachers’ responses focused on content-specific teaching and learning events, whereas 14% of them …
Linking teachers’ solution strategies to their performance on fraction word problems
Examining teachers’ knowledge of fraction word problems is important in light of research demonstrating difficulties in both teaching and learning fractions and word problems involving fractions. This study examined fourth- and fifth-grade teachers’ (N = 350) written solutions to three fraction multistep word problems to unearth the salient factors contributive to performance on word problems. We found teachers’ strategies explain teachers' succe…
Are schools shortchanging boys or girls? The answer rests on methods and assumptions
Our target article (Robinson-Cimpian, Lubienski, Ganley, & Copur-Gencturk, 2014) used nationally representative data to examine the development of gender gaps in math achievement. We found that when boys and girls demonstrate equivalent math test performance and are perceived by their teachers to be equally well behaved and engaged with the material, teachers tend to rate girls as less proficient in math than boys (Study 1). Moreover, this underr…
Teachers’ perceptions of students’ mathematics proficiency may exacerbate early gender gaps in achievement
A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers' perceptions of behavior and effort. Using data from the Early Childhood Longitudinal Study, Kindergart…
Mathematics Teachers’ Learning
This study examines the role of several key features of professional development (PD) in bringing about changes in teachers’ mathematical knowledge for teaching. Artifacts (e.g., PD tasks, materials, and agendas) of the PD activities completed by 542 teachers in 21 different Mathematics and Science Partnership programs were coded based on the core features of PD identified in earlier literature. Multilevel analyses examined whether the programs’ …
An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct
This study explores the dimensionality of mathematical knowledge needed by elementary school teachers. Specifically, we focus on the construct of Mathematical Knowledge for Teaching to investigate whether common mathematical content knowledge (the generic mathematical knowledge that is held by an educated adult), specialized content knowledge (the content knowledge that is unique to teaching), and pedagogical content knowledge (knowledge of the c…
Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students
Researchers have long endeavored to understand whether teachers’ evaluations of their students’ mathematical ability or performance are accurate or whether their evaluations reveal implicit biases. To disentangle these factors, in a randomized controlled study (N = 390), we examined teachers’ evaluations of 18 mathematical solutions to which gender- and race-specific names had been randomly assigned. Teachers displayed no detectable bias when ass…
Content-specific noticing
Teachers’ noticing is an important skill for learning from and improving their teaching. We investigated what teachers noticed in short video clips of a real classroom teacher’s interaction with students around a mathematics problem by collecting data from 496 U.S. fourth- and fifth-grade teachers from 48 states. Our analyses indicated that 67.5% of teachers’ responses focused on content-specific teaching and learning events, whereas 14% of them …
Linking teachers’ solution strategies to their performance on fraction word problems
Examining teachers’ knowledge of fraction word problems is important in light of research demonstrating difficulties in both teaching and learning fractions and word problems involving fractions. This study examined fourth- and fifth-grade teachers’ (N = 350) written solutions to three fraction multistep word problems to unearth the salient factors contributive to performance on word problems. We found teachers’ strategies explain teachers' succe…
A Comparison of Perceived and Observed Learning From Professional Development
The success of professional development programs has typically been determined based on their impact on teacher learning, without much attention being given to the data sources used. Large-scale studies have generally relied on teachers' self-reports, whereas small-scale studies have included more direct assessments and observations of teacher learning. The purpose of this study was to compare teachers' self-reported gains in mathematical knowled…
Teacher bias in the virtual classroom
The purpose of this preregistered study was to examine whether patterns of teachers' race and gender biases found in prior research would emerge in a virtual teaching context. We asked a national sample of 989 teachers to evaluate student work pictured in screenshots of a virtual classroom showing students explaining their work. We randomly assigned the images of students depicted in the virtual classroom and tested whether the race or gender of …
Mathematics teaching expertise
Identifying the nature of the expertise needed to teach a subject matter is instrumental in preparing the teaching workforce. Scholars have stressed the subject-specific nature of such expertise and theorized that to teach a given subject matter, teachers need distinct manifestations of content-specific knowledge and skills. Yet empirical studies supporting the distinguishability of these constructs have been mixed. This study aims to add to the …
Teaching matters
Teaching a particular subject provides rich opportunities for teachers to develop subject-specific knowledge and skills, especially for those who are in the early years of their career. Yet supporting evidence is scarce regarding the extent to which knowledge and skills teachers could gain from their teaching experience. This study aims to address this gap by collecting data from a from a national sample of 207 novice mathematics teachers for thr…
Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching
While research has shown that students benefit from student-centered pedagogies, few studies have considered the benefits of this pedagogical approach for educators as they learn through teaching. In response to this need, we analyzed interviews, lesson plans, and video observations from five teachers in elementary schools across the United States who varyingly engaged student-centered and teacher-centered pedagogies. Our analyses revealed that t…
The impact of an interactive, personalized computer-based teacher professional development program on student performance
Scholars and practitioners have called for personalized and widely accessible professional development (PD) for teachers. Yet, a long-standing tension between customizing support and increasing access to such support has hindered the scale-up of high-quality PD for individual teachers. This study addresses this challenge by developing a computerized program for middle school mathematics teachers that provides frequent opportunities for teachers t…
Learning through teaching
Pedagogical content knowledge (PCK) has been widely recognised as an important aspect of the expertise for teaching. However, the extent to which teachers’ own teaching practice can be a learning resource for them to develop PCK has not been systematically explored. This empirical study aimed to explore the unique contribution of the work of teaching in teachers’ PCK growth by concurrently considering other external professional learning opportun…
Improving Teaching at Scale
Scalable and accessible professional development programs have the potential to address the opportunity gap many teachers experience. Yet many asynchronous online programs lack interaction with and timely feedback to teachers. We addressed this problem by developing a virtual, interactive program that uses intelligent tutoring systems to provide just‐in‐time feedback to teachers. We conducted a randomized controlled trial with teachers across the…
Advancing the Field
In this editorial, I seek to share insights with other mathematics education researchers, especially those early in their journeys, into the long-standing assumptions about what it means to advance the field and how we should think about issues of rigor.
A Large-Scale Study on Teachers’ Knowledge of Common Student Struggles in Mathematics
Teachers’ knowledge of common student struggles is widely recognized as a key component of teacher knowledge across subject areas. However, most large-scale research has focused on measuring teachers’ awareness of student struggles, with little attention paid to how teachers interpret their underlying reasons. This study examined 743 mathematics teachers’ knowledge of common student struggles with ratios and proportional relationships, an importa…
Unpacking the content of teacher feedback
Mathematics education (15 obras) · Psychology (15 obras) · Pedagogy (10 obras) · Computer Science (9 obras) · Mathematics Education and Teaching Techniques (9 obras) · Cognitive and developmental aspects of mathematical skills (6 obras) · Teaching method (6 obras) · Education, Achievement, and Giftedness (5 obras) · Professional development (5 obras) · Teacher Education and Leadership Studies (5 obras)