skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • Home
  • Search Results
  • Page 1 of 1

Search for: All records

Creators/Authors contains: "Copur-Gencturk, Y."

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. ; (, Teaching and Teacher Education)
    Full Text Available 
  2. ; ; ; ; ; (, Journal of computing in civil engineering)
    Full Text Available 
  3. (, International journal of science and mathematical education)
    This article explores three attributes of teachers’ understanding of fraction magnitude: the accuracy and reasonableness of teachers’ estimations in response to fraction arithmetic tasks as well as the alignment of the estimation strategies they used with the concept of fraction magnitude. The data were collected from a national sample of mathematics teachers in Grades 3–7 in which fraction concepts were taught (N = 603). The results indicated the teachers’ estimations were only partially accurate and reasonable, particularly when fraction division was involved. Furthermore, teachers’ credentials and the grade level at which they taught mathematics were significantly related to teachers’ understanding of fraction magnitude. 
    more » « less
    Full Text Available 
  4. ; ; ; ; (, Proceedings of the fourth-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, D.; Johnson, K.; & Spitzer, S. (Ed.)
    The purpose of this poster is to report on findings from our development efforts. In prior papers, we have reflected on some of the challenges in writing items to measure teachers’ specialized content knowledge (e.g., Orrill et al, 2015). In this paper, we reflect on our analysis of think-aloud interviews to identify what we have learned about the development of PCK items for proportional reasoning. 
    more » « less
    Accepted Manuscript Full Text Available