Background and activities

I am mainly interested in the integration of digital technologies into mathematics education, particularly in teaching and learning linear algebra at the university level and secondary school geometry, where the key component stands as task design embedded into dynamic geometry software that could invite students for conceptual learning. I am also interested in

  • the use of historical resources in the professional development of mathematics teachers,
  • computational thinking in mathematics education and the development of professional knowledge of teachers,
  • tool use and embodied cognition perspective in learning and teaching mathematics.

Horizon 2020 projectEnhancement of Research Excellence in Mathematics Teacher Knowledge

Selected Publications

2021

Turgut, M., Tanisli, D., Kose, N. (2021, in press). A mathematics teacher educator's feedback affecting teachers' design of hypothetical learning trajectories for teaching patterns. International Journal for Mathematics Teaching and Learning, 22(2).

Turgut, M. (2021). Reinventing geometric linear transformations in a dynamic geometry environment: Multimodal analysis of student reasoning. International Journal of Science and Mathematics Education. Advance Online Publication, https://doi.org/10.1007/s10763-021-10185-y

Turgut, M., & Drijvers, P. (2021). Instrumentation schemes for solving systems of linear equations with dynamic geometry softwareInternational Journal for Technology in Mathematics Education28(2), 65–80.

Turgut, M., & Kohanová, I. (2021). Students' perceptions and challenges regarding mathematics teaching cycle in practices of historical and philosophical aspects of mathematics course. In G. Nortvedt et al. (Eds.) Bringing Nordic Mathematics Education into the Future: Preceedings of NORMA20 - The ninth Nordic Conference on Mathematics Education (pp. 273–280). Stockholm, Sweden: SMDF.

Turgut, M., & Kohanová, I. (2021). Implicative relationships among spatial perception, mental rotation and spatial visualisation: Implications for teaching geometry. Paper presented at ICME14 - 14th International Congress on Mathematical Education, 11 - 18th July 2021, China.

2020

Tanisli, D., Turkmen, H., Turgut, M., & Kose, N. (2020). How a teacher professional development program influences students' algebra performance? Reflections from a web-based platformJournal of Pedagogical Research4(3), 327–343.

2019

Turgut, M. (2019). Sense-making regarding matrix representation of geometric transformations in R2: A semiotic mediation perspective in a dynamic geometry environmentZDM Mathematics Education51(7), 1199–1214.

Uygan, C., & Turgut, M. (2019). Spatial–semiotic analysis of an eighth grade student’s use of 3D modelling software. In G. Aldon & J. Trgalová (Eds.), Technology in Mathematics Teaching - Selected Papers of the 13th ICTMT conference (pp. 253–273). Cham: Springer International Publishing.

Clark-Wilson, A., Robutti, O., Turgut, M., Kohanová, I. (2019). Introduction to the papers of TWG15: Teaching Mathematics with Technology and Other Resources. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 2653–2660). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

Bozkurt, G., Uygan, C., & Turgut, M. (2019). Turning dilate from point tool into part of an instrument: An example of a preservice mathematics teacher working on a dynamic geometry system. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 2663–2670). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

Tanışlı, D., Köse, N., & Turgut, M. (2019). Professional development through a web-based portal: The progress of mathematics teachers teaching algebra based on hypothetical learning trajectories. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 2741–2748). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

Tanışlı, D., Köse, N., Turgut, M., & Camci, F. (2019). Ogrenme Yorungeleri Yoluyla Ortaokul Matematik Ogretmenlerinin Profesyonel Gelisimlerinin Web Tabanli Sistemle Desteklenmesi [Supporting Middle School Mathematics Teachers' Professional Development with Learning Trajectory Using a Web-Based System]. In A. Baki, B. Guven & M. Guler (Eds.), Proceedings of the 4th International Symposium of Turkish Computer and Mathematics Education (pp. 414–423). Trabzon, Turkey: Turkbilmat Egitim Hizmetleri. 

2018

Turgut, M. (2018). Synergies among students’ thinking modes and representation types in linear algebra: employing statistical implicative analysisInternational Journal of Mathematical Education in Science and Technology49(8), 1181–1202.

Tanışlı, D., Ayber, G., Köse, N., & Turgut, M. (2018). Professional development through a web-based education system: opinions of middle school mathematics teachers. International Journal of Progressive Education14(6), 99–116.

Turgut, M. (2018). How does a dynamic geometry system mediate students’ reasoning on 3D linear transformations? In S. Stewart, C. Andrews-Larson, A. Berman, & M. Zandieh (Eds.), Challenges and Strategies in Teaching Linear Algebra (pp. 241–259). Cham: Springer International Publishing.

Turgut, M. (2018). Interplay in students’ thinking modes and representation types of linear algebra in a DGS. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education,(Vol. 4., pp. 315–322), Umea, Sweden: PME.

Bozkurt, G., Uygan, C., & Turgut, M. (2018). An examination of a preservice mathematics teacher’s reasoning on construction tasks in a dynamic geometry environment. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education,(Vol. 5., p. 26), Umea, Sweden: PME.

Bozkurt, G., Uygan, C., & Turgut, M. (2018). Instrumental genesis of a preservice mathematics teacher: Instrumented actions on the perpendicular line construction. In H.-G. Weigand, A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, N. Grønbæk, & J. Trgalova. Proceedings of the Fifth ERME Topic Conference (ETC 5) on Mathematics Education in the Digital Age (MEDA) (pp. 43–50). Copenhagen, Denmark: University of Copenhagen.

2017

Turgut, M. (2017). A Spatial–Semiotic Framework in the Context of Information and Communication Technologies (ICTs). In M. S. Khine (Ed.), Visual–spatial Ability in STEM Education: Transforming Research into Practice (pp. 173–194). Cham: Springer International Publishing.

Balbag, M.Z., Yenilmez, K., & Turgut, M. (2017). Personal professional development efforts scale for middle school mathematics teachers: An adaptation study. International Journal of Instruction10(4), 325–342.

Donevska-Todorova, A., & Turgut, M. (2017). Looking at compositions of reflections in a DGE from thinking modes and semiotic perspectives. In G. Aldon & J. Trgalova (Eds.), Proceedings of the 13th International Conference for Technology in Mathematics Teaching - ICTMT13 (pp. 96–104), Lyon, France: Ecole Normale Superieure de Lyon/Universite Claude Bernard Lyon 1.

Turgut, M. (2017). Students’ reasoning on linear transformations in a DGS: a semiotic perspective. In T. Dooley & G. Gueudet (Eds.), Proceedings of the 10th Congress of European Society for Research in Mathematics Education (pp. 2652–2659). Dublin, Ireland: Institute of Education, Dublin City University, Ireland, and ERME.

2016

Turgut, M., & Drijvers, P. (2016). Students’ thinking modes and the emergence of signs in learning linear algebraPaper presented at 13th International Congress on Mathematical Education (ICME-13), Hamburg, Germany.

2015

Turgut, M. & Uygan, C. (2015). Designing spatial visualisation tasks for middle school students with a 3D modelling software: An instrumental approachInternational Journal for Technology in Mathematics Education22(2), 4552.

Turgut, M. (2015). Development of the spatial ability self-report scale (SASRS): reliability and validity studiesQuality & Quantity: International Journal of Methodology49(5), 19972014.

Turgut, M. (2015). Individual differences in the mental rotation skills of Turkish prospective teachers. Issues in the Undergraduate Mathematics of School Teachers: The Journal (Volume 5: Teacher Attributes), Online: http://www.k-12prep.math.ttu.edu/journal/5.attributes/volume.shtml

Turgut, M. (2015). Theory of semiotic mediation in teaching-learning linear algebra: In search of a viewpoint in the use of ICT. In K. Krainer & N. Vondrova (Eds.), Proceedings of the 9th Congress of European Research in Mathematics Education (pp. 2418– 2424). Prague, Czech Republic: Charles University and ERME.

2014

Turgut, M., Yenilmez, K., & Anapa, P. (2014). Symmetry and rotation skills of prospective elementary mathematics teachersBolema: Mathematics Education Bulletin28(48), 383402.

Turgut, M. (2014).  Turkish validity studies of a spatial environmental ability scale: Santa Barbara Sense of Direction. Acta Didactica Universitatis Comenianae–Mathematics (ADUC–M), 14, 87–103.

Turgut, M., & Uygan, C. (2014). Spatial ability training for undergraduate mathematics education students: Designing tasks with SketchUp®. The Electronic Journal of Mathematics and Technology8(1), 53–65.

Scientific, academic and artistic work

Displaying a selection of activities. See all publications in the database

2021

2020

2019