Teaching Methods in Science and Mathematics;Teaching Mathematics in Primary Education (SCED 320, SCED 372); Teaching Statistics and Probability (SCED 354); Practice Teaching in Mathematics (SCED 416, SCED 432), School Experience in Mathematics and Science Teaching (SCED 450).
Engin Ader
Assoc. Prof.
E-Mail:
ader@bogazici.edu.tr
Office:
ETA-B 418
Phone:
0212 359 6910
Web:
https://academics.boun.edu.tr/ader/
Education:
Ph.D., Education, University of Nottingham, 2009
M.S., Secondary School Mathematics and Science Education, Boğaziçi University, 2004
B.S., Mechanical Engineering, Boğaziçi University, 1999
Publications:
Refereed Journal Articles
Ader, E., Paksoy, İ., Michalsky, T., Gröschner, A., Dehne, M., Jassin, Z., & Hickethier, F. (2025). Self-regulated learning in immersive virtual reality: A case study on a preservice teacher’s behavior and perceptions. Computers in Human Behavior Reports, 20, Article 100873. https://doi.org/10.1016/j.chbr.2025.100873 (SCOPUS)
Bas-Ader, S., Ader, E., & Taylan, R. D. (2025). Supporting prospective mathematics teachers in noticing students' proportional reasoning. Journal of Mathematics Teacher Education, 28(3), 681-711. https://doi.org/10.1007/s10857-024-09621-x (SSCI)
Cihangir, M., & Ader, E. (2024). Preservice mathematics teachers’ Promotion of Self-Regulation (PSRL) in time: A mixed methods study. International Journal of Research in Education and Science (IJRES), 10(2), 354-376. https://doi.org/10.46328/ijres.3373 (ERIC)
Börkan, B., Ader, E., İnceçam, B., Böyüksolak, A., Erktin, E., Polat Ertaş, G., & Arıkan, S. (2022). Mesleki Gelişimde Öğrenme Topluluğu Yaklaşımı: Fen ve Matematik Öğretmenleri için bir Ölçme ve Değerlendirme Programı, Boğaziçi University Journal of Education, 39(1), 393-421. http://dx.doi.org/10.52597/buje.1106934 Full Text
Ader, E. (2020). Investigating elementary school teachers’ development of mathematical task implementation quality. Education and Science. 45(203), 1-25. http://dx.doi.org/10.15390/EB.2020.8544 (SSCI)
Ader, E. (2019). What would you demand beyond mathematics? Teachers’ promotion of students’ self-regulated learning and metacognition. ZDM Mathematics Education. 51(4), 613-624. https://doi.org/10.1007/s11858-019-01054-8 (SSCI)
Şeker, V., & Ader, E. (2018), A Study for Profiling Mathematics Teachers Regarding Factors Affecting Promotion of Students’ Metacognition. Boğaziçi University Journal of Education, 35(1), 51-70. Full-text
Acar, F., & Ader, E. (2017). Metacognition used by tutors during peer tutoring sessions in mathematics. İlköğretim Online. 16(3), 1185-1200. Full-text
Adagideli, F. H., & Ader, E. (2017). Investigation of young children’s metacognitive regulatory abilities in mathematical problem solving tasks. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(2), 193-211. Full-text
Adagideli, F. H., Saraç, S., & Ader, E. (2015). Assessing preschool teachers’ practices to promote self-regulated learning. International Electronic Journal of Elementary Education. 7(3), 423-439. Full-text
Ader. E. (2013).“A framework for understanding teachers’ promotion of students’ metacognition”. International Journal for Mathematics Teaching and Learning. http://www.cimt.org.uk/journal/ader.pdf
Ader, E., & Erktin, E. (2010). Coping as self-regulation of anxiety: A model for math achievement in high-stakes tests. Cognition, Brain, Behaviour. 14(4), 311-332. Abstract
Published Conference Proceedings
Ader, E. & Erktin, E., Üniversite öğrenci seçme Sınavı fen ve matematik başarısında duyuşsal degişkenlerin rolü, VI. National Science and Mathematics Education Congress Book, Vol II.731-736. Ankara 2006.
Ader, E., Matematik sınıflarında öğrencilerin bilişüstü becerilerinin geliştirilmesini etkileyen faktörler: Sınıflardan öğretim gözlemleri ve çıkarımlar, IX. National Science and Mathematics Education Congress Book, Izmir 2010.
Ader, E., Özel, S., Adagideli, F., Aşık, M. & Tekin, Ş., Öğretmen-akademisyen işbirliğiyle ilköğretim matematik eğitiminde modelleme perspektifinin geliştirilmesinin nitel bir incelemesi, 20. National Educational Sciences Conference Proceedings, Burdur, 2010.
Ader, E. & Erktin, E., Development of the revised form of the Coping with Mathematics Scale, Procedia – Social and Behavioural Sciences, Vol 47. 974-980. 2012.
Adagideli, F. H. & Ader, E., Okulöncesi eğitimde fen ve matematik etkinliklerinde üstbiliş ve öz-denetim becerilerinin incelenmesi, X. National Science and Mathematics Education Congress Book, Niğde 2012.
Şeker, V. & Ader, E. (2015). A Study for Profiling Mathematics Teachers Regarding Factors Affecting Promotion of Students’ Metacognition, 9th Congress of European Research in Mathematics Education (CERME), Charles University in Prague, Faculty of Education and ERME, Prague, Czech Republic, 3129-3135.
Acar, F., Ader, E., Pesen, M., Yörük, G., Şeker, V., & Boyacı, H. S., “Matematik öğretmen adaylarının matematik görevlerini uygulama kaliteleri ve öğretmen bilgisi ile ilişkisi: Mikro öğretim durumu”, 12th National Science and Mathematics Education Congress Book, Trabzon 2016.
Book Chapters
Adagideli, F. H. & Ader, E., 2014. Metacognitive Abilities of Young Children, In. Yaşar, M., Özgün O. & Galbraith J. (Eds.) Contemporary Perspectives and Research on Early Childhood Education (pp. 428-438). Newcastle upon Tyne, UK: Cambridge Scholar Publishing.
Ader, E., 2014. Akademik Özdüzenlemede Strateji Gelişimi (Strategy Development in Academic Self-regulation), In Sakız, G. (Ed.) Özdüzenleme: Öğrenmeden Öğretime Özdüzenleme Davranışlarının Gelişimi, Stratejiler ve Öneriler (pp. 54-80). İstanbul: Nobel Yayıncılık.
Adagideli, F. H. & Ader, E., 2014. Okul Öncesi Dönemde Üstbiliş ve Özdüzenleme: Değerlendirme, Öğretim ve Beceriler (Metacognition and Self-regulation at Early Childhood Level. In Sakız, G. (Ed.) Özdüzenleme: Öğrenmeden Öğretime Özdüzenleme Davranışlarının Gelişimi, Stratejiler ve Öneriler (Self-Regulation: Development of Self-regulation Behaviours, Strategies and Suggestions from Learning to Teaching) (pp. 129-153). İstanbul: Nobel Yayıncılık.
Ader, E., 2016. Programlardaki Veri Öğrenme Alanı İçeriklerine Bakış: Program Verilerinin Karşılaştırmalı İncelemesi (A Close Look of Data Content Area in Mathematics Programs: A Comparative Study of Program Data), In Özmantar, M. F., Öztürk, A. & Bay, E. (Eds.) Reform ve Değişim Bağlamında İlkokul Matematik Öğretim Programları (Primary School Mathematics Programs in a Context of reform and Change), (pp. 267-292), İstanbul: Pegem Yayıncılık.
Ader, E., 2018. Programlardaki Veri ve Olasılık Öğrenme Alanı İçeriklerine Karşılaştırmalı Bir Bakış (A Comparative Look at Data and Probability Content Area in Middle School Mathematics Programs), In Özmantar, M. F., Akkoç, H., Kuşdemir Kayıran, B. & Özyurt, M. (Eds.) Ortaokul Matematik Öğretim Programları: Tarihsel Bir İnceleme (A Historical Analysis of Middle School Mathematics Programs), (pp. 275-306), Ankara: Pegem Yayıncılık.
Books
Ader, E. & Şeker, V. 2017. BÜMED Meç Okulları Matematik Öğretimi Projesi: Dostum Matematik (BÜMED Meç Schools Mathematics Instruction Project Handbook). Merak Eden Çocuk Eğitim Kurumları A.Ş.
Courses:
Research Methods in Education (PRED 460); Qualitative Research Methods (PRED 502)
Self-regulation in Learning (LS 645); Advanced Qualitative Methods in Learning Sciences (LS 650)
Theses Directed:
M.A. Thesis in Primary Education
Adagideli, F. H., Investigation of Young Children’s Metacognitive and Self-Regulatory Abilities in Mathematics Activities. Unpublished Master’s Thesis, Boğaziçi University, 2013.
Erdoğan, N., Pre-Service Teachers' Technological Pedagogical Content Knowledge Development in a Computer-Assisted Mathematics Instruction Course. Unpublished Master’s Thesis, Boğaziçi University, 2014.
Şeker, V., A Study for Profiling Mathematics Teachers Regarding Factors Affecting Promotion of Students' Metacognition. Unpublished Master’s Thesis, Boğaziçi University, 2014.
Erdik, E., A Comparative Analysis of Noticing of Mathematics Teachers with Varying Teaching Experience. Unpublished Master’s Thesis, Boğaziçi University, 2014.
Başol, B., The Relationship Among Metacognitive Knowledge, Matacognitive Calibration Accuracy and Mathematical Problem Solving Performance. Unpublished Master’s Thesis, Boğaziçi Üniversitesi, 2015.
Olgun, B., Preservice Mathematics Teachers Solving Word Problems: Visual-Spatial Abilities, Use of Representations, and Types of Mathematical Thinking. Unpublished Master’s Thesis, Boğaziçi Üniversitesi, 2016.
Boyacı, H. S., The Proportional Reasoning Ability of Preservice Mathematics Teachers: A Mixed Method Study, Unpublished Master’s Thesis, Boğaziçi Üniversitesi, 2019.
Çaksen, B., The Importance of Equal Sign Understanding in 4th and 5th Grades: A Mixed Method Study, Unpublished Master’s Thesis, Boğaziçi University, 2020. (co-advising)
M.S. Thesis in Mathematics and Science Education
Türe, K., The Effect of Using Multiple Methods to Develop Metacognitive Calibration on 6th Grade Students’ Calibration and Metacognitive Awareness, Unpublished Master’s Thesis, Boğaziçi University, 2021.
Cihangir, M., Preservice Mathematics Teachers’ Promotion of Self-Regulation in Time: A Mixed Method Study, Unpublished Master’s Thesis, Boğaziçi University, 2021.
Dalak, H., Mathematics Teachers’ Self-Regulated Learning Behaviours in an Immersive Virtual Environment, Unpublished Master’s Thesis, Boğaziçi University, 2022.
Karagözler, A., Preservice mathematics teachers’ cue utilization and accuracy in judging students’ understanding of rational numbers, Unpublished Master’s Thesis, Boğaziçi University, 2023.
Ph.D. Thesis in Learning Sciences
Güneş Uzun, A., Design of a Mathematics Learning Environment: Contribution of Metacognitive and Argumentation Practices on Problem Solving, Unpublished Ph.D. Thesis, Boğaziçi University, 2024.
Erdoğan, N., High-school Students’ Self-regulated Learning in a Virtual Reality Based Learning Environment, Unpublished Doctoral Dissertation, Boğaziçi University, 2024.
Research Projects:
Project Type: Tübitak
Project Title: Project for Development of Mathematics 1-12 Program for the Gifted
Funded by: MEB (Ministry of National Education)
Period: 2018-2019
Project No: 15D01P1
Project Title: Investigating Classroom Teachers' Development of Quality of Implementation of Mathematical Tasks Through a Professional Development Program
Funded by: Boğaziçi University BAP (Scientific Research Projects)
Period: 2015-2018.
Project Title: STEM Teachers' Capacity to Teach Self-Regulated Learning: Effectiveness of Extended Reality
Funded by: EARLI (European Association for research on Learning and Instruction) Emerging Field Group research fund.
Period: 2020-2023
Project Title: Developing Pre-service Mathematics Teachers’ Noticing of Students’ Proportional Thinking
Funded by: İstanbul Aydın Üniversity Scientific Research Fund.
Period: 2021-2022
Project Title: Using multimodal data from immersive Virtual Reality (VR) environments for investigating perception and self-regulated learning
Funded by: Boğaziçi University BAP (Scientific Research Projects).
Period: 2021-2023
Project Title: Diagnosing self-regulation in students - use of diagnostic and non diagnostic cues and preservice teachers' judgment accuracy across 3 countries
Funded by: Conducted within a DFG (German Research Foundation) funded network
Period: 2022-2024
Project Title: Supporting Prospective Mathematics Teachers’ Professional Noticing of Students’ Proportional Reasoning Through Formative Feedback
Funded by: Boğaziçi University BAP (Scientific Research Projects).
Period: 2024-2026
Abbreviated Curriculum Vitae:
After completing his undergraduate degree in engineering at Boğaziçi University, Engin Ader finished his M.S in mathematics education at the same university and got his PhD from the University of Nottingham, UK. He has been working as a faculty member in mathematics education at Boğaziçi University since 2009 and in the Learning Sciences program since its onset at 2017. He has conducted research on areas such as teacher education, problem solving and improvement of students’ thinking skills. He has published in national and international academic journals and written several book chapters.
Engin Ader has been implementing various teacher trainings and workshops for both primary and middle school teachers. He has also been working as the mathematics education consultant of Boğaziçi University Alumni Association (BUMED) MEC schools since 2014. He spent the 2016-2017 academic year on a sabbatical leave at Arizona State University and conducted research together with some prominent mathematics educators. He acted as a coordinator for the European Association for Research in Learning and Instruction (EARLI) Metacognition Special Interest Group between 2015 and 2019. He has been involved in preparation of mathematics curriculum in Turkey since 2013 (between 2018-2019 for the gifted; and currently for K-12).
Research Interests:
Student metacognition; teachers' promotion of metacognition; self-regulation, its development and promotion
Professional development of primary school and mathemtics teachers.
Teachers' implementation of mathematics tasks; teaching statistics; teaching of primary and middle school mathematics.
Memberships:
Academic Memberships
EARLI (European Association for Research in Learning and Instruction); Matematik Eğitimi Derneği
Panel Board Memberships
Member for the advisory board for grant applications submitted to TÜBİTAK (The Scientific and Technological Research Council of Turkey)
Member for the advisory board for selection of Middle School Mathematics Textbooks, Turkish Ministry of National Education
Administrative Duties
Coordinator for EARLI (European Association for Research in Learning and Instruction) Special Interest Group – SIG, 16 Metacognition, August 2015 - August 2019.
Designes, Awards and Patents:
Awards
Outstanding Teaching Award 2017 given by the Boğaziçi University Foundation
Responsibilities:
Vice Dean of Faculty of Education, Boğaziçi University, June 2015 - September 2020.
Talks / Presentations:
Ader. E. & E. Erktin, “The Role of Math Anxiety and Coping as Self-regulation of Math Anxiety on Mathematics Achievement”, 25th Int. STAR (Stress and Anxiety Research Society) Conference, Amsterdam, 2004.
Ader, E., “An Ethnographic Study of Mathematics Teachers’ Promotion of Metacognition from a Constructivist Perspective”, 35th Coference of the International group for the Psychology of Mathematics Education (PME), Ankara, 2011.
Ader, E. & Erktin, E., “Development of the revised form of the Coping with Mathematics Scale”, CY-ICER (Cyprus International Conference on Educational Research), Güzelyurt, 2012.
Adagideli, F.H. & Ader, E., “Metacognitive Abilities of Young Children in Mathematics Activities”, 37th Coference of the International group for the Psychology of Mathematics Education (PME), Kiel, 2013.
Ader, E. & Erktin, E., “The Role of Coping with Math Related Negative Emotions on Math Achievement of Middle School Students”, 15. Biennial EARLI Conference for Research on Learning and Instruction, Munich, 2013.
Şeker, V. & Ader, E., “The Development and Validation of a Scale Measuring Factors Affecting Mathematics Teachers’ Promotion of Matacognition”, 6. Biennial Meeting of EARLI (European Association for Research on Learning and Instruction) SIG 16 Metacognition, Istanbul, 2014.
Adagideli, F. H., Saraç, S. & Ader, E., “Assessing Preschool Teachers’ Practices to Promote Self-Regulated Learning”, 6. Biennial Meeting of EARLI (European Association for Research on Learning and Instruction) SIG 16 Metacognition, Istanbul, 2014.
Şeker, V., & Ader, E., “A Study for Profiling Mathematics Teachers Regarding Factors Affecting Promotion of Students’ Metacognition”, 9th Congress of European Research in Mathematics Education (CERME), Prague, 2015.
Ader, E., “Investigating Classroom Teachers’ Development of Quality of Implementation of Mathematical Tasks”, 13th International Congress on Mathematical Education (ICME), Hamburg, 2016.
Adagideli, F. H., Saraç, S., Ader, E., & Peeters, J., “Scale Development for Assessing Preschool Teachers’ Practices to Promote Self-Regulated Learning: A Cross-cultural Effort”, 7. Biennial Meeting of EARLI (European Association for Research on Learning and Instruction) SIG 16 Metacognition, Nijmegen, 2016.
Şeker, V., & Ader, E., “A case study of a first-grade teacher's quality of implementation of mathematical tasks ”, 10th Congress of European Research in Mathematics Education (CERME), Dublin, 2017.
Olgun, B., & Ader, E., “Preservice mathematics teachers’ types of mathematical thinking: use of representations, visual-spatial abilities, and problem solving performances”, 10th Congress of European Research in Mathematics Education (CERME), Dublin, 2017.
Ader, E., “Preservice Math Teachers’ Implementation of Tasks and Links with Mathematical Knowledge for Teaching”, 17. Biennial EARLI Conference for Research on Learning and Instruction, Tampere, 2017.
Olgun, B. & Ader, E., “Preservice Math Teachers’ Implementation of Tasks and Links with Mathematical Knowledge for Teaching”, 17. Biennial EARLI Conference for Research on Learning and Instruction, Tampere, 2017.
Ader, E. “What would you demand beyond mathematics? Investigating teachers’ facilitation of student SRL”, 8th Biennial Meeting of the EARLI Special Interest Group 16: Metacognition, Zurih, 2018.
Ader, E., “Investigating Classroom Teachers’ Development of mathematical Task Implementation Quality”, 18. Biennial EARLI Conference for Research on Learning and Instruction, Aachen, 2019.
Türe, K., & Ader, E., “Effects of Monitoring Exercises, Feedback, Incentives and Modeling on Students’ Calibration”, 19. Biennial EARLI Conference for Research on Learning and Instruction (ONLINE), Gothenburg, 2021.
Azevedo, R., Jarvela, S., Michalsky, T., Groschner, A., & Ader, E., “Research on Using Virtual Reality to Augment STEM Teachers’ Promotion of Self-Regulation”, 19. Biennial EARLI Conference for Research on Learning and Instruction (ONLINE), Gothenburg, 2021.
Cihangir, M., & Ader, E., “Preservice Mathematics Teachers’ Promotion of Self-Regulation (PSRL) in Time: A Mixed Method Study”, 9th Biennial Meeting of the EARLI Special Interest Group 16: Metacognition (ONLINE), 2022.
Department:
