Muhammet Arıcan
Postdoctorate, Mathematics Education, Catholic University of Leuven, 2020
Ph.D., Mathematics Education, University of Georgia, 2015
MEd., Mathematics Education, University of Georgia, 2010
Integrated BS & MS, Secondary School Mathematics Education, Gazi University, 2004
Articles:
1. Arican, M., Verschaffel, L., & Van Dooren, W. (2023). Preservice middle school mathematics teachers’ strategy repertoire in proportional problem solving. Research in Mathematics Education, 1-21. https://doi.org/10.1080/14794802.2023.2212260
2. Martínez-Juste, S., Arıcan, M., Muñoz-Escolano, J. M., & Oller-Marcén, A. M. (2023). A diagnostic comparison of Spanish and Turkish middle school students’ proportional reasoning. Asian Journal for Mathematics Education, 2(1), 64–90. https://doi.org/10.1177/27527263231166156
3. Arican, M. (2023). The development and application of an interview structure on determining preservice mathematics teachers’ competence in proportional reasoning. Mathematics Education Research Journal, 35, 55–79.
4. Arican, M. & Kiymaz, Y. (2022). Investigating preservice mathematics teachers’ definitions, formulas, and graphs of directly and inversely proportional relationships. The Mathematics Enthusiast, 19(2), 632–656.
5. Arican, M., & Özçakir, B. (2021). Facilitating the development of Preservice teachers’ proportional reasoning in geometric similarity problems using augmented reality activities. Education and Information Technologies, 26(2), 2327–2353. https://doi.org/10.1007/s10639-020-10359-1
6. Olpak, Y. Z. & Arican, M. (2021). Turkish-addressed social sciences citation index articles: What does the big picture tell us? International Journal of Educational Research Open, 2, 100039.
7. Arican, M., & Kuzu, O. (2020). Diagnosing preservice teachers’ understanding of statistics and probability: Developing a test for cognitive assessment. International Journal of Science and Mathematics Education, 18(4), 771–790.
8. Kuzu, O. & Arican, M. (2020). Investigating preservice middle school mathematics teachers’ competencies in statistics and probability in terms of various variables. Journal of Measurement and Evaluation in Education and Psychology, 11(1), 13–26.
9. Arican, M. (2020). Öğretmen adaylarının orantısal olan ve olmayan ilişkileri belirleyebilme ve temsil edebilmelerinin problem içerikleri açısından incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 14(1), 629–660.
10. Arican, M. (2019). A diagnostic assessment to middle school students’ proportional reasoning. Turkish Journal of Education, 8(4), 237–257.
11. Arican, M. (2019). Preservice mathematics teachers’ understanding of and abilities to differentiate proportional relationships from nonproportional relationships. International Journal of Science and Mathematics Education, 17(7), 1423–1443. https://doi.org/10.1007/s10763-018-9931-x
12. Arican, M. (2019). Facilitating pre-service mathematics teachers’ understanding of directly and inversely proportional relationships using hands-on and real-world problems. International Journal of Research in Education and Science, 5(1), 102–117.
13. Olpak, Y. Z., Baltaci, S., & Arican, M. (2018). Investigating the effects of peer instruction on preservice mathematics teachers’ achievements in statistics and probability. Education and Information Technologies, 6(23), 2323–2340. https://doi.org/10.1007/s10639-018-9717-3
14. Arican, M. (2018). Preservice middle and high school mathematics teachers’ strategies when solving proportion problems. International Journal of Science and Mathematics Education, 16(2), 315–335. https://doi.org/10.1007/s10763-016-9775-1
15. Arican, M., Koklu, O., Olmez, I. B., & Baltaci, S. (2018). Preservice middle grades mathematics teachers’ strategies for solving geometric similarity problems. International Journal of Research in Education and Science, 4(2), 502–516.
16. Olpak, Y. Z., Arican, M., & Baltaci, S. (2018). Öğretmen adaylarının öğrenme yaklaşımlarının ve bireysel yenilikçilik özelliklerinin akran öğretimine yönelik memnuniyetlerine etkisi. YYÜ Eğitim Fakültesi Dergisi, 15(1), 525–551.
17. Sen, S. & Arican, M. (2015). A diagnostic comparison of Turkish and Korean students’ mathematics performances on the TIMSS 2011 assessment. Journal of Measurement and Evaluation in Education and Psychology, 6(2), 238-253.
Book Chapters:
1. Arican, M., & Sutherland, P. (2023). Mathematics curricula and approaches in United Kingdom. In A. O. Akçay & O. Çil (Eds.), Countries’ mathematics curricula and approaches (Volume 1, pp. 43-52). Vizetek, Ankara.
2. Estomo, R., & Arican, M. (2023). Mathematics curricula and approaches in the Philippines. In A. O. Akçay & O. Çil (Eds.), Countries’ mathematics curricula and approaches (Volume 1, pp. 77-85). Vizetek, Ankara.
3. Yılmaz Bilir, E., & Akarsu, M., Bilir, Ç. K., & Arıcan, M. (2022). Modül uygulama öncesi bilinmesi gerekenler. In M. Akarsu & Ç. K. Bilir (Eds.), Matematik ağırlıklı STEM eğitimi modülü yangın merdiveni tasarımı (Vol. 1, pp. 1-38). PEGEM Akademi, Ankara.
4. Yılmaz Bilir & Arıcan, M. (2022). Modül hazırlık ve tanımlama. In M. Akarsu & Ç. K. Bilir (Eds.), Matematik ağırlıklı STEM eğitimi modülü yangın merdiveni tasarımı (Vol. 1, pp. 39-74). PEGEM Akademi, Ankara.
5. Yılmaz Bilir & Arıcan, M. (2022). Öğrenme 3. In M. Akarsu & Ç. K. Bilir (Eds.), Matematik ağırlıklı STEM eğitimi modülü yangın merdiveni tasarımı (Vol. 1, pp. 165-243). PEGEM Akademi, Ankara.
6. Arıcan, M., Ölmez, İ. B., & Köklü, O. (2022). Matematikte üstün yetenekli öğrencilerde orantısal akıl yürütme. In D. Özdemir & B. Özçakır (Eds.), Matematikte üstün yetenekli öğrenciler ve eğitimleri-örnek yaklaşımlar ve uygulamalar (Vol. 1, pp. 127-146). Nobel Akademik Yayıncılık, Ankara.
7. Köklü, O. & Arican, M. (2020). Veri bilimine ilk adım: Olasılık ve istatistik öğretimi. In S. Baltacı & S. Ö. Bütüner (Eds.), Etkinlik temelli olasılık ve istatistik öğretimi (Vol. 1, pp. 1-32). Nobel Akademik Yayıncılık, Ankara.
Undergraduate Courses:
SCED 404: Research Methods in Science and Mathematics Education
SCED 370: Measurement and Assessment in Mathematics and Science Education
Number Theory
Teaching Mathematics with Computer Algebra Systems
Mathematical Modeling
New Approaches in Teaching Mathematics
Material Design in Education
Fundamentals of Mathematics
Professional English
Teaching Geometry and Measurement
Assessment and Evaluation of In-Classroom Learning
Middle School Mathematics Curriculum
Association in Teaching Mathematics
Graduate Courses:
SCED 572: Readings on Recent Research in Science and Mathematics Education
SCED 611: Quantitative Research in Science and Mathematics Education
Scientific Research Methods and Publication Ethics
Qualitative Research Methods
Quantitative Research Methods
Mathematical Thinking and Reasoning
Academic Writing
Bilir, E. Y. (2021). Matematik ağırlıklı bir STEM modülünün geliştirilmesi ve modüle yönelik görüşlerin değerlendirilmesi (Yayınlanmamış Yüksek Lisans Tezi). Kırşehir Ahi Evran Üniversitesi, Kırşehir.
Üçgül, N. (2022). Oran orantı kavramlarının çoklu temsiller kullanılarak öğretilmesinin yedinci sınıf öğrencilerinin orantısal akıl yürütme becerilerinin gelişimine etkisinin incelenmesi. Kırşehir Ahi Evran Üniversitesi, Kırşehir.
Sivri, Y. E. (2022). Matematik odaklı bir STEM modülünün yedinci sınıf öğrencilerinin orantısal akıl yürütme becerilerinin gelişimine etkisi. Kırşehir Ahi Evran Üniversitesi, Kırşehir.
Güneş, M. (2022). İlköğretim matematik öğretmen adaylarının dikdörtgenlerin alan ölçümünde orantısal akıl yürütme becerilerini kullanmaları üzerine bir çalışma. Kırşehir Ahi Evran Üniversitesi, Kırşehir.
Çetin, Ş. G. (2022). Sekizinci sınıf öğrencilerinin orantısal akıl yürütmeleri ve Van Hiele geometrik düşünme düzeyleri arasındaki ilişkinin incelenmesi. Kırşehir Ahi Evran Üniversitesi, Kırşehir.
Kaya, T. (2023). İlköğretim matematik öğretmeni adaylarının orantısal akıl yürütme yeterliklerinin log-lineer bilişsel tanı modeli ile incelenmesi. Kırşehir Ahi Evran Üniversitesi, Kırşehir.
National Projects:
Dijitalde ve STEMde Engelleri Kaldırmak (D-Stek), TÜBİTAK 1001, (2024- ) (Researcher).
Ortaokullarda Orantısallığın Öğretilmesinde Dinamik İnteraktif Görevler ve Görsel Araçların Kullanımı, BAP-START-UP, (2024- ) (Principal Investigator).
Investigating Preservice Teachers’ Proportional Reasoning and Mathematical Modeling Abilities (2018-2019) (Principal Investigator).
Preservice Middle School Mathematics Teachers’ Statistical Reasoning (2016-2017) (Principal Investigator).
American National Science Foundation (NSF) Funded Projects:
The Results of the African Diaspora: Developing Black Scholars in Science Education for the 21st Century in the United States, Part II, (2015) (Researcher).
Investigating Proportional Relationships from Two Perspectives (2014-2015) (Researcher).
Other Projects:
Proportional Reasoning of Middle Grades Pre-Service Teachers (PRoMPT-Spencer Foundation) (2013-2014) (Researcher).
Proportional Reasoning of Middle Grades Pre-Service Teachers (miniPRoMPT) (2012-2013) (Researcher).
My main research interests are: multiplicative reasoning, preservice teacher education, proportional reasoning,
statistical reasoning, and cognitive diagnostic models.
National Council of Teachers of Mathematics (NCTM), Member, 2013-2015
University of Georgia Mathematics Education Students Association (MESA), Member, 2009-2015
University of Georgia Tuition Exemption Award (ROOSTW), 2012-2013 and 2013-2014
New York Education Attaché Certificate of Appreciation (2009 and 2011)
Ministry of National Education Overseas Graduate Education Scholarship, 2007-2015
Ministry of National Education Undergraduate Scholarship, 1999-2004
Director of the Boğaziçi University Education Policy Application and Research Center
Faculty Coordinator of the Boğaziçi University Faculty of Education Teaching Practice Process
Koklu, O., & Arican, M. (2023, July). Diagnosing preservice mathematics teachers’ conditional probability and Bayesian reasoning. Paper presented at the 13th Congress of European Research in Mathematics Education (CERME-13). Budapest, Hungary.
Tasova, H. I., Koklu, O., Arican, M., & Olmez, I. B. (2017, October). Student and school level correlates of mathematics performance in the United States regarding PISA 2015. Paper presented at the Psychology of Mathematics Education North American Chapter (PME-NA) research conference, Indianapolis, IN.
Kuzu, O., & Arican, M. (2017, August). A diagnostic assessment on preservice middle grades mathematics teachers’ statistical knowledge and reasoning skills. Paper presented at the European Educational Research Association Conference. Copenhagen, Denmark.
Arican, M. (2016, April). Strategies used by preservice middle and high school mathematics teachers to solve proportion problems. Paper presented at the American Educational Research Association (AERA) Conference. Washington, DC.
Koklu, O., Olmez, I. B., & Arican, M. (2015, November). Teaching geometric similarity from dilating perspective: embedded figures approach. Poster presented at the Psychology of Mathematics Education North American Chapter (PME-NA) research conference. East Lansing, MI.
Arican, M. (2015, April). Preservice teachers’ understanding of directly and inversely proportional relationships. Paper presented at the National Council of Teachers of Mathematics Research Conference. Boston, MA.
Arican, M., & Sen, S. (2015, April). A diagnostic comparison of Turkish and Korean students’ mathematics performances on the TIMSS 2011 assessment. Paper presented at the American Educational Research Association (AERA) Conference. Chicago, IL.
