Erdem Çekmez

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All published works

Action	Title	Year	Authors
+ PDF Chat	İlkokul 3. ve 4. Sınıf Öğrencilerine Yönelik Matematik Kaygı Ölçeğinin Psikometrik Özelliklerinin İncelenmesi	2023	Erdem Çekmez Gamze TUTİ Samet Yavuz TERZİ
+	An investigation of prospective elementary mathematics teachers understanding of the formal definition of the limit of a sequence	2022	Erdem Çekmez Rümeysa CEVAHİR BOLAT
+	Investigating the effect of computer-supported instruction on students’ understanding of different representations of two-variable inequalities	2021	Erdem Çekmez
+	What generalizations do students achieve with respect to trigonometric functions in the transition from angles in degrees to real numbers?	2020	Erdem Çekmez
+	Using dynamic mathematics software to model a real-world phenomenon in the classroom	2019	Erdem Çekmez
+	Establishing the link between the graph of a parametric curve and the derivatives of its component functions	2019	Erdem Çekmez
+	The Effect of Using Dynamic Mathematics Software on Students’ Understanding of the Geometric Meaning of the Derivative Concept	2018	Erdem Çekmez Adnan Baki
+	An example of the use of dynamic mathematics software to create problem-solving environments that serve multiple purposes	2017	Erdem Çekmez Buket Özüm Bülbül
+	Examining Students’ Generalizations of the Tangent Concept: A Theoretical Perspective	2015	Erdem Çekmez Adnan Baki
+	How to Determine the Maximum Circle That Can Be Enclosed in a Convex Quadrilateral	2014	Adnan Baki Erdem Çekmez Temel Kösa
+	İlköğretim Matematik Öğretmeni Adaylarının Limit Kavramının Formal Tanımına Yönelik Anlamalarının İncelenmesi	2012	Müjgan Baki Erdem Çekmez
+	Using Dynamic Mathematics Software to Develop Problem Solving Skills	2012	Bülent Güven Adnan Baki Erdem Çekmez
+	Prospective Elementary Mathematics Teachers Understandings about the Formal Definition of Limit	2012	Müjgan Baki Erdem Çekmez
+	Examining Preservice Elementary Mathematics Teachers' Understandings About Irrational Numbers	2011	Bülent Güven Erdem Çekmez İlhan Karataş
+	A Cross-Age Study of Students’ Understanding of Limit and Continuity Concepts	2011	İlhan Karataş Bülent Güven Erdem Çekmez
+	Using empirical evidence in the process of proving: the case of Dynamic Geometry	2010	Bülent Güven Erdem Çekmez İlhan Karataş

Common Coauthors

Coauthor	Papers Together
Bülent Güven	4
İlhan Karataş	3
Adnan Baki	2
Adnan Baki	2
Müjgan Baki	2
Rümeysa CEVAHİR BOLAT	1
Samet Yavuz TERZİ	1
Buket Özüm Bülbül	1
Temel Kösa	1
Gamze TUTİ	1

Commonly Cited References

Action	Title	Year	Authors	# of times referenced
+	Humanities students and epistemological obstacles related to limits	1987	Anna Sierpińska	2
+	Calculus students' early concept images of tangent lines	2015	Brittany Vincent Renee LaRue Vicki Sealey Nicole Engelke Infante	2
+	The General, the Abstract, and the Generic in Advanced Mathematics	1991	Guershon Harel David Tall	2
+	None	2000	Abraham Arcavi Nurit Hadas	1
+	None	2001	Joanna Mαμονα-Dοwns	1
+	Mathematics Curriculum: Issues, Trends, and Future Directions	2010	Bárbara J. Reys Robert E. Reys Rheta N. Rubenstein	1
+	Conceptions for relating the evolution of mathematical concepts to mathematics learning—epistemology, history, and semiotics interacting	2011	Gert Schubring	1
+	Mathematical Knowledge and Practices Resulting from Access to Digital Technologies	2009	John Olive Katie Makar Verónica Hoyos Liew Kee Kor Olga Kosheleva Rudolf Sträßer	1
+	Constructing the Concept Image of a Tangent	1999	David Tall	1
+ PDF Chat	Öğrencilerin Limit Kavramına Yönelik Kavram İmajları ve Kavram Tanımları	2015	Kabael Tangül Tangül Kabael Başak Barak Aynur Özdaş	1
+	Difficulties in know ledge integration: revisiting Zeno's paradox with irrational numbers	1999	Irit Peled	1
+	Contrasting Cases of Calculus Students' Understanding of Derivative Graphs	2010	Erhan Selçuk Hacıömeroğlu Leslie Aspinwall Norma Presmeg	1
+	Is the derivative a function? If so, how do students talk about it?	2013	Jungeun Park	1
+	Relationship between teacher knowledge of concepts and connections, teaching practice, and student achievement in middle grades mathematics	2010	Mourat Tchoshanov	1
+	Images of the limit of function formed in the course of mathematical studies at the university	2004	Małgorzata Przeniosło	1
+	Making sense by measuring arcs: a teaching experiment in angle measure	2012	Kevin C. Moore	1
+	Limits and continuity: some conceptions of first-year students	2001	Jan Bezuidenhout	1
+	Static Versus Dynamic Disposition: The Role of GeoGebra in Representing Polynomial-Rational Inequalities and Exponential-Logarithmic Functions	2014	Günhan Çağlayan	1
+	From equation to inequality using a function-based approach	2010	Petros Verikios Vassiliki Farmaki	1
+	Irrational Numbers: The Gap between Formal and Intuitive Knowledge	2006	Natasa Sirotic Andrina Zazkis	1
+	Absolute value inequalities: high school students’ solutions and misconceptions	2012	Nava Almog Bat-Sheva Ilany	1
+	Concept image revisited	2008	Erhan Bingölbali John Monaghan	1
+	A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics	2006	Raymond Duval	1
+ PDF Chat	Information technology and multiple representations: new opportunities – new problems	1997	Shaaron Aınsworth Peter A. Bibby David Wood	1
+	Faces of mathematical modeling	2006	Thomas Lingefjärd	1
+	Promoting students’ graphical understanding of the calculus	2003	John Berry Melvin A. Nyman	1
+ PDF Chat	Using Dynamic Mathematics Software to Teach One-Variable Inequalities by the View of Semiotic Registers	2013	Tolga Kabaca	1
+	Derivative, maxima and minima in a graphical context	2013	Antonio Rivera-Figueroa Juan Carlos Ponce Campuzano	1
+	Introducing the Concept of Convergence of a Sequence in Secondary School	2005	Małgorzata Przeniosło	1
+	Technology-active mathematical modelling	2003	Beverly J. Ferrucci Jack A Carter	1
+	Consistencies and inconsistencies in students' solutions to algebraic ‘single-value’ inequalities	2004	Pessia Tsamir Luciana Bazzini	1
+	INVESTIGATING THE REPRESENTATIONAL FLUENCY OF PRE-SERVICE MATHEMATICS TEACHERS IN A MODELLING PROCESS	2014	Ali Delice Mahmut Kertil	1
+	Irrational numbers on the number line – where are they?	2007	Natasa Sirotic Rina Zazkis	1
+	Models of Limit Held by College Calculus Students	1991	Steven R. Williams	1
+	Perspectives on Advanced Mathematical Thinking	2005	Annie Selden John Selden	1
+ PDF Chat	University students’ retention of derivative concepts 14 months after the course: influence of ‘met-befores’ and ‘met-afters’	2012	Ljerka Jukić Matić Bettina Dahl	1
+	The concept of irrational numbers in high-school students and prospective teachers	1995	Efraim Fischbein Ruth Jehiam Dorit Cohen	1
+	Using Dynamic Geometry Software to Gain Insight into a Proof	2008	Bülent Güven	1
+ PDF Chat	Student perspectives on the relationship between a curve and its tangent in the transition from Euclidean Geometry to Analysis	2008	Irene Biza Constantinos Christou Theodossios Zachariades	1
+ PDF Chat	Unpacking the logic of mathematical statements	1995	John Selden Annie Selden	1
+	Interpreting a graph and constructing its derivative graph: stability and change in students’ conceptions	2007	Behiye Ubuz	1
+ PDF Chat	Representing numbers: prime and irrational	2005	Rina Zazkis	1
+ PDF Chat	First year mathematics undergraduates’ settled images of tangent line	2010	Irene Biza Theodossios Zachariades	1
+	Students’ conceptual understanding of a function and its derivative in an experimental calculus course	2005	Samer Habre May C. Abboud	1
+ PDF Chat	Cognitive processes developed by students when solving mathematical problems within technological environments	2013	Fernando Barrera Mora Aarón Reyes-Rodríguez	1
+	Making Sense of Irrational Numbers: Focusing on Representation.	2004	Rina Zazkis Natasa Sirotic	1
+	Understanding How Students Develop Mathematical Models	1999	Helen M. Doerr Joseph S. Tripp	1
+	Students' strategies and difficulties: the case of algebraic inequalities	2001	Pessia Tsamir Nava Almog	1
+	Understanding the limit concept: Beginning with a coordinated process scheme	1996	Jim Cottrill Ed Dubinsky Devilyna Nichols Keith Schwingendorf Karen F. Thomas Draga Vidakovic	1
+	Is the tangent line tangible? Students’ intuitive ideas about tangent lines	2007	Irene Biza	1