Prof.Dr. MİNE IŞIKSAL BOSTAN
FACULTY OF EDUCATION
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Education

  Bachelor's, Middle East Technical University, Mathematics Education
  Master's, Middle East Technical University, Second. Sch. Sci. & Math. Edu
  Doctorate, Middle East Technical University, Second. Sch. Sci. & Math. Edu

Publications (INTERNATIONAL)

Journal Papers

  A.1 Koç, Y., Işıksal, M. and Bulut, S., Elementary School Curriculum in Turkey. "International Education Journal", 8, (2007), p.30-39.
  A.2 Işıksal, M. and Çakıroğlu, E., A Comparative Study on Teacher Efficacy Beliefs. "Academic Exchange Quarterly Journal", 11, (2007), p.150-153.
  A.3 Işıksal, M., Koç, Y., Bulut, S. and Atay-Turhan, T., An Analysis of the New Elementary Mathematics Teacher Education Curriculum in Turkey. "The Mathematics Educator", 17, (2007), p.41-51.
  A.4 Işıksal, M. and Çakıroğlu, E., Preservice Teachers’ Knowledge of Students’ Cognitive Processes about the Division of Fractions. "Hacettepe University Journal of Education", 35, (2008), p.175-185.
  A.5 Işıksal, M. and Çakıroğlu, E., Gender Differences Regarding Mathematics Achievement: The Case of Turkish Middle School Students.. "School Science and Mathematics", 108, (2008), p.113-120.
  A.6 Işıksal, M., Gender Differences in Motivation and Self-Concept.. "Academic Exchange Quarterly Journal", 12, (2008), p.199-204.
  A.7 Çakıroğlu, E. and Işıksal, M., Preservice Elementary Teachers' Attitudes and Self-efficacy Beliefs toward Mathematics. "Eğitim ve Bilim", 34, (2009), p.132-139.
  A.8 Atay-Turhan, T., Koç, Y., Işıksal, M. and Işıksal, H., The New Turkish Early Childhood Teacher Education Curriculum:a Brief Outlook. "Asia Pacific Education Review", 10, (2009), p.345-356.
  A.9 Işıksal, M., Curran, J. M., Koç, Y. and Aşkun, C. S., Mathematics Anxiety and Mathematical Self-concept: Considerations in Preparing Elementary-School Teachers. "Social Behavior and Personality", 37, (2009), p.631-644.
  A.10 Işıksal, M., Koç, Y. and Osmanoğlu, A., A Study on Investigating Eight Grade Students’ Reasoning Skills on Measurement. "Education and Science", 35, (2010), p.16-25.
  A.11 Işıksal, M., The Relationship among Mathematics Teaching Efficacy, Math Anxiety, and Mathematical Self-Concept: The Case of Turkish Pre-Service Elementary Teachers.. "The Asia-Pacific Education Researcher", 19, (2010), p.501-514.
  A.12 Işıksal, M., A Comparative Study on Undergraduate Students' Academic Motivation and Academic Self-Concept. "Spanish Journal of Psychology", 13, (2010), p.572-585.
  A.13 Şahin, E., Işıksal, M. and Ertepınar, H., In-service Elementary School Teachers’ Beliefs in Science Teaching Practices. "Hacettepe University The Journal of Education", 39, (2010), p.296-306.
  A.14 Işıksal, M. and Çakıroğlu, E., The Nature of Prospective Mathematics Teachers’ Pedagogical Content Knowledge: The Case of Multiplication of Fractions. "Journal of Mathematics Teacher Education", 14, (2011), p.213-230.
  A.15 Osmanoğlu, A., Işıksal, M., and Koç, Y., Prospective Teachers’ Noticing with respect to the Student Roles Underlined in the Elementary Mathematics Program: Use of Video-Cases.. "Education and Science", 37, (2012), p.335-346.
  A.16 Kayan, R., Haser, Ç. and Işıksal-Bostan, M., Preservice Mathematics Teachers’ Beliefs about the Nature of Teaching and Learning Mathematics. "Eğitim ve Bilim", 37, (2013), p.179-195.
  A.17 Osmanoğlu, A., Koç, Y. and Işıksal, M., Investigation of Using Online Video Case Discussions in Teacher Education: Sources of Evidence of Mathematics Learning. "Kuram ve Uygulamada Eğitim Bilimleri", 13, (2013), p.1295-1303.
  A.18 Arslan, O., Işıksal-Bostan, M. and Şahin, E., The Development of Belief Scale about Using Origami in Mathematics Education. "Hacettepe Üniversitesi Eğitim Fakültesi Dergisi", 28, (2013), p.44-57.
  A.19 Tekin-Sitrava, R. and Işıksal-Bostan, M., An Investigation into the Performance, Solution Strategies, and Difficulties in Middle School Students’ Calculation of the Volume of a Rectangular Prism.. "International Journal for Mathematics Teaching and Learning", (2014), p.2-17.
  A.20 Alpaslan, M., Işıksal, M. and Haser, Ç., Pre-service Mathematics Teachers’ Knowledge of History of Mathematics and Their Attitudes and Beliefs Towards Using History of Mathematics in Mathematics Education.. "Science and Education", 23, (2014), p.159-183..
  A.21 Çakmak, S., Işıksal, M. and Koç, Y., Investigating Effect of Origami-Based Instruction on Elementary Students’ Spatial Skills and Perceptions.. "The Journal of Educational Research", 107, (2014), p.59-68.
  A.22 Osmanoglu, A., Isiksal, M. and Koç, Y., Getting Ready for the Profession: Prospective Teachers’ Noticing Related to Teacher Actions. "Australian Journal of Teacher Education", 40, (2015), p. 28-51.
  A.23 Işıksal-Bostan, M., Şahin, E. and Ertepınar, H., Teacher Beliefs toward Using Alternative Teaching Approaches in Science and Mathematics Classes Related to Experience in Teaching. "International Journal of Environmental and Science Education", 10, (2015), p.603-621.
  A.24 Tekin-Sitrava, R. and Işıksal-Bostan, M., The Nature Of Middle School Mathematics Teachers’ Subject Matter Knowledge: The Case Of Volume Of Prisms. "International Journal of Educational Sciences", 12, (2016), p.29-37.
  A.25 Arslan, O. and Işıksal-Bostan, M., Turkish Prospective Middle School Mathematics Teachers’ Beliefs and Perceived Self-Efficacy Beliefs Regarding the Use of Origami in Mathematics Education. "Eurasia Journal of Mathematics, Science & Technology Education", 12, (2016), p.1533-1548.
  A.26 Işıksal-Bostan, A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?.. "Eurasia Journal of Mathematics, Science & Technology Education", 12, (2016), p.2085-2102.
  A.27 Demiray, E. and Işıksal-Bostan, M., Pre-service middle school mathematics teachers’ evaluations of discussions: the case of proof by contradiction. "Mathematics Education Research Journal", 29, (2017), p.1-23.
  A.28 Demiray E. and Işıksal-Bostan, M., An Investigation of Pre-service Middle School Mathematics Teachers’ Ability to Conduct Valid Proofs, Methods Used, and Reasons for Invalid Arguments. "International Journal of Science and Mathematics Education", 15, (2017), p.109-130.
  A.29 Yemen Karpuzcu, S., Ulusoy, F. and Işıksal-Bostan, M., Prospective Middle School Mathematics Teachers’ Covariational Reasoning for Interpreting Dynamic Events During Peer Interactions. "International Journal of Science and Mathematics Education", 15, (2017), p.89-108.
 

Conference Papers

  A.1 Işıksal, M. and Çakıroğlu, E., Preservice Teachers’ Mathematics Teaching Efficacy Beliefs: What Are the Predictors. "88th Annual Meeting of American Educational Research Association", (2007), p.www.
  A.2 Işıksal, M. and Çakıroğlu, Pre-service Teachers’ Representations of Division of Fractions. "5th Congress of European Society for Research in Mathematics", (2007), p.1916-1924.
  A.3 Alp, E., Işıksal, M. and Ertepınar, H., In-service Teachers’ Preferences between Instructional Strategies: Inquiry Based or Traditional Approach?. "European Science Education Research Association (ESERA)", (2007), p.CD.
  A.4 Işıksal, M., Alp, E. and Ertepınar,H., In-service Science and Classroom Teachers’ Attitudes toward Inquiry-Based and Technology-enhanced Instructional Strategies. "National Association of Research in Science Teaching (NARST)", (2007), p.CD.
  A.5 Şahin, E., Işıksal, M. and Ertepınar, E., In-service Teachers’ Beliefs on Using Inquiry Based Teaching Strategies: What are the Predictors?.. "11th Conference of Junior Researchers of EARLI", (2008), p.25.
  A.6 Işıksal, M., Academic Performance, Motivation and Self Concept: What is the Relationship in Turkish Undergraduate Students?. "11th Conference of Junior Researchers of EARLI", (2008), p.24.
  A.7 Seviş, S., Işıksal, M., Koç, K. and Bulut, S., Pre-service Teachers’ Content and Pedagogical Content Knowledge Structures: What is the Role of Teaching Methods Courses?.. "European Conference on Educational Research", (2008), p.www.
  A.8 Işıksal, M. and Şahin, E., Creative Drama as an Approach to the Goals of Education for Sustainable Development.. "All Our Futures Conference", (2008), p.34.
  A.9 Tekin-Sitrava, R., Işıksal, M. and Koç, Y., Investigation of Elementary Students’ Geometrical Thinking. "16th International Conference on Learning", (2009), p.56.
  A.10 Işıksal, M., Osmanoğlu, A. and Koç, Y., Middle Grade Students’ Geometrical Reasoning: Does Volume Depend on Area?. "16th International Conference on Learning", (2009), p.127.
  A.11 Çakmak, S., Işıksal, M. and Koç, Y., The Effect of Origami-Based Instruction on Elementary Students’ Spatial Ability in Mathematics. "16th International Conference on Learning", (2009), p.89.
  A.12 İşler, I. and Işıksal, M., Developing Preservice Teachers Knowledge on Patterns: Creative Drama as An Alternative Approach. . "Conference of the International Group for the Psychology of Mathematics Education (PME)", (2010), p.47.
  A.13 Işıksal, M. and Çakıroğlu, E., How Do Preservice Mathematics Teachers’ Subject Matter Knowledge Affect Their Pedagogical Approaches?.. "European Conference on Educational Research (ECER)", (2010), p.www.
  A.14 Dursun, O., Işıksal, M. and Çakıroğlu, E., Investigating the Relationship between Preservice Teachers’ Spatial Ability and Spatial Anxiety. "European Conference on Educational Research (ECER)", (2010), p.www.
  A.15 Osmanoğlu, A., Işıksal, M. and Koç, Y., Pre-service Teachers’ Noticing with Respect to the Teacher Roles in the New Elementary Mathematics Curriculum in Turkey. " European Conference on Educational Research (ECER)", (2010), p.www.
  A.16 Dursun, Ö., Işıksal, M. and Çakıroğlu, E., The Relationship between Preservice Teachers’ Spatial Anxiety and Geometry Self-Efficacy in terms of Gender and Undergraduate Program. "European Conference on Educational Research (ECER)", (2011), p.www.
  A.17 Akay, G. and Işıksal, M., Investigating the Effect of Peer Instruction Method on the 8th grade Students’ Mathematics Achievement and Attitudes towards Mathematics. "European Conference on Educational Research (ECER)", (2011), p.www.
  A.18 Alparslan, M., Işıksal, M. and Haser, Ç., The Development of Attitudes and Beliefs Questionnaire Towards Using History of Mathematics in Mathematics Education. "7th Conference of the European Society for Research in Mathematics Education", (2011), p.9-13.
  A.19 Alparslan, M., Işıksal, M., and Haser, Ç., Development of Knowledge Test on the History of Mathematics. "35th Conference of the International Group for the Psychology of Mathematics Education", (2011), p.247.
  A.20 Sitrava, R. T., Işıksal, M. and Koç, Y., A Study on Understanding Relation between Elementary Students’ Problem Solving Performance related to Volume of 3D Figures and Grade Level. "European Conference on Educational Research (ECER)", (2011), p.www.
  A.21 Demiray, E., and Işıksal, M, The Pre-service Elementary Mathematics Teachers’ Views about Proof. "European Conference on Educational Research", (2012), p.www.
  A.22 Alpaslan, M. Işıksal, M., and Haser, Ç., Relationship between Pre-service Mathematics Teachers’ Knowledge of History of Mathematics and their Attitudes and Beliefs towards the use of History of Mathematics in Mathematics Education. "History and Pedagogy of Mathematics", (2012), p.201-209.
  A.23 İlgün, M., and Işıksal, M., Pre-service Elementary Mathematics Teachers’ Misconceptions Regarding Probability Concepts. "European Conference on Educational Research", (2012), p.www.
  A.24 Aslan, O., and Işıksal, M., Development and Validation Of Origami In Mathematics Education Belief Scale. "European Conference on Educational Research", (2012), p.www.
  A.25 Geçim, A.D., and Işıksal, M., Using Creative Drama Approach to Teach Probability and Permutation Concepts.. "Junior Rearchers of EARLI", (2012), p.37.
  A.26 Bulut, A., and Işıksal, M., Developing Technological Pedagogical Content Knowledge (TPACK) Scale Regarding Geometry. "European Conference on Educational Research", (2012), p.www.
  A.27 Erkek, Ö., and Işıksal, M., Exploring the Relationships among 8th Grade Students’ Geometry Achievement, Geometry Self-Efficacy and Spatial Anxiety. "European Conference on Educational Research", (2012), p.www.
  A.28 Ayan, R. and Işıksal-Bostan, M., Linearity Preponderance on 7th Grade Students’ Solution Strategies in Length-Area Problems. "Conference of the International Group for the Psychology of Mathematics Education (PME)", (2013), p.10.
  A.29 Ayan, R., Akyüz, D., Işıksal, M. and Çakıroğlu, E., Preservice Teacher's Reflective Practice: Guide for Learning about Teaching. "Eight Congress of Europian Research in Mathematics Education (CERME 8)", (2013), p.www.
  A.30 Çabuk, A. and Işıksal-Bostan, M., Seventh Grade Students’ Reasoning and Proof Skills in Algebraic Statements. "Conference of the International Group for the Psychology of Mathematics Education (PME)", (2013), p.29.
  A.31 Erkek, Ö. and Işıksal, M., Scale Development: Looking into Geometry Achievement of 8 Graders from a Different Perspective. "European Conference on Educational Research (ECER)", (2013).
  A.32 Arslan, O. and Işıksal, M., The Effect of the Origami Course on Preservice Teachers’ Beliefs and Perceived Self-Efficacy Beliefs Toward using Origami in Mathematics Education. "Eighth Congress of European Research in Mathematics Education (CERME 8)", (2013), p.1279-1288.
  A.33 Koç,Y.,Işıksal, M.,Seviş, S.,Osmanoğlu, A.,Çetinkaya,B., Aşkun, C. and Bulut, S., An Investigation on Students’ Degree of Acquisition Related to Van Hiele Level of Geometric Reasoning: A Case of 6-8th Graders in Turkey. "Eight Congress of Europian Research in Mathematics Education (CERME 8)", (2013), p.665.
  A.34 Tekin-Sitrava, R. and Işıksal-Bostan, M., In-Service Mathematics Teacher’s Mathematical Knowledge For Teaching: A Case of Volume of Prism. "Eighth Congress of European Research in Mathematics Education (CERME 8)", (2013).
  A.35 Yemen-Karpuzcu, S., Ulusoy, F. and Işıksal-Bostan, M., A Case Study on Pre-Service Mathematics Teachers’ Covariational Reasoning in Peer Learning. "Conference of the International Group for the Psychology of Mathematics Education (PME)", (2013), p.200.
  A.36 Saralar, İ., Işıksal-Bostan, M. and Akyüz, D, A Study on a Pre-Service Mathematics Teacher’s Technological Pedagogical Content Knowledge regarding Different Views of 3-D Figures in Geometry.. "Paper presented at European Conference on Educational Research", (2014).
  A.37 Yemen-Karpuzcu, S. and Işıksal-Bostan, M., A Case Study of In-service Middle School Mathematics Teacher’s Use of Knowledge in Teaching Algebra with Dynamic Software.. "38th Conference of the International Group for the Psychology of Mathematics Education", (2014), p.269.
  A.38 Erkek, Ö. and Işıksal-Bostan, M., Is the Use of Geogebra Advantageous in the Process of Argumentation?. "Ninth Congress of European Research in Mathematics Education (CERME 9)", (2015), p.121-127.
  A.39 Yürekli, B.,Işıksal, M. and Çakıroğlu, E., Investigating Sources of Pre-Service Teachers’ Self-Efficacy For Preparing and Implementing Mathematical Tasks. "Ninth Congress of European Research in Mathematics Education (CERME 9)", (2015), p.1301-1307.
  A.40 Aydemir, D. and Işıksal-Bostan, M., Gifted Students’ Views on History of Mathematics in Mathematics Classrooms. " XIII International Conference on Educational Sciences", (2015), p.1.
  A.41 Çabuk, A. and Işıksal, M., Characteristics of Middle Grade Students' Solution Strategies While Reasoning the Correctness of the Statements Related to Numbers. " XIII International Conference on Educational Sciences", (2015), p.1.
  A.42 Yeniterzi, B., Haser, C. and Isiksal-Bostan, M., Teachers’ Readiness to Mathematics and Science Integration. "13th International Congress on Mathematical Education Conference", (2016).
  A.43 Saralar, İ., Işıksal-Bostan, M. and Akyüz, D., A Study on a Pre-Service Mathematics Teacher’s Technological Pedagogical Content Knowledge regarding Different Views of 3-D Figures in Geometry.. "Paper presented at European Conference on Educational Research", (2016), p.1-3.
  A.44 Ayan, R. and Isiksal-Bostan, M., Middle School Students’(Mis)Interpretations In Length To Volume Relationships . "13th International Congress on Mathematical Education Conference", (2016).
  A.45 Isiksal-Bostan, M. and Yemen-Karpuzcu, S., Prospective Middle School Mathematics Teachers’ Knowledge on Cylinder and Prism: Generating Definitions and Relationship. "13th International Congress on Mathematical Education Conference", (2016).
  A.46 Tekin-Sitrava, R. and Işıksal-Bostan, M., A Study on Investigating Middle School Teachers’ Curriculum Knowledge: The Case of the Volume of Pyramids. "13th International Congress on Mathematical Education Conference", (2016).
  A.47 Aytekin, E. and Isiksal-Bostan, M., Mathematics Lesson and Grade Level Differences. "13th International Congress on Mathematical Education Conference", (2016).
  A.48 Özdemir, D. and Isiksal-Bostan, M., 5th Grade Gifted Students’ Views on Differentiated Mathematical Tasks.. "40th Conference of the International Group for the Psychology of Mathematics Education", (2016), p.216.
  A.49 Aytekin, E., Ayan, R., and Işıksal-Bostan, M., Investigation of 7th and 8th Grade Students’ Reasoning and Misconceptions in Ordering Decimals.. "40th Conference of the International Group for the Psychology of Mathematics Education", (2016), p.117.
  A.50 Kama, Z. and Isiksal-Bostan, M., How Elementary Students Interpret Equal Sign with Symbolic Equality Sentences.. "40th Conference of the International Group for the Psychology of Mathematics Education", (2016), p.183.
  A.51 Aygün, B. and Isiksal-Bostan, M., An In-Service Mathematics Teacher’s Tpack Development in Assessment through Mathematics Coaching. "40th Conference of the International Group for the Psychology of Mathematics Education", (2016), p.116.
  A.52 Işıksal-Bostan, M. and Yemen-Karpuzcu, S., The Role of Definitions on Classification of Solids Inclusing (non)prototype examples: The case of cylinder and prism. "10th Congress of European Research in Mathematics Education CERME", (2017), p.3320-3327.
  A.53 Tekin-Sitrava, R. and Işıksal-Bostan, M., A Study on Investigating Middle School Teachers’ Knowledge on Instructional Strategy: The Case of Volume of 3d Solids. "19th Annual International Conference on Education", (2017), p.205.
  A.54 Demiray, E. and Işıksal-Bostan, M., Pre-Service Middle School Mathematics Teachers’ İnterpretation of Statements Regarding Proof By Contrapositive. "10th Congress of European Research in Mathematics Education CERME", (2017), p.139-146.
  A.55 Yilmaz, A. and Işıksal-Bostan, M., How middle-grade students explain ordering statements within real life situation? An example of temperature context. "10th Congress of European Research in Mathematics Education CERME", (2017), p.333-340.
  A.56 Aygün, B. and Işıksal-Bostan, M., In-service Mathematics Teacher’s Technology Integration as an Assessment Tool on the Topics of Area and Perimeter. "PME41", (2017), p.166.
  A.57 Demiray, E. and Işıksal-Bostan, M., The Meaning of Mathematical Proof for Prospective Middle School Mathematics Teachers. "The European Conference on Educational Research, ECER", (2017), p.www.
  A.58 Özdemir, D. and Işıksal-Bostan, M., Usage of Differentiated Tasks in 5th and 6th Grade Mathematics Classrooms. "PME 41", (2017), p.253.
  A.59 Isiksal-Bostan, M. and Ayan, R., Mathematics Teaching Efficacy: Does Having Experience Really Matters?. "9th International Conference on Education and New Learning Technologies", (2017), p.www.
  A.60 Kandil S.,Yemen-Karpuzcu S. and Işıksal-Bostan, M., Prospective Middle School Mathematics Teachers’ Solution Strategies Regarding Multiplication with Decimals. "The European Conference on Educational Research, ECER", (2017), p.www.

Publications (NATIONAL)

 

Journal Papers

  A.1 Işıksal, M., Kurt, G., Doğan, O. and Çakıroğlu, E., İlköğretim Matematik Öğretmen Adaylarının Epistemolojik Kavramlamaları: Üniversite ve Sınıf Düzeyinin Etkisi. "İlköğretim-Online", 6, (2007), s.313-321.
  A.2 Doğan, S., Işıksal, M. and Koç, Y., An Investigation of Pre-Service Mathematics Teachers’ Views and Reflections about Elementary Mathematics Classes’ Instructional Issues. "Gaziantep Üniversitesi Sosyal Bilimler Dergisi", 12, (2013), s.913-926.
  A.3 Yeniterzi, B. and Işıksal-Bostan, M., An Examination Of The 7th Grade Mathematics Teacher’s Guidebook In Terms Of The Relationship Between Mathematics And Science. "İlköğretim-Online", 14, (2015), s. 407-420.
  A.4 Erkek, Ö. and Işıksal-Bostan, M., The Role of Spatial Anxiety, Geometry Self-Efficacy and Gender in Predicting Geometry Achievement. "İlköğretim-Online", 14, (2015), s.164-180.
  A.5 Doğruer-Şahin, Ş., Işıksal, M. and Koç, Y., A Case Study On Mathematical Classroom Discourse in a Fifth Grade Classroom. "Gaziantep University Journal of Social Sciences", 14, (2015), s. 299-322.
  A.6 Arslan, O. and Işıksal-Bostan, M., Origami in Mathematics Education: The Development and Validation of an Origami-Related Self-Efficacy Scale. "Elementary Education Online", 15, (2016), s.548-559.
  A.7 Alpaslan, M. and Işıksal-Bostan, M., Ortaokul Öğrencilerinin Matematik Tarihi Bilgileri ile Okul Matematiğinde Tarih Kullanılmasına İlişkin Tutum ve İnanışları.. "Hacettepe Ünversitesi Eğitim Fakültesi Dergisi.", 31, (2016), s.142-162.
  A.8 Yemen Karpuzcu, S., Kandil, S. ve Işıksal-Bostan, M., Ortaokul Matematik Öğretmen Adaylarının Ondalık Gösterimlerle Çarpma ve Bölme İşlemlerinde Kullandıkları Hesaplamaya Dayalı Stratejiler. "SDU International Journal of Educational Studies", 4, (2017), s.96-109.
  A.9 Erkek, Ö., Işıksal-Bostan, M. and Çakıroğlu, E., A Study On Pre-Service Teachers’ Spatial Visualization Ability and Spatial Anxiety. "Kastamonu Eğitim Dergisi", 25, (2017), s.33-50.
 

Conference Papers

  A.1 Yürekli, B. and Işıksal, M., Matematik Öğretimi Dersinin İlköğretim Matematik Öğretmen Adaylarının Matematik Öğretimine Yönelik Yeterlik Algıları Üzerine Etkisi. "IX. Ulusal Fen Bilimleri ve Matemetik Eğitimi Kongresi", (2010), s.59.
  A.2 Koç, Y., Işıksal, M. and Osmanoğlu, A., SBS Sınavındaki Matematik Sorularının Düzey ve İçeriğinin İncelenmesi. "9. Matematik Sempozyumu", (2010), s.232-233.
  A.3 Akay, G. and Işıksal, M., Akran Öğretimi Yönteminin 8. Sınıf Öğrencilerinin Dönüşüm Geometrisi Konusundaki Matematik Başarılarına Etkisinin İncelenmesi.. "IX. Ulusal Fen Bilimleri ve Matemetik Eğitimi Kongresi", (2010), s.8.
  A.4 Şahin, Ş., Işıksal, M. and Koç, Y., Beşinci Sınıf Öğrencilerinin Matematiksel Sınıf Söylemlerinin İncelenmesi Üzerine Bir Durum Çalışması. "9. Matematik Sempozyumu", (2010), s.92-93.
  A.5 Dursun, Ö., Işıksal, M. and Çakıroğlu, E., İlköğretim Öğretmen Adaylarının Uzamsal Yeteneklerinin Cinsiyet ve Öğretmenlik Programlarına Göre İncelenmesi.. "IX. Ulusal Fen Bilimleri ve Matemetik Eğitimi Kongresi", (2010), s.11.
  A.6 Şahin, Ş., Işıksal, M. and Koç, Y., Bir Beşinci Sınıf Öğretmeninin Matematiksel Sınıf Söylemi Kullanımı üzerine Bir Durum Çalışması. "Matematikçiler Derneği 10. Matematik Sempozyumu", (2011), s.78-79.
  A.7 Osmanoğlu, A., Işıksal, M. and Koç, Y, Matematik Öğretmen Eğitiminde Video Örnek Olay Kullanımı. "Matematikçiler Derneği 10. Matematik Sempozyumu", (2011), s.62.
  A.8 Koç, Y., Işıksal, M., Osmanoğlu, A., Çetinkaya, B., Aşkun, C. S., Bulut, S.,, Solo Modeli Ile Uzamsal Görselleştirme Becerilerinin Ölçülmes,. "Matematikçiler Derneği 10. Matematik Sempozyumu", (2011), s.64-65.
  A.9 Doğan, S., Işıksal, M. and Koç, Y, İlköğretim Matematik Öğretmen Adaylarının İlköğretim Matematik Sınıflarına Yönelik Görüşlerindeki Farklılıkların İncelenmesi. "Matematikçiler Derneği 10. Matematik Sempozyumu", (2011), s.66-67.
  A.10 Yemen-Karpuzcu, S., Ulusoy, F., and Işıksal, M., İlköğretim Matematik Öğretmen Adaylarının Geometrik Cisimler İle Yükseklik-Hacim Grafiklerini Yorumlamaları Üzerine Bir Çalışma. "10. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi", (2012), s.342.
  A.11 Orhan, N., and Işıksal, M., Perception of the new domain: Fractal Geometry. "Applied Education Congress (APPED)", (2012), s.49.
  A.12 Işıksal, M., Akyüz, D., Çakıroğlu, E., and Ayan, R., Öğretmen Adaylarının Matematik Öğretimine Yönelik Kavrayışlarının Gelişimi üzerine bir Özel Durum Çalışması. "Matematikçiler Derneği 11. Matematik Sempozyumu", (2012), s.175.
  A.13 Eroğlu, D. Işıksal, M., and Haser, Ç, Ilköğretim Matematik Öğretmen Adaylarının Kesirlerde Bölme Işlemine Yönelik Alternatif Bir Çözüm Yolu Hakkındaki Bilgileri. "10. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi", (2012), s.489.
  A.14 Eroğlu, D. Işıksal, M., and Haser, Ç., Ilköğretim Matematik Öğretmen Adaylarının Kesirler Konusundaki Formal Bilgi Kaynaklı Hatalarıyla İlgili Bilgileri. "Matematikçiler Derneği 11. Matematik Sempozyumu", (2012), s.107.
  A.15 Yeniterzi, B., and Işıksal, M., Matematik Öğretiminde Fen Konularının Kullanımı: İlköğretim 7. Sınıf Öğretmen Kılavuz Kitabı Örneği. "10. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi", (2012), s.393.
  A.16 Ayan, R. ve Işıksal-Bostan, M., Geometride Doğrusallık Yanılsaması. "12. Matematik Sempozyumu", (2013), s.82-83.
  A.17 Yemen-Karpuzcu, S. ve Işıksal-Bostan, M., İlköğretim Matematik Öğretmen Adaylarının Tam Sayılarda Çıkarma İşleminde Öğrenci Hatalarını Gidermeye Yönelik Öğretimsel Açıklamaları. "12. Matematik Sempozyumu", (2013), s.123-126.
  A.18 Çabuk, A. ve Işıksal-Bostan, M., 6. 7. ve 8. Sınıf Öğrencilerinin Matematiksel Muhakeme Becerileri. "12. Matematik Sempozyumu", (2013), s.43-45.
  A.19 Erkek, Ö. ve Işıksal-Bostan, M., 8. Sınıf Öğrencilerinin İki ve Üç Boyutlu Geometri Sorularını Çözerken Yaptıkları Hatalar Üzerine bir Çalışma. "12. Matematik Sempozyumu", (2013), s.46-48.
  A.20 Ayan, R., Yemen-Karpuzcu, S. ve Işıksal-Bostan, M., Matematik Öğretmen Adaylarının Alan Bilgileri: Sabit Çevre Değişen Alan, Sabit Yüzey Alanı Değişen Hacim.. "11. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi", (2014), s.1070-1071.
  A.21 Akgül, M. B., Akyüz, D. ve Işıksal-Bostan, M., Dinamik Geometri Yazılımı Kullanımının Sekizinci Sınıf Öğrencilerinin Dönüşüm Geometrisi Konusundaki Başarısı Üzerine Etkisi.. "11. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi", (2014), s.816.
  A.22 Ayan, R. ve Işıksal-Bostan, M., Ortaokul Öğrencilerinin Orantısal Düşünme Becerileri: Hacim Problemi.. "13. Matematik Sempozyumu", (2014), s.422-426.
  A.23 Yemen-Karpuzcu, S., Işıksal-Bostan, M. ve Ayan, R., Ilköğretim Matematik Öğretmen Adaylarının Kesirlerde Çarpma İşlemine Dair Pedagojik Alan Bilgileri.. "11. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi", (2014), s.1230-1231.
  A.24 Erkek, Ö. ve Işıksal-Bostan, M., Uzamsal Görselleştirme Testi’nin Türkçe’ye Uyarlaması.. "13. Matematik Sempozyumu", (2014), s.496-499.
  A.25 Doğan, S. ve Işıksal, M., Alan Ölçme Konusuna Yönelik Matematiksel Alan Bilgisinin İncelenmesi.. "11. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi", (2014), s.700.
  A.26 Yemen-Karpuzcu, S., Ayan, R. and Işıksal-Bostan, M., Prospective Middle School Mathematics Teachers’ Computational Estimation Strategies for Addition.. "International Conference on Education in Mathematics, Science Technology", (2014), s.374.
  A.27 Yemen-Karpuzcu, S. ve Işıksal-Bostan, M, Geogebra ile Cebir Öğretiminde Bir Ortaokul Matematik Öğretmeninin Matematiksel Uygulamaları ve Matematik Öğretimi Bilgisi.. "2. Türk Bilgisayar ve Matematik Eğitimi Sempozyumu", (2015), s.144-145.
  A.28 Aygün, B. ve Işıksal-Bostan, M., Matematik Öğretmenlerinin Çokgenler Konusundaki Teknolojik Pedagojik Alan Bilgisi Seviyelerinin Belirlenmesi. "2. Türk Bilgisayar ve Matematik Eğitimi Sempozyumu", (2015), s.185.
  A.29 Yürekli, B. Işıksal-Bostan, M. ve Çakıroğlu, E., Ortaokul Matematik Öğretmen Adaylarının Öz-yeterlik Algılarının Kaynakları. "2. Türk Bilgisayar ve Matematik Eğitimi Sempozyumu", (2015), s.167.
  A.30 Demiray, E. and Işıksal-Bostan, M., Ortaokul Matematik Öğretmen Adaylarının Aksine Örnek Verme Yöntemini Yorumlamalar. "3rd International Eurasian Educational Research Congress", (2016).
  A.31 Soyak, Ö. and Işıksal, M., İlköğretim Matematik Öğretmen Adaylarının Orantısal Akıl Yürütme Çözüm Stratejileri. "12. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi", (2016), s.255.
  A.32 Aygün, B. and Işıksal-Bostan, M., İlköğretim Matematik Öğretmenlerinin Mesleki Gelişimi: Matematik Koçluğu. "12. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi", (2016), s.230.
  A.33 Kandil, S., Yemen-Karpuzcu, S. and Işıksal-Bostan, M., Ortaokul Matematik Öğretmen Adaylarının Ondalık Gösterimlerle Çarpma İşlemine Dair Pedagojik Alan Bilgileri. "12. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi", (2016), s.162.
  A.34 Özdemir D. and Işıksal-Bostan, M., Matematikte Üstün Yetenekli Öğrencilerin Öğretmenlerinden Ve Ailelerinden Beklentileri. "12. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi", (2016), s.5.
  A.35 Demiray, E. and Işıksal-Bostan, M., Ortaokul Matematik Öğretmen Adaylarının Rastgelelik Kavramını Yorumlamalarının İncelenmesi.. "12. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi", (2016), s.177.
  A.36 Tekin-Sitrava, R. and Işıksal-Bostan, M., Ortaokul Matematik Öğretmenlerinin Problem Kurmaya İlişkin Alan Bilgileri: Koni Örneği. "12. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi", (2016), s.107.
  A.37 Aytekin,E., Ayan, R. and Işıksal-Bostan, M., Ortaokul Öğrencilerinin Ondalık Gösterimleri Verilen Sayılarla Çarpma ve Bölme İşlemlerine İlişkin Kavram Yanılgıları ve Çözüm Stratejileri. "12. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi", (2016), s.268.
  A.38 Elvan, S., Işıksal, M., Aytekin, E. and Sagdıc, A., Revisiting Pre-service Science and Mathematics Teachers' Beliefs Toward Using Inquiry-Based and Technology-Enhanced Teaching Approaches in Turkey.. "International Conference on Quality in Higher Education", (2017), s.210.
  A.39 Tekin-Sitrava, R. and Işıksal-Bostan, M., In-Service Mathematics Teachers’ Knowledge of Assessment Regarding the Volume of 3D Solids. "International Symposium of Education and Values (ISOEVA)", (2017), s.46.
  A.40 Sevim Atayev, G. and Işıksal-Bostan, M., Investigating Achievement Levels Of Sixth Grade Students Regarding Ordering İntegers. "International Conference on Education in Mathematics, Science Technology(ICEMST)", (2017), s.120.
  A.41 Kandil, S. and Işıksal-Bostan, M., Origami Tabanlı Öğretimin İlköğretim Öğrencilerinin Matematik Motivasyonu ve Endişesi Üzerine Etkisinin İncelenmesi.. "IVth International Euroasian Educational Research Congress", (2017), s.898-899.
  A.42 Enisoğlu D. and Işıksal-Bostan, M., Identifying Students’ Possible Solution Strategies While Solving Questions Regarding The Concept Of Mean . "International Conference on Education in Mathematics, Science Technology (ICEMST)", (2017), s.109.
  A.43 Dedebaş E. and Işıksal-Bostan, M., Students’ Achievement Level and Thinking Approaches About Mathematics And Line Symmetry In Real Life Context. "IVth International Euroasian Educational Research Congress", (2017), s.947-948.
  A.44 Aytekin E., Ayan, R. and Işıksal-Bostan, M., Pre-service Teachers’ Views Regarding Classification of Mathematical Tasks Based on Level of Cognitive Demands. "IVth International Euroasian Educational Research Congress", (2017), s.1053-1054.
  A.45 Demiray, E. and Işıksal-Bostan, M., Pre-Service Middle School Mathematics Teachers’ Graphic Representations in Derivative. "International Conference on Education in Mathematics, Science Technology (ICEMST)", (2017), s.153.
  A.46 Tekin-Sitrava, R. and Işıksal-Bostan, M., In-service Mathematics Teachers’ Knowledge of Students’ Preferences among Solution Strategies. "International Symposium of Education and Values (ISOEVA)", (2017), s.44.
  A.47 Acar-Çakırca, E. and Işıksal-Bostan, M., A Study on Eight Grade Students’ Misconceptions Regarding Slope. "IVth International Euroasian Educational Research Congress", (2017), s.957-958.
 

Book and Chapter in a Book

  A.1 Mine Işıksal, Negatif Sayılara İlişkin Zorluklar, Kavram Yanılgıları ve bu Yanılgıların Giderilmesine Yönelik Öneriler. "İlköğretimde Karşılaşılan Matematiksel Zorluklar ve Çözüm Önerileri", 1, (2009), s.155-186.
  A.2 Yemen-Karpuzcu, S. ve Işıksal-Bostan, M., Geometrik Cisimler: Silindir, Prizma, Koni, Piramit ve Kürenin Matematiksel Anlamı. "Tanımlar ve Tarihsel Gelişimleriyle Matematiksel Kavramlar", (2013), s.273-290.
  A.3 Isiksal-Bostan, M. and Osmanoğlu, A., Pedagojik Alan Bilgisi. "Matematik Eğitiminde Teoriler", (2016), s.677-699.
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