Staff at the Chair

Dr. Serife Sevinc

Former employee

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Concact Information

Scientific career
- Ph.D. Major Degree; Curriculum & Instruction, Mathematics EducationIndiana University (IU), USA - July 2016
Dissertation:
Sevis, S. (2016) Unpacking Teacher Knowledge for Bridging In- and Out-of-School Mathematics Using Mathematically-Rich and Contextually-Realistic Problems. Retrieved from ProQuest Digital Dissertations (UMI No: 10143631).
Dissertation Director & Co-Chair: Prof. Dr. Richard Lesh
- Ph.D. Minor Degree; Inquiry Methodology, Indiana University (IU), USA - July 2016
- Master's Degree; Elementary Mathematics and Science Education, Middle East Technical University (METU), Turkiye - June 2008
Thesis: The Effects of a Mathematics Teaching Methods Course on Pre-Service Elementary Mathematics Teachers' Content Knowledge for Teaching Mathematics
- Bachelor's Major Degree; Elementary (4-8th grades) Mathematics Education, Middle East Technical University, Turkiye - June 2006
- Bachelor's Minor Degree; Department of Mathematics, Middle East Technical University, Turkiye - June 2006
Current publications
- Sevinc, S. (2024). Pre-service mathematics teachers' personal meanings proclaiming about the characteristics of realistic mathematics problems. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-024-00497-x
- Sevinc, S., Cross Francis, D., Hudson, R. & Liu, J. (2024). The development of elementary teachers' personal meanings of problem-solving through engaging in open-ended tasks. Mathematics Education Research Journal.https://doi.org/10.1007/s13394-024-00493-1
- Sevinc, S., & Lizano, C. (2024). Bar model method as a problem-solving heuristic: an investigation of two preservice teachers' solution paths in problems involving ratio and percentage. Mathematics Education Research Journal, 36, 71-95.https://doi.org/10.1007/s13394-022-00427-9
- Ärlebäck, J.B., Albarracín, L., Orey, D., Rosa, M., Sevinc, S. (2024). Exploring the potential of using Fermi problems to elicit and develop cultural aspects in modeling processes. In H. S. Siller, V. Geiger, G. Kaiser. (eds) Researching Mathematical Modelling Education in Disruptive Times. International Perspectives on the Teaching and Learning of Mathematical Modelling (pp. 525–535). Springer, Cham. https://doi.org/10.1007/978-3-031-53322-8_43
- Sevinc, S., and Ferrando, I. (2024). Pictures in Fermi problems: How do prospective teachers use them in the modelling process?. In H. S. Siller, V. Geiger, G. Kaiser. (eds) Researching Mathematical Modelling Education in Disruptive Times. International Perspectives on the Teaching and Learning of Mathematical Modelling (pp. 467–477). Springer, Cham. https://doi.org/10.1007/978-3-031-53322-8_38
- Hackenberg, A. J., & Sevinc, S. (2024). Students' Units Coordinations. In Dawkins, P.C., Hackenberg, A.J., Norton, A. (eds) Piaget's Genetic Epistemology for Mathematics Education Research (pp. 371-411). Springer, Cham.https://doi.org/10.1007/978-3-031-47386-9_11
- Francis, D. C., Sevinc, S., Karakaya, A. E., & Tan, V. (2024). Model It! Designing a Gingerbread House Community. Mathematics Teacher: Learning and Teaching PK-12, 117(1), 17-23. https://doi.org/10.5951/MTLT.2023.060
- Sevinc, S. (2023) Knowledge-in-action for crafting mathematics problems in realistic contexts. Journal of Mathematics Teacher Education, 26, 533-565. https://doi.org/10.1007/s10857-022-09541-8
- Sevinc, S. (2022) Towards a reconceptualization of model development from models-and-modeling perspective in mathematics education. Educational Studies in Mathematics, 109, 611-638. https://doi.org/10.1007/s10649-021-10096-3
- Sevinc, S., and Lesh, R. (2022). Preservice mathematics teachers' conceptions of mathematically rich and contextually realistic problems. Journal of Mathematics Teacher Education, 25, 667-695. https://doi.org/10.1007/s10857-021-09512-5
- Hackenberg, A. J., & Sevinc, S. (2022) A boundary of the second multiplicative concept: the case of Milo. Educational Studies in Mathematics, 109, 177–193. https://doi.org/10.1007/s10649-021-10083-8
- Hackenberg, A. J., & Sevinc, S. (2022) Middle school students' construction of mutual reasoning with unknowns. The Journal of Mathematical Behavior, 65, 100929. https://doi.org/10.1016/j.jmathb.2021.100929
- Sevinc, S. & Lesh, R. (2022). Pre-Service Mathematics Teachers' Web of Knowledge Recalled for Mathematically Rich and Contextually Realistic Problems. European Journal of Science and Mathematics Education, 10(4), 471-494.https://doi.org/10.30935/scimath/12250
- Sevinc, S., & Galindo, E. (2022) Noticing Student Mathematical Thinking: Self-Contemplation of a Pre-Service Teacher. European Journal of Science and Mathematics Education, 10(2), 154-169. https://doi.org/10.30935/scimath/11489
- Baysal, E., & Sevinc, S. (2022) The role of the Singapore bar model in reducing students' errors on algebra word problems. International Journal of Mathematical Education in Science and Technology, 53(2), 289-310.https://doi.org/10.1080/0020739X.2021.1944683
- Sevinc, S. (2021) Models-and-modelling perspective through the eyes of Jean Piaget. In F. K. S., Leung, G. A. Stillman, G. Kaiser, & K. L. Wang (Eds.). Mathematical Modelling education in east and west. International perspectives on the teaching and learning of mathematical modelling book series (pp. 79-89). Springer. https://doi.org/10.1007/978-3-030-66996-6_7
- Sevinc, S. & Brady, C. (2019) Kindergarteners' and first-graders' development of numbers representing length and area: Stories of measurement. In K. Robinson, H. Osana, & D. Kotsopoulos (Eds), Mathematical learning and cognition in early childhood (pp. 115-137). Springer. https://doi.org/10.1007/978-3-030-12895-1_8
- Sevinc, S. & Lesh, R. (2018). Training of mathematics teachers for realistic math problems: A case of modeling-based teacher education courses. ZDM Mathematics Education, 50, 301-314. https://doi.org/10.1007/s11858-017-0898-9
- Lesh, R., English, L., Riggs, C., & Sevis, S. (January, 2013). Problem solving in the primary school (K-2). [Special issue]. The Mathematics Enthusiast, Special Issue: International Perspectives on Problem Solving Research in Mathematics Education, 10(1) 35-60. https://doi.org/10.54870/1551-3440.1259
- Brady, C., Lesh, R., & Sevis, S. (2015) Extending the reach of the models and modelling perspective: A course-sized research site. In G. A. Stillman, W. Blum, & M. S. Biembengut (Eds.) Mathematical modelling in educational research and practice: Cultural, social and cognitive influences (pp. 55-66). Springer. https://doi.org/10.1007/978-3-319-18272-8_4
- Lesh, R., English, L., Sevis, S., & Riggs, C. (2013). Modeling as a means to make powerful ideas accessible to children in a young age. In S. Hegedus & J. Roschelle (Eds.), The SimCalc vision and contributions: Democratizing access to important mathematics (pp.419-436). Springer. https://doi.org/10.1007/978-94-007-5696-0_23

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