Dr Ismail Özgür Zembat

  • Senior Lecturer in Mathematics Education (Pedagogy, Praxis & Faith)

telephone: 01413302403
email: Ismail.Zembat@glasgow.ac.uk

11 Eldon St., St. Andrews Building, Office 333, G3 6NH

Import to contacts

ORCID iDhttps://orcid.org/0000-0003-3727-995X

Biography

Dr Ismail Ozgur Zembat, Senior Lecturer in Mathematics Education (October 1, 2018 - cont.).
 
Ismail O. Zembat has a PhD in Mathematics Education from The Pennsylvania State University, USA and a Master's (course work only) and BSc degree in Mathematics from Ankara University, Turkey. His PhD (1999-2004) focused on developing mathematical ideas (e.g., division of fractions, quadrilaterals) at the primary level. Upon completing his PhD, he worked as a lecturer at Hacettepe University, Turkey (2004-2007), as an assistant professor at United Arab Emirates University, UAE (2007-2012), and as an associate/full professor (2012-2015 / 2016) at Mevlana University, Turkey. He has taught undergraduate and postgraduate courses in curriculum and instruction, statistics, mathematics, and mathematics education, mostly informed by constructivist ideas. He served in different administrative roles (Dept. Head of Primary Education, Head of Graduate School for the Social Sciences) and committees during his career. His research at different universities focused on issues about the nature of mathematics teacher knowledge, student learning in technology-assisted environments, and curriculum development at both primary and secondary levels. 
 
 

Research interests

I am interested in the following areas of research (qualitative/quantitative). Enquiries from postgraduate students who are interested in any of the following topics are welcome.

  • Mathematical concepts, and teaching and learning of them
  • Teaching mathematics in technology-assisted environments
  • Curriculum development
  • Teacher knowledge and development
     

Publications

List by: Type | Date

Jump to: 2023 | 2022 | 2021 | 2019 | 2017 | 2016 | 2015 | 2014 | 2013 | 2012 | 2011 | 2010 | 2008 | 2007 | 2006 | 2005 | 2002 | 2000
Number of items: 65.

2023

Zembat, I. Ö. and Gürhan, S. (2023) Constructing quadrilateral hierarchy using dynamic geometry environments. SMC Journal, 53, pp. 47-51.

Zembat, I. Ö. and Gürhan, S. (2023) Fostering a student's abstraction of the relationship between parallelogram and trapezoid within quadrilateral hierarchy. Investigations in Mathematics Learning, 15(4), pp. 241-265. (doi: 10.1080/19477503.2023.2209430)

Zembat, I. , Marshall, S., Mio, C. , Ward, R. and Leitch, M. (2023) Improving established maths teaching practices. Teaching Scotland, 96, pp. 44-45.

Zembat, I. Ö. , Mio, C. , Aydin, U. and McLaren, E. (2023) Exploring Preservice Teachers' Use of Definitions for Trapeziums. European Conference on Educational Research (ECER 2023), Glasgow, UK, 22-25 August 2023. (Unpublished)

Akar, G. K., Zembat, İ. Ö. , Arslan, S. and Thompson, P. W. (Eds.) (2023) Quantitative Reasoning in Mathematics and Science Education. Series: Mathematics education in the digital era. Springer: Cham. ISBN 9783031145520

Gülseren Karagöz, A., Zembat, I. Ö. , Arslan, S. and Thompson, P. W. (2023) Introduction: Quantitative reasoning in mathematics and science education in the digital era. In: Gülseren Karagöz, A., Zembat, I. Ö., Arslan, S. and Thompson, P. W. (eds.) Quantitative Reasoning in Mathematics and Science Education. Series: Mathematics education in the digital era (21). Springer: Cham, v-viii. ISBN 9783031145520 (doi: 10.1007/978-3-031-14553-7)

Karagöz Akar, G., Zembat, İ. Ö. , Arslan, S. and Belin, M. (2023) Geometric transformations through quantitative reasoning. In: Karagöz Akar, G., Zembat, İ. Ö., Arslan, S. and Thompson, P. W. (eds.) Quantitative Reasoning in Mathematics and Science Education. Series: Mathematics education in the digital era (21). Springer: Cham, pp. 199-219. ISBN 9783031145520 (doi: 10.1007/978-3-031-14553-7_8)

Zembat, I. Ö. , Mio, C. , Evans, G., Elliot, L. and Kabaca, T. (2023) Teaching place value conceptually – Part II. Primary Mathematics, 27(1), pp. 7-9.

2022

Mio, C. , Mclaren, E. , Zembat, I. Ö. and Marshall, S. (2022) Challenging PGDE Mathematics Students’ Beliefs and Attitudes in the Context of Curriculum Reform. SERA 2022 Conference, University of the West of Scotland (UWS), 23-25 November 2022.

Zembat, I. Ö. , Mio, C. , Evans, G., Elliot, L. and Kabaca, T. (2022) Teaching place value conceptually – part I. Primary Mathematics, 26(2), pp. 7-10.

Zembat, I. Ö. (2022) Conceptualising Place Value with Different Bases. Scottish Mathematics Council (SMC) Conference, Glasgow, UK, 05 Mar 2022.

Zembat, I. Ö. , Yaşa, S. A. and Aslan, M. (2022) Teacher Knowledge in the Context of Articulating Arithmetic Operations and Place Value. In: 12th Congress of the European Society for Research in Mathematics Education (CERME-12), Bolzano, Italy, 2-6 February 2022, pp. 3735-3742. ISBN 9791221025378

2021

Zembat, I.Ö. , Yasa, S.A. and Aslan, M. (2021) Qualified Mathematics Teachers' Knowledge of Place Value Concept. British Society for Research into Learning Mathematics (BSLRM) Autumn Day Conference, 06 Nov 2021.

Yasa, S.A., Aslan, M. and Zembat, I.Ö. (2021) Basamak kavramı ve öğretmen bilgisi [Concept of Place Value and Teacher Knowledge]. 5th International Symposium of Turkish Computer and Mathematics Education, Alanya-Antalya, Turkey, 28-30 Oct 2021.

2019

Zembat, I. and Gurhan, S. (2019) Fostering Development of Quadrilateral Hierarchy in Geometer's Sketchpad. BERA 2019, Manchester, UK, 10-12 Sep 2019.

Zembat, I. and Bayram, E. (2019) An Articulation of Specialized Content Knowledge of Mathematics Teachers in the Context of Measurement Concepts. ECER 2019, Hamburg, Germany, 03-06 Sep 2019.

2017

Zembat, I. (2017) Fostering remainder understanding in fraction division. Primary Mathematics, 21(2), pp. 22-27.

2016

Zembat, I. and Bayram, E. (2016) What it Means to have a Specialized Content Knowledge of Measurement Concepts. 13th International Congress on Mathematical Education (ICME 13), Hamburg, Germany, 24-31 July 2016.

Zembat, I. Ö. and Aslan, M. (2016) Prescriptions guiding prospective teachers in teaching mathematics. Educational Sciences: Theory and Practice, 16(3), pp. 735-769. (doi: 10.12738/estp.2016.3.0371)

Zembat, I. (2016) A Brief Analysis of Fraction Multiplication in Elementary and Middle Grade Level and in Teacher Development. Model Practices in Teaching Mathematics Conference, Ankara, Turkey, 30-31 January 2016.

Zembat, I. (2016) Türkiye’de uygulanan 1926-2005 matematik programlarının ölçme kavramı bağlamında bir mukayesesi. In: Ozmantar, M. F. and Ozturk, A. (eds.) Reform ve Değişim Bağlamında İlkokul Matematik Öğretim Programları. Pegem Akademi: Ankara, Turkey. ISBN 9786053183358

Bingölbali, E., Arslan, S. and Zembat, I. (Eds.) (2016) Matematik Eğitiminde Teoriler. Pegem Akademi: Ankara, Turkey. ISBN 9786053183808

Bingölbali, E., Arslan, S. and Zembat, I. (2016) Matematik eğitiminde teori, teorik çerçeve ve kavramsal çerçeve. In: Bingölbali, E., Arslan, S. and Zembat, I. (eds.) Matematik Eğitiminde Teoriler. Pegem Akademi: Ankara, Turkey. ISBN 9786053183808

Zembat, I. (2016) Matematik Öğretim Döngüsü ve ‘Tahmini Öğrenme Yol Haritaları’. In: Bingölbali, E., Arslan, S. and Zembat, I. (eds.) Matematik Eğitiminde Teoriler. Pegem Akademi: Ankara, Turkey. ISBN 9786053183808

Zembat, I. (2016) Piaget’nin merceğinden yapılandırmacılık ve zihinsel düzenekler. In: Bingölbali, E., Arslan, S. and Zembat, I. (eds.) Matematik Eğitiminde Teoriler. Pegem Akademi: Ankara, Turkey. ISBN 9786053183808

Zembat, I. (2016) Piaget’ye göre soyutlama ve çeşitleri. In: Bingölbali, E., Arslan, S. and Zembat, I. (eds.) Matematik Eğitiminde Teoriler. Pegem Akademi: Ankara, Turkey. ISBN 9786053183808

2015

Zembat, I. (2015) The Role of Classroom Scenarios in Revealing Teachers’ Understandings of Norms. Turkish Computer and Mathematics Education Symposium 2, Adıyaman, Turkey, 16-18 May 2015.

Zembat, I. (2015) Teaching Prescriptions Guiding Mathematics Teachers’ Teaching and the Related Activities That Teachers Use. Turkish Computer and Mathematics Education Symposium 2, Adıyaman, Turkey, 16-18 May 2015.

Zembat, I. (2015) Turkish Mathematics Education Research from the Perspective of Mathematics Education Theories. Turkish Computer and Mathematics Education Symposium 2, Adıyaman, Turkey, 16-18 May 2015.

Zembat, I. (2015) Levels of Mathematics Teachers Norm Perceptions. 24th National Educational Sciences Congress, Niğde, Turkey, 16-18 April 2015.

Zembat, I. O. (2015) An alternative route to teaching fraction division: Abstraction of common denominator algorithm. International Electronic Journal of Elementary Education, 7(32), pp. 399-422.

Zembat, I. O. and Yasa, S. A. (2015) Using classroom scenarios to reveal mathematics teachers’ understanding of sociomathematical norms. International Journal of Education in Mathematics, Science and Technology, 3(3), pp. 242-261.

2014

Zembat, I. (2014) Prospective Middle School Teachers’ and their Conceptions of Mathematics Teaching. 11th National Science and Mathematics Education Congress, Adana, Turkey, 11-14 Sept 2014.

Zembat, I. (2014) Teacher Candidates and their Conceptions of Mathematics Teaching. 11th National Science and Mathematics Education Congress, Adana, Turkey, 11-14 Sept 2014.

Zembat, I. and Aslan, M. (2014) Teaching Models Prospective Middle School Teachers Use as Guides in Mathematics Teaching. International Conference on Education in Mathematics, Science and Technology (ICEMST 2014), Konya, Turkey, 16-18 May 2014.

2013

Zembat, I. (2013) Specialized Content Knowledge of Mathematics Teachers in UAE Context. 8th Congress of European Research in Mathematics Education (CERME 8), Antalya, Turkey, 06-10 Feb 2013.

Zembat, I. , Özmantar, M. F., Bingölbali, E., Şandır, H. and Delice, A. (Eds.) (2013) Tanımları Ve Tarihsel Gelişimleriyle Matematiksel Kavramlar. Pegem Akademi: Ankara, Turkey. ISBN 9786053645702

Zembat, I. (2013) Geometrik dönüşümlerden dönme ve özellikleri. In: Zembat, I. O., Özmantar, M. F., Bingölbali, E., Şandır, H. and Delice, A. (eds.) Tanımları ve tarihsel gelişimleriyle matematiksel kavramlar. Pegem Akademi: Ankara, Turkey. ISBN 9786053645702

Zembat, I. (2013) Geometrik dönüşümlerden öteleme ve farklı anlamları. In: Zembat, I. O., Özmantar, M. F., Bingölbali, E., Şandır, H. and Delice, A. (eds.) Tanımları ve tarihsel gelişimleriyle matematiksel kavramlar. Pegem Akademi: Ankara, Turkey. ISBN 9786053645702

Zembat, I. (2013) Matematiksel analizi ile ölçme kavramı ve uzunluk, alan ve hacim nitelikleri. In: Zembat, I. O., Özmantar, M. F., Bingölbali, E., Şandır, H. and Delice, A. (eds.) Tanımları ve tarihsel gelişimleriyle matematiksel kavramlar. Pegem Akademi: Ankara, Turkey. ISBN 9786053645702

2012

Zembat, I. O. (2012) How international is IEJME? International Electronic Journal of Mathematics Education, 7(2), pp. 42-44.

Sünker, S. and Zembat, İ. Ö. (2012) Teaching of translations through use of vectors in Wingeom-tr environment. İlköğretim Online = Elementary Education Online, 11(1), pp. 173-194.

Van de Walle, J. A., Karp, K. S., Bay-Williams, J. M. and Zembat, I. (2012) Developing meanings for the operations. In: Durmus, S. (ed.) [Elementary and Middle School Mathematics: Teaching Developmentally, seventh edition]. Nobel Yayınevi: Ankara.

Van de Walle, J. A., Karp, K. S., Bay-Williams, J. M. and Zembat, I. (2012) Exploring what it means to know and do mathematics. In: Durmus, S. (ed.) [Elementary and Middle School Mathematics: Teaching Developmentally, seventh edition]. Nobel Yayınevi: Ankara.

Zembat, I. (2012) Ölçme, temel bileşenleri ve sık karşılaşılan kavram yanılgıları. In: Bingölbali, E. and Özmantar, M. F. (eds.) İlköğretimde Karşılaşılan Matematiksel Zorluklar Ve Çözüm Önerileri. Pegem Akademi: Ankara, Turkey. ISBN 9786054282111

2011

Zembat, I. O. (2011) Reflections on the continuing efforts on restructuring of IEJME. International Electronic Journal of Mathematics Education, 6(1), pp. 3-4.

Zembat, I. O. (2011) Teachers' Subject Matter Knowledge: UAE Context. In: 35th Annual Conference of the International Group for the Psychology of Mathematics Education: Developing Mathematical Thinking, Ankara, Turkey, 2011, ISBN 9789754292626

2010

Zembat, I. Ö. (2010) A micro-curricular analysis of unified mathematics curricula in Turkey. ZDM, 42(5), pp. 443-455. (doi: 10.1007/s11858-010-0236-y)

Simon, M., Saldanha, L., McClintock, E., Akar, G. K., Watanabe, T. and Zembat, I. O. (2010) A developing approach to studying students’ learning through their mathematical activity. Cognition and Instruction, 28(1), pp. 70-112. (doi: 10.1080/07370000903430566)

Zembat, I. (2010) Kavram yanılgısı nedir? In: Özmantar, M. F., Bingölbali, E. and Akkoç, H. (eds.) Matematiksel Kavram Yanılgıları Ve Çözüm Önerileri. Pegem Akademi: Ankara, Turkey. ISBN 9786055885311

Zembat, I. (2010) Sayıların Farklı Algılanması - Sorun Sayılarda mı, Öğrenciler de mi, Yoksa Öğretmenlerde mi? In: Özmantar, M. F., Bingölbali, E. and Akkoç, H. (eds.) Matematiksel Kavram Yanılgıları Ve Çözüm Önerileri. Pegem Akademi: Ankara, Turkey. ISBN 9786055885311

Zembat, I. O. , Alacaci, C. and Argun, Z. (2010) Reflections on restructuring of IEJME. International Electronic Journal of Mathematics Education, 5(18), pp. 3-4.

Zembat, I. O. (2010) Closing the gap between current knowledge level of UAE mathematics teachers and the ideal level. Procedia, Social and Behavioral Sciences, 2(2), pp. 2116-2120. (doi: 10.1016/j.sbspro.2010.03.291)

Zembat, I. O. (2010) Prospective elementary teachers’ conceptions of volume. Procedia, Social and Behavioral Sciences, 2(2), pp. 2111-2115. (doi: 10.1016/j.sbspro.2010.03.290)

2008

Parris, R. and Zembat, I. (2008) Wingeom - Peanut Software. [Artefact]

Zembat, I. O. (2008) Pre-service teachers’ use of different types of mathematical reasoning in paper-and-pencil versus technology-supported environments. International Journal of Mathematical Education in Science and Technology, 39(2), pp. 143-160. (doi: 10.1080/00207390701828705)

2007

Simon, M. A., Saldanh, L., McClintock, E., Akar, G. K., Watanabe, T. and Zembat, I. (2007) Understanding Students' Learning through their Activity: Toward a Basis for a Scientific Approach to Task Design and Sequencing. In: 29th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV, USA, 25-28 Oct 2007, ISBN 9780980088908

Zembat, I. (2007) Understanding the formula for rectangular right prisms: a different perspective. Eurasian Journal of Educational Research, 27, pp. 205-217.

Zembat, İ. Ö. (2007) Conceptualization and appreciation of the meaning of assimilation principle by prospective elementary teachers. Hacettepe University Journal of Education(32), pp. 306-318.

Zembat, İ. Ö. (2007) The main tenets of direct instruction and constructivism and the case of translations. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 27(1), pp. 195-213.

Zembat, I. Ö. (2007) Working on the same problem - concepts; with the usual subjects - prospective elementary teachers. Elementary Education Online, 6(2), pp. 306-312.

2006

Heid, M. K., Lunt, J., Portnoy, N. and Zembat, I. O. (2006) Ways in Which Prospective Secondary Mathematics Teachers Deal with Mathematical Complexity. In: 28th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mérida, México, 09-12 Nov 2006, ISBN 9707022027

2005

Portnoy, N., Heid, M. K., Lunt, J. R. and Zembat, I. O. (2005) Prospective Secondary Mathematics Teachers Unravel the Complexity of Covariation through Structural and Operational Perspectives. In: 27th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Roanoke, VA, USA, 20-23 Oct 2005,

2002

Zembat, I. O. (2002) Understanding of Function as Seen in Understanding of Multivariate Function: The Case of Prospective Secondary Mathematics Teachers. In: 24th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Athens, GA, USA, 26-29 Oct 2002,

2000

Zembat, I. (2000) Al-Khwarizmi’s contributions to algebra. In: Heid, M.K., Smith, M.S. and Blume, G.W. (eds.) Algebra Across the Grades, Part I. 1999 Yearbook of the Pennsylvania Council of Teachers of Mathematics. Pennsylvania Council of Teachers of Mathematics: PA, USA.

This list was generated on Tue Apr 23 21:14:13 2024 BST.
Jump to: Articles | Book Sections | Edited Books | Conference or Workshop Item | Conference Proceedings | Artefact
Number of items: 65.

Articles

Zembat, I. Ö. and Gürhan, S. (2023) Constructing quadrilateral hierarchy using dynamic geometry environments. SMC Journal, 53, pp. 47-51.

Zembat, I. Ö. and Gürhan, S. (2023) Fostering a student's abstraction of the relationship between parallelogram and trapezoid within quadrilateral hierarchy. Investigations in Mathematics Learning, 15(4), pp. 241-265. (doi: 10.1080/19477503.2023.2209430)

Zembat, I. , Marshall, S., Mio, C. , Ward, R. and Leitch, M. (2023) Improving established maths teaching practices. Teaching Scotland, 96, pp. 44-45.

Zembat, I. Ö. , Mio, C. , Evans, G., Elliot, L. and Kabaca, T. (2023) Teaching place value conceptually – Part II. Primary Mathematics, 27(1), pp. 7-9.

Zembat, I. Ö. , Mio, C. , Evans, G., Elliot, L. and Kabaca, T. (2022) Teaching place value conceptually – part I. Primary Mathematics, 26(2), pp. 7-10.

Zembat, I. (2017) Fostering remainder understanding in fraction division. Primary Mathematics, 21(2), pp. 22-27.

Zembat, I. Ö. and Aslan, M. (2016) Prescriptions guiding prospective teachers in teaching mathematics. Educational Sciences: Theory and Practice, 16(3), pp. 735-769. (doi: 10.12738/estp.2016.3.0371)

Zembat, I. O. (2015) An alternative route to teaching fraction division: Abstraction of common denominator algorithm. International Electronic Journal of Elementary Education, 7(32), pp. 399-422.

Zembat, I. O. and Yasa, S. A. (2015) Using classroom scenarios to reveal mathematics teachers’ understanding of sociomathematical norms. International Journal of Education in Mathematics, Science and Technology, 3(3), pp. 242-261.

Zembat, I. O. (2012) How international is IEJME? International Electronic Journal of Mathematics Education, 7(2), pp. 42-44.

Sünker, S. and Zembat, İ. Ö. (2012) Teaching of translations through use of vectors in Wingeom-tr environment. İlköğretim Online = Elementary Education Online, 11(1), pp. 173-194.

Zembat, I. O. (2011) Reflections on the continuing efforts on restructuring of IEJME. International Electronic Journal of Mathematics Education, 6(1), pp. 3-4.

Zembat, I. Ö. (2010) A micro-curricular analysis of unified mathematics curricula in Turkey. ZDM, 42(5), pp. 443-455. (doi: 10.1007/s11858-010-0236-y)

Simon, M., Saldanha, L., McClintock, E., Akar, G. K., Watanabe, T. and Zembat, I. O. (2010) A developing approach to studying students’ learning through their mathematical activity. Cognition and Instruction, 28(1), pp. 70-112. (doi: 10.1080/07370000903430566)

Zembat, I. O. , Alacaci, C. and Argun, Z. (2010) Reflections on restructuring of IEJME. International Electronic Journal of Mathematics Education, 5(18), pp. 3-4.

Zembat, I. O. (2010) Closing the gap between current knowledge level of UAE mathematics teachers and the ideal level. Procedia, Social and Behavioral Sciences, 2(2), pp. 2116-2120. (doi: 10.1016/j.sbspro.2010.03.291)

Zembat, I. O. (2010) Prospective elementary teachers’ conceptions of volume. Procedia, Social and Behavioral Sciences, 2(2), pp. 2111-2115. (doi: 10.1016/j.sbspro.2010.03.290)

Zembat, I. O. (2008) Pre-service teachers’ use of different types of mathematical reasoning in paper-and-pencil versus technology-supported environments. International Journal of Mathematical Education in Science and Technology, 39(2), pp. 143-160. (doi: 10.1080/00207390701828705)

Zembat, I. (2007) Understanding the formula for rectangular right prisms: a different perspective. Eurasian Journal of Educational Research, 27, pp. 205-217.

Zembat, İ. Ö. (2007) Conceptualization and appreciation of the meaning of assimilation principle by prospective elementary teachers. Hacettepe University Journal of Education(32), pp. 306-318.

Zembat, İ. Ö. (2007) The main tenets of direct instruction and constructivism and the case of translations. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 27(1), pp. 195-213.

Zembat, I. Ö. (2007) Working on the same problem - concepts; with the usual subjects - prospective elementary teachers. Elementary Education Online, 6(2), pp. 306-312.

Book Sections

Gülseren Karagöz, A., Zembat, I. Ö. , Arslan, S. and Thompson, P. W. (2023) Introduction: Quantitative reasoning in mathematics and science education in the digital era. In: Gülseren Karagöz, A., Zembat, I. Ö., Arslan, S. and Thompson, P. W. (eds.) Quantitative Reasoning in Mathematics and Science Education. Series: Mathematics education in the digital era (21). Springer: Cham, v-viii. ISBN 9783031145520 (doi: 10.1007/978-3-031-14553-7)

Karagöz Akar, G., Zembat, İ. Ö. , Arslan, S. and Belin, M. (2023) Geometric transformations through quantitative reasoning. In: Karagöz Akar, G., Zembat, İ. Ö., Arslan, S. and Thompson, P. W. (eds.) Quantitative Reasoning in Mathematics and Science Education. Series: Mathematics education in the digital era (21). Springer: Cham, pp. 199-219. ISBN 9783031145520 (doi: 10.1007/978-3-031-14553-7_8)

Zembat, I. (2016) Türkiye’de uygulanan 1926-2005 matematik programlarının ölçme kavramı bağlamında bir mukayesesi. In: Ozmantar, M. F. and Ozturk, A. (eds.) Reform ve Değişim Bağlamında İlkokul Matematik Öğretim Programları. Pegem Akademi: Ankara, Turkey. ISBN 9786053183358

Bingölbali, E., Arslan, S. and Zembat, I. (2016) Matematik eğitiminde teori, teorik çerçeve ve kavramsal çerçeve. In: Bingölbali, E., Arslan, S. and Zembat, I. (eds.) Matematik Eğitiminde Teoriler. Pegem Akademi: Ankara, Turkey. ISBN 9786053183808

Zembat, I. (2016) Matematik Öğretim Döngüsü ve ‘Tahmini Öğrenme Yol Haritaları’. In: Bingölbali, E., Arslan, S. and Zembat, I. (eds.) Matematik Eğitiminde Teoriler. Pegem Akademi: Ankara, Turkey. ISBN 9786053183808

Zembat, I. (2016) Piaget’nin merceğinden yapılandırmacılık ve zihinsel düzenekler. In: Bingölbali, E., Arslan, S. and Zembat, I. (eds.) Matematik Eğitiminde Teoriler. Pegem Akademi: Ankara, Turkey. ISBN 9786053183808

Zembat, I. (2016) Piaget’ye göre soyutlama ve çeşitleri. In: Bingölbali, E., Arslan, S. and Zembat, I. (eds.) Matematik Eğitiminde Teoriler. Pegem Akademi: Ankara, Turkey. ISBN 9786053183808

Zembat, I. (2013) Geometrik dönüşümlerden dönme ve özellikleri. In: Zembat, I. O., Özmantar, M. F., Bingölbali, E., Şandır, H. and Delice, A. (eds.) Tanımları ve tarihsel gelişimleriyle matematiksel kavramlar. Pegem Akademi: Ankara, Turkey. ISBN 9786053645702

Zembat, I. (2013) Geometrik dönüşümlerden öteleme ve farklı anlamları. In: Zembat, I. O., Özmantar, M. F., Bingölbali, E., Şandır, H. and Delice, A. (eds.) Tanımları ve tarihsel gelişimleriyle matematiksel kavramlar. Pegem Akademi: Ankara, Turkey. ISBN 9786053645702

Zembat, I. (2013) Matematiksel analizi ile ölçme kavramı ve uzunluk, alan ve hacim nitelikleri. In: Zembat, I. O., Özmantar, M. F., Bingölbali, E., Şandır, H. and Delice, A. (eds.) Tanımları ve tarihsel gelişimleriyle matematiksel kavramlar. Pegem Akademi: Ankara, Turkey. ISBN 9786053645702

Van de Walle, J. A., Karp, K. S., Bay-Williams, J. M. and Zembat, I. (2012) Developing meanings for the operations. In: Durmus, S. (ed.) [Elementary and Middle School Mathematics: Teaching Developmentally, seventh edition]. Nobel Yayınevi: Ankara.

Van de Walle, J. A., Karp, K. S., Bay-Williams, J. M. and Zembat, I. (2012) Exploring what it means to know and do mathematics. In: Durmus, S. (ed.) [Elementary and Middle School Mathematics: Teaching Developmentally, seventh edition]. Nobel Yayınevi: Ankara.

Zembat, I. (2012) Ölçme, temel bileşenleri ve sık karşılaşılan kavram yanılgıları. In: Bingölbali, E. and Özmantar, M. F. (eds.) İlköğretimde Karşılaşılan Matematiksel Zorluklar Ve Çözüm Önerileri. Pegem Akademi: Ankara, Turkey. ISBN 9786054282111

Zembat, I. (2010) Kavram yanılgısı nedir? In: Özmantar, M. F., Bingölbali, E. and Akkoç, H. (eds.) Matematiksel Kavram Yanılgıları Ve Çözüm Önerileri. Pegem Akademi: Ankara, Turkey. ISBN 9786055885311

Zembat, I. (2010) Sayıların Farklı Algılanması - Sorun Sayılarda mı, Öğrenciler de mi, Yoksa Öğretmenlerde mi? In: Özmantar, M. F., Bingölbali, E. and Akkoç, H. (eds.) Matematiksel Kavram Yanılgıları Ve Çözüm Önerileri. Pegem Akademi: Ankara, Turkey. ISBN 9786055885311

Zembat, I. (2000) Al-Khwarizmi’s contributions to algebra. In: Heid, M.K., Smith, M.S. and Blume, G.W. (eds.) Algebra Across the Grades, Part I. 1999 Yearbook of the Pennsylvania Council of Teachers of Mathematics. Pennsylvania Council of Teachers of Mathematics: PA, USA.

Edited Books

Akar, G. K., Zembat, İ. Ö. , Arslan, S. and Thompson, P. W. (Eds.) (2023) Quantitative Reasoning in Mathematics and Science Education. Series: Mathematics education in the digital era. Springer: Cham. ISBN 9783031145520

Bingölbali, E., Arslan, S. and Zembat, I. (Eds.) (2016) Matematik Eğitiminde Teoriler. Pegem Akademi: Ankara, Turkey. ISBN 9786053183808

Zembat, I. , Özmantar, M. F., Bingölbali, E., Şandır, H. and Delice, A. (Eds.) (2013) Tanımları Ve Tarihsel Gelişimleriyle Matematiksel Kavramlar. Pegem Akademi: Ankara, Turkey. ISBN 9786053645702

Conference or Workshop Item

Zembat, I. Ö. , Mio, C. , Aydin, U. and McLaren, E. (2023) Exploring Preservice Teachers' Use of Definitions for Trapeziums. European Conference on Educational Research (ECER 2023), Glasgow, UK, 22-25 August 2023. (Unpublished)

Mio, C. , Mclaren, E. , Zembat, I. Ö. and Marshall, S. (2022) Challenging PGDE Mathematics Students’ Beliefs and Attitudes in the Context of Curriculum Reform. SERA 2022 Conference, University of the West of Scotland (UWS), 23-25 November 2022.

Zembat, I. Ö. (2022) Conceptualising Place Value with Different Bases. Scottish Mathematics Council (SMC) Conference, Glasgow, UK, 05 Mar 2022.

Zembat, I.Ö. , Yasa, S.A. and Aslan, M. (2021) Qualified Mathematics Teachers' Knowledge of Place Value Concept. British Society for Research into Learning Mathematics (BSLRM) Autumn Day Conference, 06 Nov 2021.

Yasa, S.A., Aslan, M. and Zembat, I.Ö. (2021) Basamak kavramı ve öğretmen bilgisi [Concept of Place Value and Teacher Knowledge]. 5th International Symposium of Turkish Computer and Mathematics Education, Alanya-Antalya, Turkey, 28-30 Oct 2021.

Zembat, I. and Gurhan, S. (2019) Fostering Development of Quadrilateral Hierarchy in Geometer's Sketchpad. BERA 2019, Manchester, UK, 10-12 Sep 2019.

Zembat, I. and Bayram, E. (2019) An Articulation of Specialized Content Knowledge of Mathematics Teachers in the Context of Measurement Concepts. ECER 2019, Hamburg, Germany, 03-06 Sep 2019.

Zembat, I. and Bayram, E. (2016) What it Means to have a Specialized Content Knowledge of Measurement Concepts. 13th International Congress on Mathematical Education (ICME 13), Hamburg, Germany, 24-31 July 2016.

Zembat, I. (2016) A Brief Analysis of Fraction Multiplication in Elementary and Middle Grade Level and in Teacher Development. Model Practices in Teaching Mathematics Conference, Ankara, Turkey, 30-31 January 2016.

Zembat, I. (2015) The Role of Classroom Scenarios in Revealing Teachers’ Understandings of Norms. Turkish Computer and Mathematics Education Symposium 2, Adıyaman, Turkey, 16-18 May 2015.

Zembat, I. (2015) Teaching Prescriptions Guiding Mathematics Teachers’ Teaching and the Related Activities That Teachers Use. Turkish Computer and Mathematics Education Symposium 2, Adıyaman, Turkey, 16-18 May 2015.

Zembat, I. (2015) Turkish Mathematics Education Research from the Perspective of Mathematics Education Theories. Turkish Computer and Mathematics Education Symposium 2, Adıyaman, Turkey, 16-18 May 2015.

Zembat, I. (2015) Levels of Mathematics Teachers Norm Perceptions. 24th National Educational Sciences Congress, Niğde, Turkey, 16-18 April 2015.

Zembat, I. (2014) Prospective Middle School Teachers’ and their Conceptions of Mathematics Teaching. 11th National Science and Mathematics Education Congress, Adana, Turkey, 11-14 Sept 2014.

Zembat, I. (2014) Teacher Candidates and their Conceptions of Mathematics Teaching. 11th National Science and Mathematics Education Congress, Adana, Turkey, 11-14 Sept 2014.

Zembat, I. and Aslan, M. (2014) Teaching Models Prospective Middle School Teachers Use as Guides in Mathematics Teaching. International Conference on Education in Mathematics, Science and Technology (ICEMST 2014), Konya, Turkey, 16-18 May 2014.

Zembat, I. (2013) Specialized Content Knowledge of Mathematics Teachers in UAE Context. 8th Congress of European Research in Mathematics Education (CERME 8), Antalya, Turkey, 06-10 Feb 2013.

Conference Proceedings

Zembat, I. Ö. , Yaşa, S. A. and Aslan, M. (2022) Teacher Knowledge in the Context of Articulating Arithmetic Operations and Place Value. In: 12th Congress of the European Society for Research in Mathematics Education (CERME-12), Bolzano, Italy, 2-6 February 2022, pp. 3735-3742. ISBN 9791221025378

Zembat, I. O. (2011) Teachers' Subject Matter Knowledge: UAE Context. In: 35th Annual Conference of the International Group for the Psychology of Mathematics Education: Developing Mathematical Thinking, Ankara, Turkey, 2011, ISBN 9789754292626

Simon, M. A., Saldanh, L., McClintock, E., Akar, G. K., Watanabe, T. and Zembat, I. (2007) Understanding Students' Learning through their Activity: Toward a Basis for a Scientific Approach to Task Design and Sequencing. In: 29th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV, USA, 25-28 Oct 2007, ISBN 9780980088908

Heid, M. K., Lunt, J., Portnoy, N. and Zembat, I. O. (2006) Ways in Which Prospective Secondary Mathematics Teachers Deal with Mathematical Complexity. In: 28th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mérida, México, 09-12 Nov 2006, ISBN 9707022027

Portnoy, N., Heid, M. K., Lunt, J. R. and Zembat, I. O. (2005) Prospective Secondary Mathematics Teachers Unravel the Complexity of Covariation through Structural and Operational Perspectives. In: 27th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Roanoke, VA, USA, 20-23 Oct 2005,

Zembat, I. O. (2002) Understanding of Function as Seen in Understanding of Multivariate Function: The Case of Prospective Secondary Mathematics Teachers. In: 24th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Athens, GA, USA, 26-29 Oct 2002,

Artefact

Parris, R. and Zembat, I. (2008) Wingeom - Peanut Software. [Artefact]

This list was generated on Tue Apr 23 21:14:13 2024 BST.

Grants

1. Project name: Mid-Atlantic Center for Mathematics Teaching and Learning;

Funded by: USA National Science Foundation;
About: Secondary teacher education and curriculum development for secondary teachers;
Period: August 2000 - August 2004 (I was part of this period only); 2005-2013 (I was not part of this period)
Funded for: $9,575,724.00 (one partner's share was about $3 million for 2000-2007 period); (NSF Award #0083429)
Principal Investigators: James Fey (PI); James Hiebert (Co-PI); Patricia Campbell (Co-PI); M. Kathleen Heid (Co-PI)
Research Associates: Ismail O. Zembat; Debby MacCullough; Barbara McDonald; Gulseren Karagoz Akar (2002-...) - other associates joined the research team starting from 2004 

https://www.nsf.gov/awardsearch/ (search for Award #0083429)

2. Project name: Closing the gap between current knowledge level of UAE mathematics teachers and the ‎ideal level;

Funded by: UAE National Research Foundation & UAE University
About: Investigating the profile of UAE mathematics teachers in terms of their ‎‎mathematics knowledge level to reveal the gap between their current knowledge level and the expected level;
Period: December 10, 2010 – June 20, 2012;
Funded for: 250,000AED [£50,000].
Principal Investigators: Ismail O. Zembat

3. Project name: School-University Collaboration to Cultivate the Experiences of Students and Schoolteachers in Mathematics (SUCCESS – M) 

Funded by: Pupil Equity Funding (PEF) Grant, Falkirk Council - Scotland
About: Enriching teaching and learning through a mathematics curriculum development for topics in Primary 5-Primary 7
Period: March 2019 – March 2020
Funded for: £19,627
Project Coordinators: Ismail O. Zembat & Cristina Mio

4. Project name: Enhancing the provision of mathematics education courses - I (Small Grants)

Funded by: School of Education, University of Glasgow, UK
About: Enhancing the provision of mathematics education courses and improving pre-service teachers’ understanding of teaching and learning through the use of hands-on/online manipulatives and supporting materials
Period: January 2020 – June 2020
Funded for: £5,000
Project Coordinators: Cristina Mio, Ismail O. Zembat, Susie Marshall, Evelyn Mclaren

5. Project name: Enhancing the provision of mathematics education courses - II (Small Grants)

Funded by: School of Education, University of Glasgow, UK
About: Enhancing the provision of mathematics education courses
Period: January 2022 – June 2022
Funded for: £3,000
Project Coordinators: Cristina Mio, Ismail O. Zembat, Susie Marshall

6. Project name: Improving Mathematics Teaching Practice in Primary School Settings Using Pupil-centred Pedagogy (PPF Small Grants)

Funded by: Pedagogy Praxis and Faith RTG, School of Education, University of Glasgow, UK
About: Enhancing the provision of mathematics education courses
Period: January 2024 – June 2024
Funded for: £1,300
Project Coordinators: Ismail O. Zembat, Cristina Mio

Supervision

  • Tan, Yinwan
    Both Dr Cristina Mio and Dr Ismail O. Zembat are my prospective PhD supervisors.

Supervision of Doctoral Thesis to the Completion

- Bakri Awaji (2021). Investigating the effectiveness of using GeoGebra software on students' mathematical proficiency. PhD thesis, University of Glasgow. https://theses.gla.ac.uk/82594/

- Yousef S. H. Alshammari (2023). Understanding the perspectives of mathematics teachers concerning eLearning in Saudi Arabia. PhD thesis, University of Glasgow. https://theses.gla.ac.uk/83798/

Supervision of Master's Dissertations to the Completion

Griffin, Deirdre (2021). Developing a conceptual understanding of area and perimeter using the pedagogical approach of teaching through problem solving: A literature review. University of Glasgow, UK.

Wark, Jordan (2021). What impact does technology have on the teaching and learning experience of primary school mathematics? University of Glasgow, UK.

Wood, Rebecca (2020). What are ways in which mathematical anxiety can be reduced and how can reduction measures be beneficial at primary and secondary level? University of Glasgow, UK.

Andrews, Allison (2020). To what extent does ‘Glasgow Counts’ allow for the findings of cognitive load theory? University of Glasgow, UK.

Rundell, Sarah (2020). What is the role of Justification in a Secondary Mathematics Classroom? University of Glasgow, UK.

Bayram, Ebru (2016). Mathematics teachers’ specialized content knowledge of measurement concepts and its reflection over their teaching. Mevlana University, Turkey.

Aslan, Mustafa (2015). The influence of prospective middle school teachers’ adopted teaching models on their mathematics teaching. Mevlana University, Turkey.

Gürhan, Sümeyye (2015). Middle school students’ development of the conceptual understanding of classifying quadrilaterals within technology-supported environments. Mevlana University, Turkey.

Yaşa, Seyit Ali (2015). The relationship between different grade levels and mathematics teachers’ perceptions of norms. Mevlana University, Turkey.

 

Teaching

The courses I currently teach:

PGDE Maths Education; MEduc Maths Education; Seminar in Contemporary Issues in Education; Engineering Maths (MDTech Ed)

Interesting sources:

- Place Value Investigations: https://e-concrete-manipulatives.surge.sh/

 

 

 

Professional activities & recognition

Prizes, awards & distinctions

  • 2002: Tait Scholarship (The Pennsylvani State University)
  • 2014: Educator of the Year (Mevlana University, Turkey)

Research fellowships

  • 1999 - 2004: Ministry of Education of Turkey

Grant committees & research advisory boards

  • 2011 - 2012: UAE, Hamdan Bin Rashid Al Maktoum Award for Distinguished Academic Performance Panel Membership

Editorial boards

  • 2023 - 2026: The Curriculum Journal (BERA) - Editorial Board Member
  • 2013 - 2016: International Journal of Education in Mathematics, Science and Technology - Mathematics Section Editor
  • 2010 - 2014: International Electronic Journal of Mathematics Education (IEJME) - Editor
  • 2009 - 2010: International Journal for Research in Education - UAE - Editorial Board Member
  • 2006 - 2009: International Electronic Journal of Mathematics Education (IEJME) - Editorial Board Member
  • 2006 - 2009: Eurasian Journal of Educational Research - Editorial Board Member

Supplementary

  • Research Journal Editorships: (1) Feb 2010- Jan 2014: International Electronic Journal of Mathematics Education (Co-Editor / Editor-in-Chief) (2) 2013 - 2016: International Journal of Education in Mathematics, Science and Technology (Mathematics Education Section Editor)

Additional information

Serving in Departmental and Faculty Level Committees

Deputy Leader for Research and Teaching Group (RTG) - Pedagogy, Praxis and Faith (Oct 2019 - ...)

Programme Leader for Middle Years (Mathematics/Science) Education (Oct 2018-2021)

Mathematics Lead for PGDE Primary & MEduc & MDTechEd Programmes (August 2019 - ...)

Scholarships and Awards

- Scholarship from Ministry of Education of Turkey, 53000USD, (Jan 1999 - Aug 2000)
- Tait Scholarship, Pennsylvania State University, USA (Spring 2002)
- Educator of the Year (2013-2014 academic year) – Mevlana University, Turkey
- Hamdan Bin Rashid Al Maktoum Award for Distinguished Academic Performance Panel Membership (2011-2012 academic year), UAE University

- UofG College of Social Sciences Teaching Excellence Award (as part of PGDE maths team)

Professional Memberships

British Educational Research Association (2019-…)

British Society for Research into Learning Mathematics (2021-…)

The Research Council on Mathematics Learning – USA (2023- …)

National Council of Teachers of Mathematics (1999 - 2016)

International Group for the Psychology of Mathematics Education (2002 - …)