Asli Ozgun-Koca, Ph.D.

Asli Ozgun-Koca, Ph.D.

Professor of Mathematics Education

313-577-0944

aokoca@wayne.edu, ay3141@wayne.edu

313-577-4091 (fax)

Office Hours: By appointment.

249 Education

Asli Ozgun-Koca, Ph.D.

Degrees and Certifications

Hacettepe University, Turkey, 1993, B.S., Mathematics Education
Middle East Technical University, Turkey, 1996, M.S., Mathematics
The Ohio State University, 2001, Ph.D., Mathematics Education

Responsibilities

 Teacher Education, Mathematics Education, Secondary Education

Area of Expertise

Mathematics Education

Research Interests

  • Mathematics Education
  • The Use of Technology in Mathematics Education
  • Mathematics Teacher Education
  • Teacher Education
  • Professional Development
  • Middle School
  • Secondary Education
  • Teacher Learning
  • Lesson Study
  • The Use of Technology in Education

Awards

  • President's Awards for Excellence in Teaching, 2015
  • COE Faculty Research Award, 2014
  • Career Development Chair Award, 2013
  • Outstanding Paper Award in Mathematics Education, International Conference of Society for Information Technology and Teacher Education, 2008
  • National Technology Leadership Initiative (NTLI) Fellowship sponsored by Association of Mathematics Teacher Educators, 2008

Grants

  • Student Success Through Evidence-Based Pedagogies (SSTEPs), NSF-DUE,  2015 - 2021
  • Noyce Mathematics Fellows, TeachDETROIT, NSF-Noyce, 2015 - 2021
  • REALM 2.0, Realizing Equity and Achievement for Learning Mathematics, MDE-Title II, 2018-2019
  • REALM: Realizing Equity and Achievement for Learning Mathematics, MDE-MSP, 2016 - 2018
  • Improving Proportional Reasoning Instruction through eNgineering Tasks (IMPRINT), MDE-MSP, 2013 - 2016
  • Mathematics Enhancement for Detroit Area teachers (MEDeATe), NSF-Noyce, Capacity Building, 2012 - 2014

Presentations

Lewis, J. Nazelli, C.; Özgün-Koca, S. A.; French, K.; & Hernandez, L. (2023). Professional development for human flourishing. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME 13). Budapest, Hungary.

Meagher, M. S., Edwards, M. T., & Özgün-Koca, S. A. (2022). Preservice teachers’ task choice in technology-rich environments. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown, (Eds.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2034-2038). Nashville, TN: Middle Tennessee State University.

Hardamon, K., Nazelli, C. D., & Özgün-Koca, S. A. (2022, February). High-quality professional development to support and nurture lesson study. Session presented at the at the Twenty-sixth Annual Conference of the Association of Mathematics Teacher Educators (AMTE).

Hoffmann, P., Kacin, S., Myhr, K., Özgün-Koca, S. A., & Hutchinson, A. (November 2021). Complexities of change: Lessons learned from an institution-level project to transform undergraduate STEM instruction. Session presented at 2021 AAC&U Virtual Conference on Transforming STEM Higher Education.

Özgün-Koca, S. A., Chelst, K., & Edwards, T. (April, 2021). Intentionally building "M" into STEM activities. Session presented at the National Council of Teachers of Mathematics (NCTM) 2021 Virtual Annual Meeting and Exposition.

Edwards, T., Chelst, K., & Özgün-Koca, S. A. (April, 2021). Standards for mathematical practice and scenario-based learning in middle school mathematics. Pre-recorded presentation at the National Council of Teachers of Mathematics (NCTM) 2021 Virtual Annual Meeting and Exposition.

Nazelli, C. D., & Özgün-Koca, S. A. (2021, April). Lesson planning for a real classroom: Adapted lesson study for preservice. Research and poster roundtable sessions presented at Mathematics Teachers Lesson Study in Mathematics and Science Teacher Education Conference (LSMSTEC) (Virtual Conference due to COVID-19).

Nazelli, C. D., & Özgün-Koca, S. A. (2021, April). Lesson study as professional development tool for preservice mathematics teachers. Structured poster session presented at the 2021 American Educational Research Association (AERA) Annual Meeting (Virtual Conference due to COVID-19).

Hardamon, K., Nazelli, C. D., & Özgün-Koca, S. A. (2021, April). Project REALM: High-quality professional development to support and nurture lesson study. Poster session presented at the 2021 American Educational Research Association (AERA) Annual Meeting (Virtual Conference due to COVID-19).

Özgün-Koca, S. A., Zopf, D., & Nazelli, C. (February, 2021). Enhancing elementary teachers’ mathematical knowledge: From peer review to inter-institutional conversations. Session presented at the Twenty-fifth Annual Conference of the Association of Mathematics Teacher Educators (AMTE) (Virtual Conference due to COVID-19).

Özgün-Koca, S. A. (2020, April). Lesson study and preservice teachers. Structured poster session to be presented at the 2020 American Educational Research Association (AERA) Annual Meeting, San Francisco, CA. http://tinyurl.com/y6k8m33n (Conference Canceled).

Edwards, T., Özgün-Koca, S. A., & Principato, A. (April, 2020). Visualizing complex roots of a quadratic equation in relation to the associated quadratic function. Session to be presented at the 2020 Annual Meeting and Exposition of the National Council of Teachers of Mathematics (NCTM), Chicago, IL. (Conference canceled).

Özgün-Koca, S. A., Lewis, J. M., & Ferry, D. (February, 2020). Mathematical tasks as focus of a professional development for middle school teachers. Session presented at the Twenty-fourth Annual Conference of the Association of Mathematics Teacher Educators (AMTE), Phoenix, AZ.

Hernandez, L. & Özgün-Koca, S. A. (January, 2020). Teaching general education mathematics through social issues: Detroit by the numbers. A roundtable discussion at the 2020 Association of American Colleges & Universities Annual Meeting, Washington, DC.

Meagher, M. S., Edwards, M. T., & Özgün-Koca, S. A. (2020). Preservice teachers’ analysis of the use of history in mathematics lessons. In A.I. Sacristán, J.C. Cortés-Zavala & P.M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (pp. 1602-1606). Cinvestav / AMIUTEM / PME-NA. https://pmena2020.cinvestav.mx/Portals/pmena2020/Proceedings/PMENA42-BRR-1654230-Meagher-et-al.pdf

Featured publications

A quadratic to a quadratic? This is new! Mathematics Teacher: Learning and Teaching Pre-K–12

Meagher, M., Edwards, M. T., & Özgün-Koca, S. A. (2021). A quadratic to a quadratic? This is new! Mathematics Teacher: Learning and Teaching Pre-K–12, 114, 860-868.
   

GPS: Investigating variability

Shafer, K. & Özgün-Koca, S. A. (2021). GPS: Investigating variability. Mathematics Teacher: Learning and Teaching PreK-12, 114(1), 78-82.

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

Visualizing complex roots of quadratic equation

Edwards, T. G., Özgün-Koca, S. A., & Chelst, K. (2021). Visualizing complex roots of quadratic equation. Mathematics Teacher: Learning and Teaching Pre-K–12, 114(3), 238-243.

A quadratic equation was the basis for activities involving both concrete and technological representations.

Fostering middle school teachers' mathematical knowledge for teaching via analysis of tasks and student work

Özgün-Koca, S. A., Lewis, J. M., & Edwards, T. G. (2020). Fostering middle school teachers' mathematical knowledge for teaching via analysis of tasks and student work. Mathematics Teacher Educator, 9(1), 50-62.

Mathematical knowledge for teaching is a complex web of knowledge domains. In this article, we share findings from an 18-month professional development project that aimed to improve middle school mathematics teachers’ mathematical knowledge for teaching (MKT) of proportional reasoning by focusing on the critical analysis of mathematical tasks and student work. Although multiple studies have shown that professional development can contribute to teachers’ MKT globally, little is known about how this knowledge grows and how specific domains of MKT can be targeted through professional development. Findings in this study show how professional development positively influenced participants’ knowledge of content and teaching and knowledge of content and students, two domains of MKT, through teachers’ twinned analyses of tasks and student work in proportional reasoning.

An integrated biology and mathematics activity to investigate photosynthesis and linear relationships

Sönmez, D. & Özgün-Koca, S. A. (2020). An integrated biology and mathematics activity to investigate photosynthesis and linear relationships. American Biology Teacher, 82(7), 488-493.

An activity that effectively integrates both mathematics and biology concepts through technology and proposes multiple learning modes for students through real-world context.

Nurturing the generation and exploration of mathematical conjectures with preservice teachers: An example with a perimeters task. Journal of Mathematics Education at Teachers College

Meagher, M. S., Özgün-Koca, S. A., & Edwards, M. T. (2020). Nurturing the generation and exploration of mathematical conjectures with preservice teachers: An example with a perimeters task. Journal of Mathematics Education at Teachers College, 11(1),13-20.

Generating mathematical conjectures is an important mathematical habit of mind for preservice teachers to develop so that they can, in turn, help their students to develop this skill. In this paper we present a classroom episode in which preservice mathematics teachers experience conjecturing in the context of a rich, open-ended task. They also reflect, throughout the task, on how they might nurture the generation and exploration of mathematical conjectures with their own students.

Publications

Meagher, M., Edwards, M. T., & Özgün-Koca, S. A. (2023). Challenging misconceptions about the coefficient of determination (R2) with a dynamic GeoGebra applet. North American GeoGebra Journal, 11(1), 48-61.

Nazelli, C., Zopf, D., & Özgün-Koca, S. A. (2022). Engaging elementary pre-service teachers with high leverage mathematical practices. In P. Jenlink (Ed.), Mathematics as the science of patterns: Making the invisible visible through teaching (pp. 183-201). Information Age Publishing.

Crawford-McKinney, K., & Özgün-Koca, S. A. (2022). Mathematics through children’s literature. Mathematics Teacher: Learning and Teaching Pre-K–12, 115(9), 625-632.

Lewis, J. M., Özgün-Koca, S. A., Hernandez, L., Nazelli, C., & French, K. R. (2022). Does the choice of observation instrument matter? The Mathematics Educator, 30(2), 33-63.

Crawford-McKinney, K., Özgün-Koca, S. A. & Rebar, K. (2022). “Power of yet”: The integration of the culturally responsive literature with the productive struggle in mathematics. Michigan Reading Journal 54(2), 50-56. https://scholarworks.gvsu.edu/mrj/vol54/iss2/11/

Crawford-McKinney, K., & Özgün-Koca, S. A. (2022). When Sophie thinks she can’t. Worlds of Words Reviews, 14(2), Special issue on Global Perspectives on STEM. https://wowlit.org/on-line-publications/review/xiv-2/

Meagher, M., Edwards, M. T., & Özgün-Koca, S. A. (2021). A quadratic to a quadratic? This is new! Mathematics Teacher: Learning and Teaching Pre-K–12, 114, 860-868.

Edwards, T. G., Özgün-Koca, S. A., & Chelst, K. (2021). Visualizing complex roots of quadratic equation. Mathematics Teacher: Learning and Teaching Pre-K–12, 114(3), 238-243.

Shafer, K. & Özgün-Koca, S. A. (2021). GPS: Investigating variability. Mathematics Teacher: Learning and Teaching PreK-12, 114(1), 78-82.

Özgün-Koca, S. A., Lewis, J. M., & Edwards, T. G. (2020). Fostering middle school teachers' mathematical knowledge for teaching via analysis of tasks and student work. Mathematics Teacher Educator, 9(1), 50-62.

Sönmez, D. & Özgün-Koca, S. A. (2020). An integrated biology and mathematics activity to investigate photosynthesis and linear relationships. American Biology Teacher, 82(7), 488-493.

Meagher, M. S., Özgün-Koca, S. A., & Edwards, M. T. (2020). Nurturing the generation and exploration of mathematical conjectures with preservice teachers: An example with a perimeters task. Journal of Mathematics Education at Teachers College, 11(1),13-20.

 

Courses taught by Asli Ozgun-Koca, Ph.D.

Fall Term 2024 (future)

Fall Term 2023

Winter Term 2023

Fall Term 2022

Winter Term 2022

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