Yasemin Copur-Gencturk

Yasemin Copur-Gencturk is an associate professor at the University of Southern California. Copur-Gencturk received her Ph.D. in mathematics education from the University of Illinois at Urbana-Champaign. She holds a bachelor’s degree in mathematics, summa cum laude, and master’s degrees in education and statistics, respectively. Copur-Gencturk’s research focuses on identification and development of the knowledge needed for quality teaching and student learning and understanding the role of teachers’ knowledge and implicit beliefs in equity in mathematics classrooms. Copur-Gencturk’s research has been funded by the National Science Foundation (NSF) and Institute of Education Sciences, and she is an NSF Fellow who has been trained to conduct equity-sensitive quantitative research. Her work has been published in Computers and Education, Educational Researcher, the American Educational Research Journal, and the Journal of Teacher Education. 

NSF Fellow for SIARM for STEM Education Research, 2021-2023

Excellence in Research Award, USC Rossier School of Education, 2020

AERA Open Outstanding Reviewer Award, 2019

AERA-SIG Research in Mathematics Education Early Career Publication Award for article "The Effects of Changes in Mathematical Knowledge on Teaching: A Longitudinal Study of Teachers’ Knowledge and Instruction" , 2016

EDUC 566: Teaching Mathematics and Science

EDUC 673: Applications of Elementary Mathematics, Science and Physical Education Curriculum and Pedagogy A

EDUC 677: Applications of Elementary Mathematics, Science and Physical Education Curriculum and Pedagogy, Part B 

EDUC 677: Applications of Secondary Mathematics Curriculum and Pedagogy 

• Copur-Gencturk, Y., Li*, J., Cohen, A., & Orrill, C. H. (2023). The Impact of an Interactive, Personalized Computer-Based Teacher Professional Development Program on Student Performance: A Randomized Experiment. Computers & Education.
• Copur-Gencturk, Y. & Orrill, C. (2023). A Promising Approach to Scaling Up Professional Development: Intelligent, Interactive, Virtual Professional Development with Just-in-Time Feedback. Journal of Mathematics Teacher Education.
• Woods*, P. J. & Copur-Gencturk, Y. (2023). Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education.
• Copur-Gencturk, Y., Thacker, I*., & Cimpian, J.P. (2023). Teachers’ Gender Bias and the Moderating Effects of Modern Sexism and Math Anxiety. International Journal of STEM Education.
• Ezaki, J*., Li, J*., & Copur-Gencturk, Y. (2023). Teachers’ Knowledge of Fractions, Ratios, and Proportional Relationships: The Relationship Between Two Theoretically Connected Content Areas. International Journal of Science and Mathematics Education.
• Copur-Gencturk, Y. & Li, J*. (2023). A Longitudinal Study of Mathematics Teachers’ Knowledge Growth.  Teaching and Teacher Education.
• Copur-Gencturk Y. & Choi. H & Cohen A. (2023). Investigating Teachers’ Understanding Through Statistical Topic Modeling: A New Approach to Studying Teachers’ Content Knowledge. Journal of Mathematics Teacher Education.
• Copur-Gencturk Y., Baek C*. & Doleck. T*. (2023). A Closer Look at Teacher’s Proportional Reasoning. International Journal of Science and Mathematics Education.
• Copur-Gencturk, Y., Thacker, I*., & Cimpian, J.P. (2022). Teacher Bias in the Virtual Classroom. Computers & Education.
• Copur-Gencturk, Y. & Tolar T. (2022). Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills. Teaching and Teacher Education.
• Copur-Gencturk Y. & Rodrigues. J*. (2021). Content-specific noticing: A large-scale survey of mathematics teachers’ noticing.  Teaching and Teacher Education.
• Copur-Gencturk Y., Olmez, I.B*. (2021). Teachers’ Attention to and Flexibility with Referent Units. International Journal of Science and Mathematics Education.
• Choi H., Kim S., Cohen A.S, Templin J., & Copur-Gencturk, Y. (2021). Integrating a Statistical Topic Model and a Diagnostic Classification Model for Analyzing Items in a Mixed Format Assessment. Frontiers in Psychology.
• Copur-Gencturk., Y. & Doleck. T*. (2021). Linking Teachers’ Solution Strategies to Their Performance on Fraction Word Problems. Teaching and Teacher Education.
• Copur-Gencturk Y. (2021). Teachers’ Knowledge of Fraction Magnitude. International Journal of Science and Mathematics Education. 
• Copur-Gencturk, Y., Doleck, T*. (2021). Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching. Educational Studies in Mathematics.
• Copur-Gencturk, Y., Jacobson, D. E., & Rasiej, R. (2021). On the Alignment of Teachers’ Mathematical Content Knowledge Assessments with the Common Core Standards. Journal of Mathematics Teacher Education.
• Copur-Gencturk Y.  (2021). Teachers’ Conceptual Understanding of Fraction Operations: Results from a National Sample of Elementary School Teachers. Educational Studies in Mathematics.
• Copur-Gencturk, Y., & Thacker, I*. & Quinn, D. (2020). K-8 Teachers’ Overall and Gender-Specific Beliefs About Mathematical Aptitude. International Journal of Science and Mathematics Education.
• Copur-Gencturk, Y., Thacker, I*. (2020). A Comparison of Perceived and Observed Learning from Professional Development: Relationships Among Self-Reports, Direct Assessments, and Teacher Characteristics. Journal of Teacher Education.
• Orrill, C.H., Copur-Gencturk, Y., Cohen, A., & Templin, J. (2020). Revisiting Purpose and Conceptualization in the Design of Assessments for Teachers of Mathematics. Research in Mathematics Education.
• Copur-Gencturk, Y., Cimpian J., Lubienski S., & Thacker, I* (2020). Teachers’ Bias Against the Mathematical Ability of Female, Black and Hispanic Students. Educational Researcher. 
• Copur-Gencturk, Y., & Plowman, D., & Bai, H. (2019). Mathematics Teachers’ Learning: Identifying Key Learning Opportunities Linked to Teachers’ Knowledge Growth. American Educational Research Journal.
• Copur-Gencturk, Y., Tolar T., Jacobson. E., & Fan. W. (2019). An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct. Journal of Teacher Education.
• Copur-Gencturk, Y., & Papakonstantinou, A. (2016). Sustainable changes in teacher practices: a longitudinal analysis of the classroom practices of high school mathematics teachers. Journal of Mathematics Teacher Education, 19(6), 575-594.
• Copur-Gencturk, Y. (2015). The Effects of Changes in Mathematical Knowledge on Teaching: A Longitudinal Study of Teachers' Mathematical Knowledge and Instruction. Journal for Research in Mathematics Education, 46(3), 280-330. 
• Lubienski, S. T., Hug, B., & Copur-Gencturk, Y. (2014).  Lessons from a Math-Science Partnership. Teacher Education and Practice, 27, 316-330.
• Copur-Gencturk, Y., Hug, B., & Lubienski, S.T. (2014). The Effects of a Master’s Program on Teachers’ Science Instruction: Comparing Classroom Observations, Teacher Reports, and Student Surveys. Journal of Research in Science Teaching, 51(2), 219-249.
• Robinson-Cimpian, J. P., Lubienski, S. T., Ganley, C. M, Copur-Gencturk, Y. (2014). Teachers’ perceptions of students’ mathematics proficiency may exacerbate early gender gaps in achievement. Developmental Psychology, 50(4), 1262-1281. 
• Copur-Gencturk, Y., & Lubienski, S. T. (2013). Measuring Mathematical Knowledge for Teaching: A Longitudinal Study Using Two Measures. Journal of Mathematics Teacher Education, 1-26. 

NSF CAREER: Development of Pedagogical Content Knowledge in Mathematics Among Beginning Teachers.  $630, 000. Principal Investigator. 

Advancing Middle School Teachers' Understanding of Proportional Reasoning for Teaching. $1,399,982. Principal Investigator with Ben Nye, Chandra Orrill, and Al Cohen, co-principal investigators. Institue of Education Sciences.

Usable Measures of Teacher Understanding: Exploring Diagnostic Models and Topic Analysis as Tools for Assessing Proportional Reasoning for Teaching. Principal Investigator. Chandra Orrill, Al Cohen, and Jonathan Templin, co-investigators. NSF, $ 2,168,584.

Immersive Virtual Learning for Worker-Robot Teamwork on Construction Sites. Burcin Becerik-Gerber, principal investigator. Yasemin Copur-Gencturk, Lucio Soibelman, Gale Lucas, co-investigators. NSF, $ 750,000. 

Intelligent, Adaptive Program with Just-in-time Feedback for Preservice Teachers.  Principal Investigator. Jiliang Tang,  Al Cohen, and Shiyu Wang, co-investigators. NSF, $ 1,999,680. 

The Role of Knowledgehook in Improving Teaching and Learning Math, 2023-2024. Principal Investigator, $152,814