Yasemin Copur-Gencturk

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 

• Copur-Gencturk Y. & Rodrigues. J*. (2021). Content-specific noticing: A large-scale survey of mathematics teachers’ noticing.  Teaching and Teacher Education. https://doi.org/10.1016/j.tate.202103320
• Copur-Gencturk Y. & Choi. H & Cohen A. (2022). Investigating Teachers’ Understanding Through Statistical Topic Modeling: A New Approach to Studying Teachers’ Content Knowledge. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-021-09529-w
• Copur-Gencturk Y., Baek C*. & Doleck. T*. (2022). A Closer Look at Teacher’s Proportional Reasoning. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-022-10249-7
• Adami, P., Rodrigues, Rodrigues. P., Wood. P. J., Becerik-Gerber, B., Soibelman, L., Copur-Gencturk, Y., & Lucas, G. (2022). Impact of VR-based Training on Human-Robot Interaction for Remote Operating Construction Robots. Journal of Computing in Civil Engineering.
• Copur-Gencturk Y., Olmez, I.B*. (2021). Teachers’ Attention to and Flexibility with Referent Units. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-021-10186-x
• 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. https://doi.org/10.3389/fpsyg.2020.579199
• Copur-Gencturk., Y. & Doleck. T*. (2021). Linking Teachers’ Solution Strategies to Their Performance on Fraction Word Problems. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2021.103314
• Copur-Gencturk Y. (2021). Teachers’ Knowledge of Fraction Magnitude. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-021-10173-2
• 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. https://doi.org/10.1007/s10649-021-10028-1
• 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. https://doi.org/10.1007/s10857-021-09486-4
• Copur-Gencturk Y.  (2021). Teachers’ Conceptual Understanding of Fraction Operations: Results from a National Sample of Elementary School Teachers. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-021-10033-4
• Copur-Gencturk, Y., Cimpian J., Lubienski S., & Thacker, I (2019). Teachers’ Bias Against the Mathematical Ability of Female, Black and Hispanic Students. Educational Researcher.
• 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., 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. (2018). An Empirical Study of the Multidimensionality 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.
• 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 for 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.

Yasemin Copur-Gencturk is an Assistant Professor of Education in the Teacher Education concentration. Her research focuses on teacher knowledge, teaching practices and teacher development, and how these areas relate to student learning.

Before joining the Rossier faculty, Copur-Gencturk was an assistant professor of mathematics education at the University of Houston and was a postdoctoral research associate at Rice University. She earned her doctoral degree in 2012 from the University of Illinois at Urbana-Champaign with a focus on mathematics education. She also holds two master’s degrees in statistics and in secondary education from the University of Illinois at Urbana-Champaign and a bachelor’s degree in mathematics from Hacettepe University, Turkey, where she graduated summa cum laude.

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.