Humboldt-Universität zu Berlin - Kultur-, Sozial- und Bildungswissenschaftliche Fakultät - Mathematik in der Primarstufe

Humboldt-Universität zu Berlin

Kultur-, Sozial- und Bildungswissenschaftliche Fakultät
Institut für Erziehungswissenschaften

Lernbereich Mathematik
Schönhauser Allee 10, 10119 Berlin
Raum 2.47

(Postanschrift: Unter den Linden 6, 10099 Berlin)

E-Mail: mustafa.cevikbas@hu-berlin.de

Sprechzeiten: Nach vorheriger Vereinbarung und per E-Mail

Short CV

Research Interest

• Mathematics Education
• Teacher Education
• Innovative Pedagogies and Emerging Technologies
• Flipped Classroom and Blended Learning Models
• Video-Based Instruction
• Augmented Reality
• Artificial Intelligence
• Mathematical Modelling
• Research Methods
• Evidence Synthesis Methods

Publications

Journal Articles

• Cevikbas, M., Mießeler, D., & Kaiser, G. (2025). Pre-service mathematics teachers’ experiences and insights into the benefits and challenges of using explanatory videos in flipped modelling education. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-025-01650-x
• Li, R., Cevikbas, M., & Kaiser, G. (2024). Teachers’ beliefs about their roles in teaching mathematics: Orchestrating scaffolding in cooperative learning. Educational Studies in Mathematics, 117(3), 357–377. https://doi.org/10.1007/s10649-024-10359-9
• Cevikbas, M., Kaiser, G., & Schukajlow, S. (2024). Trends in mathematics education and insights from a meta-review and bibliometric analysis of review studies. ZDM – Mathematics Education, 56(2), 165–188. https://doi.org/10.1007/s11858-024-01587-7
• Cevikbas, M.,, König, & Rothland, M. (2024). Empirical research on teacher competence in mathematics lesson planning: Recent developments. ZDM – Mathematics Education, 56(1), 101–113. https://doi.org/10.1007/s11858-023-01487-2
• Cevikbas, M., Bulut, N., & Kaiser, G. (2023). Exploring the benefits and drawbacks of AR and VR technologies for learners of mathematics: Recent developments. Systems. 11(5), 244. https://doi.org/10.3390/systems11050244
• Cevikbas, M.^, & Kaiser, G. (2023). Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A Systematic Literature Review. ZDM – Mathematics Education, 55(1), 177–https://doi.org/10.1007/s11858-022-01388-w
• Cevikbas, M., Greefrath, G., & Siller, H. S. (2023). Advantages and challenges of using digital technologies in mathematical modelling education – A descriptive systematic literature review. Frontiers in Education, 8, https://doi.org/10.3389/feduc.2023.1142556
• Cevikbas, M., Kaiser, G., & Schukajlow, S. (2022). A systematic literature review of the current discussion on mathematical modelling competencies: state-of-the-art developments in conceptualizing, measuring, and fostering. Educational Studies in Mathematics, 109(2), 205– https://doi.org/10.1007/s10649-021-10104-6
• Cevikbas, M., & Kaiser, G. (2022). Student engagement in a secondary flipped mathematics classroom. International Journal of Science and Mathematics Education, 20(7), 1455–1480. https://doi.org/10.1007/s10763-021-10213-x
• Cevikbas, M., & Kaiser, G. (2022). Promoting personalized learning in flipped classrooms: A systematic review study. Sustainability, 14(18), 11393. https://doi.org/10.3390/su141811393
• Cevikbas, M., & Kaiser, G. (2021). A systematic review on task design in dynamic and interactive mathematics learning environments (DIMLEs). Mathematics, 9(4), 399. https://doi.org/10.3390/math9040399
• Cevikbas, M., & Kaiser, G. (2020). Flipped classroom as a reform-oriented approach to teaching mathematics. ZDM – Mathematics Education, 52(7), 1291– https://doi.org/10.1007/s11858-020-01191-5
• Cevikbas, M. (2018). Investigation of the secondary school math teachers’ feedback giving process and their perceptions of feedback [Lise matematik öğretmenlerinin dönüt verme süreçlerinin ve dönüt algılarının incelenmesi]. AJESI - Anatolia Journal of Educational Sciences International, 8(1), 98– doi: 10.18039/ajesi.393885
• Cevikbas, M., & Argün, Z. (2017). An innovative learning model in digital age: Flipped classroom. Journal of Education and Training Studies, 5(11), 189– https://doi.org/10.11114/jets.v5i11.2322
• Cevikbas, M., & Argün, Z. (2017). Future mathematics teachers’ knowledge of rational and irrational number concepts [Geleceğin matematik öğretmenlerinin rasyonel ve irrasyonel sayı kavramları konusundaki bilgileri]. Journal of Uludag University Faculty of Education, 30(2), 551– https://doi.org/10.19171/uefad.368968
• Cevikbas, M., & Argün, Z. (2016). The role of feedback given by mathematics teachers to students’ mistakes in their self-esteem [Matematik öğretmenlerinin yanlış cevaplara verdikleri dönütlerin öğrenci öz saygıları üzerindeki rolü]. GEFAD- Gazi University Faculty of Education Journal, 36(3), 523– URL
• Cevikbas, M., & Cevikbas, S. (2015). Prospective mathematics teachers’ views on the FATIH Project: The big educational technology movement in Turkey. International Journal of Education in Mathematics, Science and Technology, 3(4), 298– URL

Book Chapters/Proceedings Papers

• Cevikbas, M. (2024). Utilizing explanatory videos in the flipped mathematical modelling classrooms. In H.-S. Stiller, G., Kaiser, & V. Geiger (Eds.), Researching mathematical modelling education in disruptive times. International perspectives on the teaching and learning of mathematical modelling. (pp. 223–233). Springer. https://doi.org/10.1007/978-3-031-53322-8_17
• Bulut, N., Cevikbas, M., Kaiser, G. (2024). Teaching mathematics through augmented, virtual, and mixed reality: An analysis of recent advancements. In: Dilling, F., Witzke, I. (Eds.), Augmented and virtual reality in mathematics education. MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung (11–35). Springer Spektrum. https://doi.org/10.1007/978-3-658-45271-1_2
• Siller, H.-S., Vorhölter, K., Cevikbas, M., & Bracke, M. (2024). Digital horizons in mathematical modelling: Prospects, challenges, and forward innovation. In ISTRON-Gruppe: Realitätsbezüge im Mathematikunterricht (1707-1708). Mathematikdidaktik — Gestern, Heute, Morgen. Jahrestagung der Gesellschaft für Didaktik der Mathematik (GDM). http://dx.doi.org/10.17877/DE290R-24686
• Cevikbas, M., & Kaiser, G. (2023). An evaluation framework for explanatory videos in flipped mathematical modelling education. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel., and M. Tabach (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education - PME, (Vol. 1, p. 264). University of Haifa. URL
• Cevikbas, M., & Kaiser, G. (2023). Potential of flipped learning pedagogy in mathematics education: A review study. Jahrestagung der Gesellschaft für Didaktik der Mathematik (GDM) (pp. 653–656). IDMI-Primar Goethe-Universität Frankfurt (Hrsg.), WTM. https://doi.org/10.37626/GA9783959872089.0
• Cevikbas, M. (2022). Fostering mathematical modelling competencies: A systematic literature review. In N. Buchholtz, B. Schwarz, & K. Vorhölter, (Eds). Initiationen mathematikdidaktischer Forschung (pp. 51–73). Springer Spektrum. https://doi.org/10.1007/978-3-658-36766-4_3
• Siller, H.-S., Cevikbas, M., Geiger, V., & Greefrath, G. (2022). The role of digital resources in mathematical modelling research. 45th Conference of the International Group for the Psychology of Mathematics Education-PME (Vol. 1, pp. 152–155). Alicante, Spain: PME. URL

Monographs / Dissertations

•  Cevikbas, M. (2018). Investigation of the student engagement process in a mathematics class based on flipped classroom practices, PhD Thesis, Gazi University, No: 524468. Council of Higher Education-YOKTEZ. Link
• Cevikbas, M. (2013). Investigation of the student engagement process in a mathematics class based on flipped classroom practices, Master’s Thesis, Gazi University, No: 333560. Council of Higher Education-YOKTEZ. Link

Conference Papers/Presentations

• Cevikbas M., & Kaiser, G. (2024, August). Opportunities and hurdles of video usage in flipped mathematical modelling seminars. In Instructional design and technology enhanced learning: current states and future perspectives EARLI SIG 6 & 7 Conference 2024, Tübingen Center for Digital Education (TÜCeDE) (pp.63-64), Tubingen, Germany. Link
• Cevikbas M., & Kaiser, G. (2024, July - accepted/withdrawn). New insight into mathematical modelling instruction: the flipped classroom paradigm. The 15th International Congress on Mathematical Education (ICME15), Sydney, Australia.
• Cevikbas, M. (2023, April). The State-of-the-art on flipped classroom research in mathematics education - A Systematic Literature Review under the perspective of pandemic times. Gesellschaft für Didaktik der Mathematik - Empirische Bildungsforschung in der Mathematikdidaktik. Freiburg, Germany.
• Cevikbas, M., Kaiser, G., & Mießeler, D. (2023, September). Flipping university-based mathematical modelling seminars – insights from pre-service mathematics teachers. In the 21st International Conference on the Teaching of Mathematical Modelling and Applications (ICTMA21) OCAMI Reports. Osaka Central Advanced Mathematical Institute, Osaka Metropolitan University, Vol. 6, (p. 69), Awaji, Japan. doi: 10.24544/omu.20231219-001
• Cevikbas, M., & Bulut, N., & Kaiser, G. (2022, October). Augmented reality and virtual reality for teaching and learning mathematics: A systematic literature review. In International Symposium on Augmented and Virtual Reality in Mathematics Education, (p.10), University of Siegen, Online/Siegen, Germany. Link
• Cevikbas, M., & Kaiser, G. (2022, September). Explanatory videos in mathematical modelling education in the context of flipped classroom. ICTMA20 - the 20th International Conference on the Teaching of Mathematical Modelling and Applications, Online/Würzburg, Germany.
• Cevikbas, S., & Cevikbas, M. (2022, September). Parental engagement in elementary education: newly arrived Turkish refugees in Germany, In Communities, Families and Schooling in Educational Research, European Conference on Educational Research (ECER), Online/Yerevan, Armenia. Link
• Cevikbas, M., & Kaiser, G. (2021, August). Teacher feedback in flipped mathematics classrooms. Paper presented at the 19th EARLI Biennial Conference for Research on Learning and Instruction – “Education and Citizenship: Learning and Instruction and the Shaping of Futures”, Online/Gothenburg, Sweden. Link
• Cevikbas, M., & Kaiser, G. (2021, July). Student engagement in a flipped mathematics classroom. Paper presented at the 14th International Congress on Mathematical Education (ICME-14), China (Hybrid).
• Cevikbas, M., & Kaiser, G. (2021, July). Results of a systematic literature survey on modelling competencies and possible consequences for ICTMA. Presented at the 14th International Congress on Mathematical Education (ICME-14), China (Hybrid).
• Cevikbas, M., Kaiser, G., & Schukajlow, S. (2021, April). Mathematical modelling competencies: A literature survey on the state-of-the-art. GDM - Arbeitskreis Empirische Bildungsforschung in der Mathematikdidaktik, Germany.
• Gülkılık, H., Kaplan, H. A., Emül, N., & Cevikbas, M. (2016, June). Preservice mathematics teachers’ engagement with different representations in solving geometric locus problems. Paper presented at the International Congress Amse-Amce-Waer, Eskişehir, Turkey.
• Emül, N., Gülkılık, H., Kaplan, H. A., & Cevikbas, M. (2016, May). College students’ collaborative problem-solving skills: An investigation from the cognitive domain. Paper presented at the International Conference on Mathematics and Mathematics Education (ICMME-2016), Elazığ, Turkey.
• Cevikbas, M., & Argün, Z. (2016, June). Lise matematik öğretmenlerinin dönüt verme süreçleri ve dönüt algıları. Paper presented at the International Congress Amse-Amce-Waer, Eskişehir, Turkey.
• Cevikbas, M. (2016, June). Geleceğin lise matematik öğretmenlerinin kopya çekme konusundaki deneyim ve düşünceleri. Paper presented at the International Congress Amse-Amce-Waer, Eskişehir, Turkey.
• Kaplan, H. A., Gülkılık, H., Cevikbas, M., and Emül, N. (2016, September). Matematiksel kavramlara ait tanımların geometrik muhakeme sürecindeki rolü, Paper presented at the 12th Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi (UFBMEK), Trabzon, Turkey.
• Konur, K., Cevikbas, M., & Aksoy, N. C. (2016, September). Katı cisimlerin öğretiminde yeni bir öğretim aracı: 3D Kalem. Paper presented at the 12th Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi (UFBMEK), Trabzon, Turkey.
• Cevikbas, M., & Cevikbas, S. (2014, June). Matematik öğretmen adaylarının Fatih Projesine ilişkin görüşleri. Paper presented at the VI. International Congress of Educational Research (ICER), Ankara, Turkey.
• Cevikbas, M., & Argün, Z. (2014, September). Matematik öğretmen adaylarının rasyonel ve irrasyonel sayılara ilişkin algıları. Paper presented at the XI. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi (UFBMEK), Adana, Turkey.
• Cevikbas, M., & Argün, Z. (2013, June). Matematik öğretmenlerinin yanlışa verdikleri dönüt türlerinin lise 9. sınıf öğrencilerinin özgüvenleri üzerindeki etkileri. Paper presented at the 1. Türk Bilgisayar ve Matematik Eğitimi Symposiums, Trabzon, Turkey.

Editorship in Translated Books

• Maxwell, J. A. (2018). Qualitative research design: An interactive approach [Nitel araştırma tasarımı: Etkileşimli bir yaklaşım] ( Cevikbas, Trans Ed.). Nobel Akademik Yayıncılık.
• Pritchard, A. (2015). Ways of learning - Learning theories and learning styles in the classroom [Öğrenme yolları - Sınıfta öğrenme teorileri ve öğrenme stilleri], ( Cevikbas and S. Cevikbas, Trans Ed.). Nobel Akademik Yayıncılık.

Chapter Translations

• Maxwell, J. A. (2018). A model for qualitative research design [Nitel araştırma deseni için bir model]. (M. Cevikbas, Trans.), In M. Cevikbas and S. Cevikbas (Trans. Ed.). Qualitative research design an interactive approach [Nitel araştırma tasarımı: Etkileşimli bir yaklaşım]. (pp. 1-21). Ankara: Nobel Akademik Yayıncılık.
• Pritchard, A. (2015). Learning styles [Öğrenme stilleri] (M. Cevikbas, Trans.). In M. Cevikbas and S. Cevikbas (Trans. Ed.). Ways of learning - Learning theories and learning styles in the classroom [Öğrenme yolları: Sınıfta öğrenme teorileri ve öğrenme stilleri] (pp. 46-65). Nobel Akademik Yayıncılık.
• Pritchard, A. (2015). Relating theory to practice [Teorinin uygulamayla ilişkisi] (M. Cevikbas, Trans.). In M. Cevikbas and S. Cevikbas (Trans. Ed.). Ways of learning - Learning theories and learning styles in the classroom [Öğrenme yolları: Sınıfta öğrenme teorileri ve öğrenme stilleri] (pp. 119-130). Nobel Akademik Yayıncılık.
• Pritchard, A. (2015). Davranışçılık ve teorinin temelleri (M. Cevikbas, Trans.). In M. Cevikbas and S. Cevikbas (Trans. Ed.). Ways of learning - Learning theories and learning styles in the classroom [Öğrenme yolları: Sınıfta öğrenme teorileri ve öğrenme stilleri] (pp. 6-17). Nobel Akademik Yayıncılık.

Service for Academic Community

• Editor

  Associate Editor of “Review of Education” British Educational Research Association (BERA)

  Guest Editor of “ZDM – Mathematics Education”, Special Issue: 58(6) Artificial Intelligence in Mathematics Education

  STEM Review Editor of “Frontiers in Education”

• Reviewer (Selected)

  Nature, Humanities & Social Sciences Communications (HSSC), Nature

  Journal for Research in Mathematics Education (JRME), NCTM

  Educational Studies in Mathematics (ESM), Springer

  ZDM - Mathematics Education (ZDM), Springer

  International Journal of Science and Mathematics Education (IJSME), Springer

  Journal of Mathematical Behaviour (JMB), Elsevier

  Frontiers in Psychology (FP), Frontiers

  International Journal of Education in Mathematics, Science and Technology (IJEMST)

Membership of Scientific Societies

• The European Association for Research on Learning and Instruction (EARLI)
• International Community of Teachers of Mathematical Modelling and Applications (ICTMA)
• The International Group for the Psychology of Mathematics Education (PME)
• Gesellschaft für Didaktik der Mathematik (GDM)
• Turkish Mathematics Education Society (MED)

Academic Honors / Awards / Funding / Grant

Websites

• ORCID 

• GoogleScholar

• ResearchGate