Melike Kara, Ph.D.

Assistant Professor

Dr. Melike Kara

Contact Information

PHONE
OFFICE
7800 York Road, Room 356

Education

Ph.D., Mathematics Education
Illinois State University
M.S., Science & Math Education
Bogazici University, Turkey
B.S. & M.S., Mathematics Education
Bogazici University, Turkey

Areas of Expertise

Mathematics Education
Hypothetical learning trajectories
Student thinking and learning
Geometric measurement
Rational numbers

Biography

Dr. Melike Kara, a native of Turkey, received her undergraduate and master’s degrees from Bogazici University in Turkey and her Ph.D. in Mathematics Education from Illinois State University. Prior to joining the TU faculty, she worked as a post-doctoral research associate at New York University on a National Science Foundation-funded project that focused on students’ abstraction of mathematical concepts. Dr. Kara’s research focuses on students’ mathematical thinking and learning, hypothetical learning trajectories, and reversibility of concepts. Her work has been published in peer-reviewed journals including Journal for Research in Mathematics Education, Educational Studies in Mathematic, and Mathematics Teacher. She has given talks at several national and international conferences and meetings.

Recent Publications

  • Volume in the middle and later elementary grades (with C. Cullen, J. Barrett et al.). In Children's Measurement [Journal for Research in Mathematics Education Monograph No. 16]; National Council of Teachers of Mathematics, 2017.
  • Area in the middle and later elementary grades (with J. Barrett, C. Cullen et al.). In Children's Measurement [Journal for Research in Mathematics Education Monograph No. 16]; National Council of Teachers of Mathematics, 2017. 
  • Integration of results–A New Learning Trajectory for Volume (with D. Clements, J. Barrett et al.). In Children's Measurement [Journal for Research in Mathematics Education Monograph No. 16]; National Council of Teachers of Mathematics, 2017.  
  • Length–A summary report (with D. Clements, J. Barrett et al.). In Children's Measurement [Journal for Research in Mathematics Education Monograph No. 16]; National Council of Teachers of Mathematics, 2017
  • Categorizing and promoting reversibility of mathematical concepts (with M. Simon, N. Placa, and H. Sandir), Educational Studies in Mathematics 93 (2016), 137-153. 
  • Staircases, towers, and castles (with. C. Eames, A. Miller, and A. Chieu), Mathematics Teacher 108 (2015), 663-670.