Adem earned B.S. and M.S. degrees in secondary mathematics teaching at Bogazici University, Istanbul, Turkey. After teaching mathematics at the secondary level for two years there, Adem moved to the U.S. for his doctoral studies in mathematics education. He joined the research team at RUSMP right after earning his Ph.D. in mathematics education from the University of Texas at Austin in 2013.
Adem is dedicated to science, technology, engineering, and mathematics (STEM) education and STEM teacher education. He taught several mathematics education courses at the college level. He has substantial knowledge of and experience in the UTeach program, a nationally recognized model for secondary science, technology, and mathematics teacher preparation program. His research interests focus on assessment of student learning of mathematics and science. His publications and conference presentations focus on professional development of mathematics teachers, analysis of large-scale mathematics assessments, and models and modeling in school mathematics. In addition, Adem brings to RUSMP his extensive quantitative research background including ANOVA, HLM, SEM, multiple regression, and categorical data analysis.
Adem has two boys, a girl, and a lovely wife, who teaches mathematics at Rice as well.
Ekmekci, A., Papakonstantinou, A., Parr, R., & Shah, M. (in press).Â Knowledge, beliefs, and perceptions about the mathematics and mathematics teaching: How do they relate to teachersâ€™ technological pedagogical content knowledge?Â In M. L. Niess, C. Angeli, & H. Gillow-Wiles (Eds.),Â Handbook of research on TPACK in the digital age. IGI Global.
Ekmekci, A., Sahin, A., & Waxman, H. (in press). Factors affecting studentsâ€™ STEM choice and persistence: A synthesis of research and findings from the second year of a longitudinal high school STEM tracking study. In A. Sahin & M. Mohr-Schroeder (Eds.),Â Myths and Truths: What has years of K-12 STEM education research taught us?
Ekmekci, A., Parr, R., & Fisher, A. (2018).Â Results from a computer science teaching collaborative: Serving teachers with different needs through variety of pathways. In E. Langran & J. Borup (Eds.),Â Proceedings of the 29thÂ International Conference of Society for Information Technology and Teacher Education, (pp. 1958â€“1963). Washington, DC: Association for the Advancement of Computing in Education.
Ekmekci, A., Sahin, A., Gulacar, O., &Â Almus, K.Â (2018). High school studentsâ€™ semantic networks of scientific method in an international science Olympiad context.Â Eurasia Journal of Mathematics, Science & Technology Education, 1â€“20. DOI:Â 10.29333/ejmste/93677
Corkin, D., Ekmekci, A., & Coleman, S. (2017).Â Barriers to implementation of constructivist teaching in a high-poverty urban school district.Â In T. A. Olson & L. Venenciano (Eds.),Â Proceedings of the 44th Annual Meeting of the Research Council on Mathematics LearningÂ (pp. 57â€“64). Fort Worth, TX.
Sahin, A., Ekmekci, A., & Waxman, H. (2017).Â The relationships among high school STEM learning experiences, expectations, and mathematics and science efficacy and the likelihood of majoring in STEM in college.Â International Journal of Science and Mathematics Education, 1-21.Â DOI:Â 10.1080/09500693.2017.1341067
Sahin, A., Ekmekci, A., & Waxman, H. (2017). Collective effects of individual, behavioral, and contextual factors on high school students' future STEM career plans.Â International Journal of Science and Mathematics Education, 1-21.Â DOI:Â 10.1007/s10763-017-9847-x
Corkin, D., Ekmekci, A. & Fan, W. (2016).Â The significance of teachersâ€™ mathematical knowledge for teaching and their math background on studentsâ€™ math achievement.Â Research Brief for the Houston Independent School District, 4(6), 1â€“6. Houston, TX: Houston Education Research Consortium, Rice Kinder Institute for Urban Research.
Corkin, D. M., Ekmekci, A., White, C., & Fisher, A. (2016).Â Teachersâ€™ self-efficacy and knowledge for the integration of technology in mathematics instruction at urban schools. In K. V. Adolphson & T. M. Olson (Eds.),Â Proceedings of the 43rd Annual Meeting of the Research Council on Mathematics LearningÂ (pp. 101â€“108). Orlando, FL.