Gulden Karakok

PhD, Oregon State University, 2009
Area of Study: Mathematics Education

Certification, University of Oregon, 2002
Area of Study: Middle/Secondary School Teaching

MS, University of Oregon, 2001
Area of Study: Mathematics

BS, Middle East Techincal University, 1999
Area of Study: Mathematics

Certification, Gazi University, 1999
Area of Study: Elementary School Teaching (Grades 1-8)

Professor, University of Northern Colorado
Department of Mathematical Sciences (2023 – Present)

Associate Professor, University of Northern Colorado
(2017-present)

Assistant Professor, University of Northern Colorado
(2011-2017)

Postdoctoral Research Fellow, Umeå University
Umeå Mathematics Education Research Center (April 2009 to Dec 2010)

Graduate Teaching and Research Fellow, Oregon State University
Department of Mathematics & Department of Science and Mathematics Education (Sept 2002 – March 2009)

Instructor, University of Oregon
Department of Mathematics (Sept 2001-Dec 2001)

Graduate Teaching Assistant, University of Oregon,
Department of Mathematics (March 2000-June 2002)

Considering Justice, Equity, Diversity and Inclusion in Journal Ranking

Our overall aim with this research is to broaden participation in the academic publication realm. In alignment with our three-item list of measures to include in the consideration of “top-tier” journals, our research questions are:
1. What is the correlation between journals ranked in the top tier by opinion-based rankings such as Toerner & Arzarello (2012), or citations-based rankings such as Williams and Leatham (2017) and the ratings in treatment of the scholars (particularly scholar of color)?
2. What are the demographics of the authors published in the top-ranked mathematics education journals in the last 5 years? Similarly, what are the demographics of the editor(s) and editorial boards in the last 5 years? What is the trend of demographics over the time period?
3. What percentage of the publications in the top-ranked journals in the last 5 years have a focus on issues related to justice, equity, diversity, and inclusion?

Creativity Research Group

CRG is interested in exploring the ways in which we could foster creativity in undergraduate mathematics courses. Manuscripts in preparation:

Tang, G., Savić, M., Satyam, V.R., Cilli-Turner, E., El Turkey, H., & Karakok, G. (in preparation). “The reason why I didn’t like [math] before is because I never felt creative”: Teaching actions to foster mathematical creativity in Calculus and their affective outcomes.

Tang, G., Karakok, G., Savić, M., El Turkey, H., & Cilli-Turner, E.(in preparation). Exploration of intersectionality of mathematical creativity and identities through mathematical autobiographies of Calculus 1 students and instructors.

Areas of Interest

My research focuses on transfer of learning of mathematics concepts and exploration of mathematical creativity at the postsecondary level. I explore students’ ways of thinking to understand the ways in which they make connections between different contexts (e.g., mathematical topics), situations and environments. Together with the Creativity Research Group, I investigate various teaching approaches to enhance undergraduate students’ mathematical creativity. Other than these main areas of research, I am interested in exploring learning and teaching of linear algebra topics, problem solving, and metacognition.

I regularly teach and design mathematics content courses for preservice elementary majors, linear algebra for undergraduate mathematics majors, and graduate level mathematics education research courses.

I co-direct Northern Colorado Math Circles program and facilitate problem-solving sessions for 4-8 grade students and middle and high school mathematics inservice mathematics teachers.

I have also facilitate workshops for Academy of Inquiry-Based Learning (AIBL) team.

• Karakok, G. (2020, in-press). Exploration of Students’ Mathematical Creativity with Actor-Oriented Transfer to Develop Actor-Oriented Creativity. In C. Hohensee & J. Lobato [Eds.], Transfer of Learning: Progressive Perspectives for Mathematics Education and Related Fields.
• Hancock, E., Franco, L., Bagley, S. & Karakok, G. (2020, August). A holistic approach to supporting student-centered pedagogy: Navigating co-requisite Calculus 1. Problems and assessment to promote creative effort. PRIMUS.https://doi.org/10.1080/10511970.2020.1802794
• Hancock, E. & Karakok, G. (2020, June). Supporting the development of process-focused metacognition during problem solving. Problems and assessment to promote creative effort. PRIMUS. https://doi.org/10.1080/10511970.2020.1772914
• Karakok, G. (2019). Making connections among representations of eigenvector: What sort of a beast is it? ZDM Mathematics Education. https://doi.org/10.1007/s11858-019-01061-9
• Omar, M., Karakok, G., Savic, M., El Turkey, H., & Tang, G. (2019). I felt like a mathematician: Problems and assessment to promote creative effort. PRIMUS, 29(1), 82-102. https://doi.org/10.1080/10511970.2018.1475435