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As in all fields, values are an important component of classroom's affective environment in mathematics course, too, and have a significant impact on students' mathematical efforts. As it would directly affect classroom practices and learning, it is deemed important to determine preservice teachers' value profiles. This research aimed to address mathematical and mathematics educational values of mathematics students receiving pedagogical formation in terms of constructivist and positivist approaches and examine these values along with their opinions on the use of different teaching strategies, methods and techniques (SMTs) in courses. The participants were 288 mathematics students receiving pedagogical formation at two public universities. As data collection instruments, Mathematical and Mathematics Educational Values Scale and a written interview form were used to associate their values with their teaching preferences. The study concluded a significant difference in favor of constructivist values when comparing participants' levels of having positivist values with their levels of constructivist values. The findings achieved from the interview forms indicated that majority of participants preferred student-centered teaching strategies, methods and techniques; in other words, they regarded themselves rather as constructivists.

This study aimed to investigate the readability of the fifth-, sixth, seventh and eighth-grade mathematics course books prepared in deference to the 2017 curriculum and distributed to schools by MEB. This study utilized the descriptive document analysis which is a qualitative research method. Readability of the mathematics course books were subjected to a quantitative analysis by Çetinkaya-Uzun Readability Formula. Addressing the readability levels of the texts in secondary mathematics course books, this study performed analyses of average word and average sentence lengths of the texts in secondary school course books. These analyses showed that there is no linear correlation between grade level and word and sentence length averages. Readability scores and levels of the text in the analyzed secondary school mathematics course books are not in parallel with the grade level. Accordingly, readability scores of information and solution texts in the fifth-grade course book were lower than the scores in other grades' course books whereas readability scores of question texts were lower than the scores in all grades' course books but the eighth-grade course book. Readability levels of the text in the analyzed secondary school mathematics course book were found to be on frustration level and educational level. Course books should also include independent texts with readability scores and levels.