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The main purpose of this study is to investigate mathematics teachers' mathematical thinking process while they are constructing the length of [cube root of 2] by paper folding. To carry out this aim, two teachers--who are PhD. students--were interviewed one by one. During the construction, it was possible to observe the consolidation process of Pythagorean and Thales Theorem. All interviews were videotaped and analyzed through descriptive methods, according to abstraction in context, characteristics of consolidation and mathematical habits of mind. It was found that both two teachers constructed the knowledge of Pythagorean and Thales Theorems before the study and also these knowledges were consolidated. In addition, it was determined that these two approaches (abstraction in context and mathematical habits of mind) were close and corroborated each other. Moreover, consolidation process corroborated mathematical habits of mind.

STEM education is on demand more than ever as the workforce relies on 21st century skills and STEM disciplines. This paper presents a framework (IMS-TEAM) for integration of mathematics and science with the use of technology and modeling in an authentic context. The activity based on this framework is designed for and implemented with forty-four 8th grade students in Turkey. The study was conducted to investigate the impact of the activity as well as the IMS-TEAM framework. A qualitative methodology was utilized. Data analysis revealed that different components of our conceptual framework fostered the integration of mathematics and science affecting the nature of students' engagement with the activity. Different frameworks are required to be adapted to different environments with the consideration of learners and teachers. Future research investigating the effectiveness of IMS-TEAM framework adapted to different content and disciplines would provide more evidence on the effectiveness of the framework.

This study is a qualitative study that seeks to analyse the awareness of primary school pre-service mathematics teachers on famous mathematicians and to examine the change in their awareness. It is designed as exploratory case study. The study group consists of 30 primary school pre-service mathematics teachers, who are senior-level students in the department of primary school mathematics teaching in the 2017-2018 academic year. The data were gathered through the open-ended forms with questions on a total of 27 famous mathematicians, who lived from the Ancient Greek Period to the Modern Period. The data analysis was performed using content analysis. The information of the pre-service teachers on famous mathematicians were analysed under two categories: scientific contributions and personal characteristics. The analysis of the data obtained from the pre-service teachers showed that the famous mathematicians most known by them before the course of History of Mathematics were Euclid, Pythagoras, Pascal, Thales, Newton, Bernoulli and Gauss whilst the pre-service teachers were most knowledgeable about Euclid, Pythagoras, Pascal, Newton, Bernoulli, Fermat, Fourier, Al-Khwarizmi, Thales, Gauss, Euler, Omar Khayyam and Leibniz after the course of HoM (History of Mathematics). This study also revealed that the pre-service teachers had less information on the personal characteristics of mathematicians whereas they had more information on their scientific contributions. Moreover, some pre-service teachers had inaccurate information on famous mathematicians. In conclusion, it is notable that the awareness of the pre-service teachers on famous mathematicians increased after the course of HoM, but the increase was not at the desired level. [This study was presented as an oral presentation at the International Limitless Education and Research Symposium (USEAS) (2nd).]

This study examined gifted students' views on integrating the history of mathematics embedded videos into mathematics classrooms. The research was conducted with 30 fifth-grade students who were identified as gifted with the WISC-R Intelligent Test Score and aptitude test. Data were collected through students' video reflection papers after watching the videos on biographies of mathematicians. Content analysis was conducted to analyze data collected with reflection papers. The findings were grouped as history as a tool and history as a goal. Under the title of history as a tool, the students' reflections were categorized as history as a cognitive tool and history as a motivational tool. As a cognitive tool, students stated that the history of mathematics embedded videos expanded their knowledge of mathematicians' early work and their occupations. As a motivational tool, the history of mathematics embedded videos helped raise students' curiosity about mathematicians and their works, and mathematical concepts, increased their motivation for invention, and developed a positive attitude toward mathematics and learning. On the other hand, under the title of history as a goal, the students stated that the history of mathematics embedded videos broaden their knowledge of mathematicians and their contributions, mathematical concepts, and mathematical evolution. Thus, the videos can be used as enrichment activities for gifted elementary students in mathematics classrooms.

Technology education varies across countries depending on the goals they set to achieve. Therefore, comparative research on different technology education approaches can provide a holistic perspective and contribute to the literature. This paper compared the technology-focused courses offered by primary schools in Turkey and Scotland. A qualitative research design was adopted. Data were collected using document review and analyzed using descriptive analysis. The results pointed to differences in technology policies, manifesting themselves in the curricula of the courses offered by the schools. However, the courses also had something in common in terms of structure, goal, content, and approach to learning and teaching. We discussed the differences and similarities based on literature. In order to reveal different dimensions of technology education, comparative education studies that address different countries can be suggested.

Mathematics and science are important concepts that children's encounter in both daily and educational life. Early childhood is the time in which the first ideas of the mathematics and science developed. In this study, we investigated children's perceptions about mathematics and science through metaphors in terms of being able to provide rich information. This study was qualitative research in the form of phenomenological. Participants consisted of 88 children from five and six years old groups. As a data collection tool, we used a semi-structured interview form. As a result of the analysis, we found out that there were five positive and one negative category about mathematics. The category that was used most commonly about mathematics was "mathematics as a part of education". On the other hand, all of the metaphors about science were in the positive category. Metaphors about science were grouped under four categories. The category that included the highest number of metaphors was "science that involves phenomena and creatures in nature". In conclusion, children's metaphors about mathematics included elements such as "homework, line, and course", while the metaphors about science included elements such as "nature, curiosity, and research". [This article has been presented EJER Congress Antalya, Turkey, 2018.]

Teaching of mathematics could be improved with teachers who have a strong mathematical knowledge and have an ability to reflect this knowledge on their teaching. Therefore, it is important to develop mathematics teachers' theoretical and pedagogical knowledge. This study was designed to examine pre-service secondary mathematics teachers' (PSMT) mathematical knowledge for teaching (MKT) in terms of function concept. In order to examine PSMT's MKT regarding function concept, case study design was used in the study. Three PSMTs', who were at the fifth year in the program, were selected as the participants. The data was collected by observing and recording PSMTs' teaching of function concept as well as by examining their lesson plan of the concept. Descriptive and content analysis were used to analyze the collected data. The results revealed that PSMTs' had limited knowledge regarding teaching of function concept. Particularly, they had difficulties to reflect their knowledge of function concept on their teaching. The results also showed that experience is directly related to teaching of function concept, time and classroom management and communication with students. Therefore, it is important to improve both in-service and pre-service teachers' MKT by considering the effect of experience and abilities in teaching. [This study was presented as an oral presentation at Türk Bilgisayar ve Matematik Egitimi Sempozyumu-3, 17- 19 May 2017, Afyon, Turkey.]

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to identify pre-service primary mathematics teachers' views regarding on Web-based Intelligent Tutoring Systems (WBITS) in relation to its usability and influence on teaching. A survey method was used. The study was conducted with 43 students attending the mathematics teaching program under the department of elementary education. The data were collected through a paper-based survey composed of three parts. In the first part of the survey, there are 9 items about demographic information demographic profile of the respondents such as name, gender, age, study styles, learning styles, and motivation styles. In the second part, there is a scale about "Innovation Awareness Scale" and in the third part there is a scale about views concerning the usability and the influence of WBITS on learning. The data obtained from the study were analyzed using SPSS-21 based on descriptive statistics such as frequency, percentage distribution, and arithmetic mean in addition to MANOVA, which is a parametric test, and "Pearson product-moment correlation coefficient". Analysis indicated that the participants were "neither negative or positive" regarding both WBITS and innovation. It was seen that there was no significant relationship between participant awareness regarding innovation and their views regarding WBITS. Another important finding is that study styles, learning styles, and motivation styles are not influential variables over their views about WBITS' usability and its effect on learning attitudes towards WBITS.

This study aims to investigate (1) students' trust in mathematics calculation versus intuition in a physics problem solving and (2) whether this trust is related to achievement in physics in the context of epistemic game theoretical framework. To achieve this research objective, paper-pencil and interview sessions were conducted. A paper-pencil test was administered to 83 freshmen students. In paper-pencil test students were asked to calculate accelerations of four vehicles with different masses doing a drag race and to indicate which vehicle would win the race. Analyses revealed two themes: (1) "Math does not lie!" (for 43% of students) and (2) "Intuition does not mislead!" (for 57% of students). Interview analysis revealed that students' trust in mathematics calculation stems from the convincing and realistic nature of calculations and the misleading nature of intuitive knowledge. It was found that students' trust in intuitive knowledge stems from their intuitive expectations. The findings also revealed a significant association between students' trust in mathematics calculation and their achievement in the general physics course.

This study aims to determine how primary school eighth grade (14 years old) gifted students use knowledge types while solving problems. In the context, the data were collected through clinical interviews conducted with three gifted students. The students' voice recordings during problem solving and the solutions they wrote on the paper formed the data of the study. We found out that gifted students use more algorithmic knowledge and less schema knowledge in the problems that they had to solve. It can be said that the reduced usage of schema knowledge is likely to be a result of the fact that the gifted students produce different solutions using the field knowledge instead of remembering the schemas of similar problems they have encountered before.

This paper investigates how prospective teachers develop mathematical models while they engage in modeling tasks. The study was conducted in an undergraduate elective course aiming to improve prospective teachers' mathematical modeling abilities, while enhancing their pedagogical knowledge for the integrating of modeling tasks into their future classroom practices. The participants of this study were six prospective teachers selected among the nineteen who enrolled in the course. Data was collected through five modeling tasks. The results showed that the prospective teachers went through five main stages during the modeling process: understanding the task, devising a solution plan, working out the plan, interpreting and verifying the model, and presenting the model. The nature of prospective teachers' modeling processes was rather result-oriented, consisting of a single cycle as they did not seek an improved solution by revising and refining their models.

This study aims to evaluate the consistency of teaching content with teaching approaches in calculus on the basis of lecturers' views. In this sense, the structures of the examples given in two commonly used calculus textbooks, both in traditional and reform classrooms, are compared. The content analysis findings show that the examples in both textbooks are presented in a rather formal language and generally highlight procedural knowledge. And, even though the examples in the reform book chosen are structured using multiple representations, only a small number of them incorporated the usage of instructional technology. The lecturers' views which were gathered indicated that, although, on the one hand, the example structures of the traditional textbook largely overlapped with the characteristics of the traditional approach, the example structures of the reform textbook, on the other hand, were found to be inconsistent with the characteristics of the reform approach, especially with regard to its environment and knowledge components. At the end of the paper, some suggestions for further studies are provided for book authors and researchers.

Introduction: This study examines the spatial abilities of middle school students with visual impairments (i.e., blindness and low vision) in the context of spatial visualization. The study also aims to examine the strategies used by such students in solving questions requiring spatial ability. Methods: Participants comprised eight students with visual impairments attending the 8th grade of a school in Ankara, Turkey, which teaches students with visual impairments. The data collection tool is composed of eight questions under the guidance of the definition for spatial visualization. Question types belonging to the spatial visualization subcomponent were organized in four topics: 2D rotation, 3D rotation, paper folding, and cube folding. Results: It was observed that students with visual impairments used mental rotation and key feature strategies for 2D rotation questions. They used the key feature strategy for 3D rotation questions and the mental manipulation strategy for cube folding and paper folding questions. Discussion: In this study, it was identified that strategies used by students with visual impairments show similarities with spatial strategies defined in the literature as used by students without visual impairments. Of all the other types of questions, the most successful question of students with visual impairments is the paper folding question. Implications for practitioners: The results of this article can help teachers become aware of the kind of difficulties that students with visual impairments encounter when they try to solve questions that require spatial ability. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Some of the key challenges for STEM education in Turkey include the problems encountered by teachers when integrating diverse disciplines and technologies into STEM activities, the need for teachers to acquire the skills necessary to prepare and implement appropriate STEM activities for the educational level of their students and their school context, the difficulties faced by teachers when following the Engineering Design (ED) problem-solving process in the implementation of STEM activities, and teachers' heavy workloads, which impede the collaboration required to develop and implement STEM activities. A field study was carried out in Samsun, Turkey between 2017 and 2018 to develop a Design Thinking (DT) approach customized to support STEM teachers. The field study adopted an action research methodology and involved two main studies with fifth-grade teachers and students, facilitated by a researcher-designer. Qualitative methods including co-design workshops, focus groups, interviews, and observation were employed to gather data. The paper presents a seven-step DT approach, customized to support pre-service and in-service secondary school teachers in collaboratively designing and implementing classroom STEM activities. The results indicate that structuring the STEM activity design as a specialized DT process provides a complementary framework. Collaboration among teachers in a structured STEM activity design process supports the integration of disciplines and the development of STEM activities that correspond to the students' level of knowledge and ability. Empathy building, which facilitates familiarization with other teachers and students, enhances collaboration among teachers and aids the development of STEM activities relevant to the students' level. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effect of a computer-based story, which was designed in anchored instruction framework, on sixth-grade students' mathematics word problem-solving achievement. Problems were embedded in a story presented on a computer as computer story, and then compared with the paper-based version of the same story and to a condition that presented the problems as typical, isolated word problems (i.e., a non-story condition including only problems). One hundred twenty-eight sixth-grade students from two public middle schools in Turkey participated in this study. In a pretest-posttest experimental design, students were randomly assigned to one of the treatment groups mentioned earlier in which they solved the same mathematics word problems. A one-way analysis of covariance was used to analyse students' achievement in the treatment groups. The results indicated that students who solved the problems in the computer story treatment had significantly higher achievement scores than students who solved the problems in the paper story and isolated word problems treatments. In addition, the story was found to be significantly more effective than the non-story treatment when it was presented on computer. [ABSTRACT FROM AUTHOR]

The two studies in this paper considered the use of the classroom library as a means of socializing mathematics development in Turkish preschoolers. Study 1 (n = 80) documented whether classes had a library, its contents, and whether/how teachers encouraged children to use the library. Study 2 (n = 47) investigated the teachers' confidence in teaching mathematics and the means that they used. Both studies used online surveys that were distributed via social media sites. There were four noteworthy findings. One, the Turkish preschool teachers reported viewing mathematics instruction as important to the development of children and were confident in their abilities to teach their students mathematics. However, they relied upon their general knowledge of children and their general pedagogical knowledge, rather than on their knowledge of mathematics, to do so. Two, the preschool teachers in Turkey had classroom libraries that they encouraged their students to use by having a set library time each day and by modeling how to sit and read in the library. They also encouraged family involvement in reading. However, these classroom libraries had fewer mathematics books than other types of texts. Three, while libraries were consistently present in Turkish preschool classrooms, they were not seen as venues for children's mathematics development. Four, preschool mathematics instruction in Turkey appears typically to use whole groups and explicit instruction, and particularly during circle time/the morning meeting. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the effect of using dynamic geometry software (GeoGebra) on the eighth‐grade students' conceptual understanding and the retention of learning regarding linear equations and slope. In this study, a quasi‐experimental design with pre‐test, post‐test and delayed post‐test was employed. This study was conducted with 52 eighth‐grade Turkish students (experimental group, n = 25; control group, n = 27). While GeoGebra software‐supported instruction was carried out in the experimental group, textbook‐based direct instruction was continued in the control group. Data were collected with the conceptual understanding test (CUT) which consists of 38 questions including open‐ended, multiple choice and fill in the blanks. CUT was applied to the experimental and control groups as a pre‐test and post‐test at both the beginning and the end of the instruction, respectively. Seven weeks after the instruction, CUT was applied to both groups as a retention test. Data were analysed through SPSS 17.0 statistical software by using a t‐test and ANCOVA test. It was indicated in the study results that GeoGebra software‐supported instruction for eighth‐grade students regarding linear equations and slope did significantly improve both their conceptual understanding and retention of learning in comparison to textbook‐based direct instruction. Lay Description: What is already known about this topic?: The subject of functions and their graphs are the basis of many mathematical concepts and subjects such as logarithm, limit, derivative and integral.It is indicated in many studies that middle‐grade students have some misconceptions and difficulties in learning the concept of a straight line and slope.It was determined in previous studies conducted at different grade level that using dynamic geometry software (DGS) increases students' mathematics achievement according to traditional instruction.There is a need for research investigating the effect of using GeoGebra software on eighth grade students' conceptual understanding and retention of learning regarding linear equations and slope. What this paper adds?: A quasi‐experimental design with pre‐test, post‐test and delayed post‐test was conducted.Using GeoGebra software had positive effects on eighth‐grade students' conceptual understanding regarding linear equations and slope.The learning environment with GeoGebra software increased the retention of learning. The implications of study findings for practitioners: This research provided evidence regarding the effects of using GeoGebra software on eighth‐grade students' conceptual understanding and retention of learning in mathematics.In future studies, the long‐term effects of GeoGebra on other mathematics topics and other learning outcomes within similar settings should be examined. [ABSTRACT FROM AUTHOR]

Copyright of Apuntes Universitarios: Revista de Investigación is the property of Universidad Peruana Union Filiar Tarapoto and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study presents a small part of a larger study investigating Turkish and German mathematics teachers' and their students' values (Values in Mathematics Teaching in Turkey and Germany). The main focus of the study was school levels of the teachers working at primary and secondary schools. The interactions related to nationality were also of interest. The methodology employed in this paper was a descriptive study. The participants were 27 German and 33 Turkish teachers. A five-point Likert-type questionnaire was used as data collection instrument. The data were subjected to descriptive and inferential statistics for analysis. Effect size coefficients were also calculated. The results indicated that school levels of the teachers within and between the two nations had a significant effect on the mathematics teachers' education values. It is thought that these findings may help to show interesting differences in systems in Germany and Turkey. [ABSTRACT FROM AUTHOR]

This study aims to develop a scale to identify the factors influencing mathematics teachers' grading practices regarding students' in-class performance. The study was carried out with 180 secondary and 140 high school mathematics teachers from the southwestern region of Türkiye. The scale's construct validity was determined using item analysis, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). The EFA results showed that the scale consisted of a 5-point Likerttype scale with 36 items under eight factors (mathematical knowledge and skills, social behaviors, affective skills, effort, homework performance, follow-up test results, academic exam results, and external benchmarks). The scale explained 70.02% of the total variance, with factor loadings ranging from 0.50 to 0.92. The item-total correlations ranged from 0.36 to 0.64, and t-test results for the item discrimination index were significant. The Cronbach's alpha coefficient for the overall scale was calculated to be 0.92. The CFA results indicated that the scale model had a good fit (Chi-square/df = 1.39; RMSEA = 0.051; IFI = 0.98; NNFI = 0.97; CFI= 0.98; and SRMR = 0.062). Based on the findings, the scale is a valid and reliable instrument that may be used in determining the factors influencing mathematics teachers' grading practices. [ABSTRACT FROM AUTHOR]

Interdisciplinary approach recommended for use in the teaching mathematics in the last decade, the related literature shows that limited study focused on the reflection of the interdisciplinary approach in teaching practice. The aim of this study is to evaluate pre-service mathematics teachers' task development processes on interdisciplinary approaches through building and coding tasks. Research was conducted with 28 pre-service mathematics teachers studying at a mathematics education department in Turkey. Data were gathered from the analysis of lesson plans and semi-structured interviews. The findings that were obtained through the lesson plans of the participants indicated that participants were able to associate building tasks more with numbers content domain and mathematical modeling skills, and coding tasks with geometry content domain and algorithmic thinking skills. The participants stated that tasks involving coding in their lesson plans would be more useful in terms of teaching mathematics and listed the factors limiting the use of building tasks as technical knowledge and cost. [ABSTRACT FROM AUTHOR]

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Contemporary Educational Studies (IntJCES) is the property of International Journal of Contemporary Educational Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Mindsets are based on two basic assumptions: some people think that their intellectual abilities can be developed through hard work and instruction (i.e., a growth mindset), whereas others believe that nothing can change their level of intellectual ability (i.e., a fixed mindset). The association between mindsets and academic achievement has been examined in different academic subjects, such as biology and math. However, no previous study has examined the effects of language learning mindsets (LLMs) and math mindsets (MMs) on academic success in an English medium instruction (EMI) setting in which English, rather than the first language of the students, is used for teaching content (e.g., mechatronics engineering). Purpose/Hypothesis: This study explores the relationship between Turkish mechatronics engineering undergraduate students' domain‐specific mindsets, LLMs and MMs, and their academic success. Design/Method: Student test scores for English medium and first‐language medium courses were collected from fourth‐year students studying mechatronics engineering (n = 68) at a public university in Turkey. Students also completed the LLM and MM inventories. Results: Regression analyses revealed that growth LLM and MM were positive predictors of EMI and Turkish medium of instruction (TMI) academic success, whereas fixed LLM and MM were negative predictors of EMI and TMI academic success. Conclusions: In both EMI and TMI courses, a growth mindset in math and language learning can profoundly predict students' academic achievement in a mechatronics engineering program. We argue that domain‐specific mindsets can effectively explain the self‐theories of intelligence and achievement. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Field Education (IJOFE) is the property of International Journal of Field Education (IJOFE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article provides an application of O'Donnell's bureaucratic-authoritarianism theory in Turkish context though a survey of political unrest of 1970s and 1980 military coup. The theory is reappropriated through formal modelling in order to amend its previous weakness. Although BA theory is strong in explaining the destabilizing effect of modernity in late-developers, it lacks an actor level analysis. Thus, this paper takes political parties as active agents which instrumentalizes political violence and considers military as an institution bearing private interests. The formal design constitutes a break from traditional BA model and yields a "paralysis" equilibrium which is supported by historical account. Thus, the convergences and divergences between Turkish and Latin American context, reveals the need of recontextualization and re appropriation of BA theory, especially through inclusion of an agencylevel analysis. [ABSTRACT FROM AUTHOR]

In this case study the aim is to examine the self-reflection processes (self-evaluation, causal attribution, emotional reactions and inferences) of novice mathematics teachers. The participants were six middle school (grades of 5-8) mathematics teachers who have less than five years teaching experience working in the Western and Central Anatolia Regions of Turkey. The data of the study were collected through the semi-structured interviews developed based on classroom observations. First, the instructional situations were determined by observing the mathematics lessons of the participants (approximately 10 hours for each participant). Afterwards, through semi-structured interviews, the participants were asked to reflect on these instructional situations. During the data analysis, first within case analyses were made, and the selfreflection of each teacher was described. Then by comparing the data obtained from six teachers, it was defined which self-reflection processes the novice mathematics teachers performed and to what extent they performed them. The findings suggest that the participants did not consider their teaching behaviors when they were asked to evaluate the lesson. They attributed the cause of the failure in their lessons to factors beyond their control (e.g., low involvement of parents, insufficient physical facilities of the school). In addition, it is observed that they were less likely to develop positive emotional responses for the observed lessons and were insufficient in taking adaptive decisions for their future lessons. These findings indicate the necessity of pre-service and inservice practices that will support newly recruited middle school mathematics teachers to gain much more comprehensive selfreflection skills. [ABSTRACT FROM AUTHOR]

Today, emoji have become a popular option for anchoring the categories of Likert-type scales applied to not only adults but also children. The aim of this study was to investigate the effects of category labeling with emoji by comparing the psychometric properties of the emoji- and verbal-anchored versions of the mathematics motivation scale applied to students aged 8–11 years (grades 3, 4, and 5). The participants of the study comprised 658 students. According to the research results, students used the upper categories of the scale more intensively in the emoji-anchored version than in the verbal-anchored one. Parallel to this, the means calculated for the emoji-anchored version were found to be significantly higher. Moreover, the results of the research revealed that the verbal-anchored scale form yielded more reliable and valid measures than the emoji-anchored version. [ABSTRACT FROM AUTHOR]

Deep learning methods are the subfield of the machine learning models that have spread rapidly in the field of engineering in the last decade. But, these methods are a fairly new in educational literature. The aim of this study was modeling and predicting mathematics achievement of successful and unsuccessful students via deep learning methods. For this purpose, Turkey's Programme for International Student Assessment (PISA 2018) survey data was used. Deep learning methods were displayed comparable performance to multi-layer perceptron and logistic regression. Jordan neural network method was found the most successful method among Elman neural network, Logistic regression and multi-layer perceptron methods with 0.826 accuracy and 0.739 area under curve scores. It was understood that deep learning methods can be used in the modelling and predicting of students' mathematics achievement. [ABSTRACT FROM AUTHOR]

The aim of this research is to examine the effect of authentic investigation activities on the reasoning process of ratio concept which has been regarded as the milestone of mathematics and science teaching. In line with this purpose, the research has been carried out with eight 7th grade students attending a public school located in Central Anatolia Region in Turkey. The success levels of these students in mathematics are in a heterogeneous structure ranging from higher and moderate to lower levels. The data of this qualitative study has been collected through authentic investigation activities, researcher logs, and interviews and has been analysed via descriptive techniques. At the end of the study, it has been concluded that the teaching environment containing authentic investigation activities has a positive effect on the reasoning process of students on ratio concept. [ABSTRACT FROM AUTHOR]

This study aims to examine the relative effects of student, family and school-related characteristics on 4th grade students' math achievement according to location of the school in Turkey. The data of 6435 students studying at 260 primary schools were analyzed using TIMSS-2015 database. The dependent variable of the study was students' math scores and 19 factors constituting the student, family and school-related characteristics were the independent variables. The location of the school was classified as urban, suburban, medium-size city and village. The data was analyzed via single level multiple linear regression. The results revealed that the entire models explained the largest amount of variance (52%) in the schools located in the villages and the least amount of variance (44%) in those located in the urban area. Although all of the student, family and school-related characteristic sets were found to be significantly related with the achievement, the student-related characteristics explained the largest amount of variance in achievement. Students' confidence in math contributed almost the highest amount of variance, and the early numeracy tasks, absenteeism in school, parents' highest education level, parents' highest occupation level, early numeric activities before school explained small amounts of variance in students' math achievement in the schools of all locations. [ABSTRACT FROM AUTHOR]

The purpose of this study is to interpret the gains in Turkish eighth graders' TIMSS mathematics performance between 2007 and 2011 in terms of the two national assessments conducted to place eighth graders into high schools in Turkey, namely OKS 2007 and SBS 2011. Content analysis technique was employed to conduct a document analysis and three experts analyzed mathematics items in these national assessments. Items in the national assessments were categorized into the content domains (numbers, algebra, data & chance, and geometry) and cognitive domains (knowing, applying, and reasoning), which were described in the TIMSS 2011 assessment framework. As a result, it was found that the percentage of number content items decreased from 24% in OKS 2007 to 15% in SBS 2011 while the geometry content items increased from 36% in OKS 2007 to 50% in SBS 2011. On the other hand, there was an increase in the percentage of items in the knowing domain (32% in OKS 2007 to 50% in SBS 2011) and a decrease in the percentage of items in the other two cognitive domains. In terms of students' mathematics performance, no significant differences were observed among the given years in numbers content scores of Turkish eighth graders while their scores in the other content domains improved, especially in geometry, as well as the improvement in their knowing cognitive scores between TIMSS 2007 and 2011. As a result, in terms of the content domains, this study determined that changes in the focus of the Turkish assessments in relation to TIMSS is likely a reason for the increase in geometry in comparison to number performance, with all respect to the other factors affecting student achievement. It also raises concerns regarding the distribution of the cognitive domains in the national assessments, considering the inconsistency of the distributions with students' performances in the specific domains. [ABSTRACT FROM AUTHOR]

The Wisconsin Card Sorting Test (WCST) is one of the most widely used complex EF task for various populations. However, it seems questionable to employ the task for preschool‐aged children due to their lack of numerical efficiency while sorting cards according to the number dimension. The present study aimed to examine the association of numeracy skills with different EF‐related abilities as measured by the WCST. For the assessment of numeracy skills, we used the Early Numeracy Test (ENT). One hundred and fourteen Turkish children between the ages of 5 and 8 were administered the WCST and ENT in a counterbalanced order. Results revealed a significant correlation only between the three ENT scores and the concept formation factor of the WCST, indicating a significant relationship between the WCST performance and numeracy skills in terms of concept formation. This finding highlights the specific relation between numeracy skills and subcomponents of the WCST and points to potential interfering variables that should be taken into account while evaluating the scores of the sorting tasks for children between the ages of 5 and 8. [ABSTRACT FROM AUTHOR]

In this research, the effect of authentic activities on the scientific process skills of 7th grade students was investigated. Research has been studied in a secondary school with 37 students in Turkey. In the research, authentic learning based education was carried out for 5 weeks in the 2017-2018 academic year. In this semi-experimental model, academic achievement and scientific process skills test, interview form, students' worksheets and observer notes were used as data collection tools. The quantitative data obtained were analyzed statistically in SPSS 20 program, and qualitative data were analyzed by content analysis. It was found that the quantitative data and the experimental and control groups differed statistically as a result of the application as an academic achievement, but did not differ according to the scientific process skill test results. With the qualitative data of this research, it was revealed that the students of the experimental group generally reflect the scientific process skills more than the control group students. [ABSTRACT FROM AUTHOR]

Socioeconomic status (SES) is considered a major predictor of student and school achievement. In most cases, SES is not malleable or available for manipulation to improve students' learning and achievement. Therefore, we explored other student and school-related factors that may be malleable to reduce achievement differences between students and schools in Turkey. We used the TIMSS 2015 fourth-grade mathematics data and analyzed it using hierarchical linear modeling. We found that SES at both student and school levels is a dominant factor related to mathematics achievement and a much stronger predictor at the school level. Early literacy and numeracy activities, preschool education, intrinsic motivation, and engagement in instruction were found to be significantly and positively associated with higher achievement within schools. Similarly, among the school-level variables, we found significant and positive associations between schools' mathematics scores and instruction quality and school readiness, in the presence of SES. We recommend that preschool education and early literacy and numeracy activities at home should be promoted. Additionally, although the findings of this study indicate possible SES-based school segregation; parents, teachers, and school leaders, as well as students, should work toward a more positive school climate to reduce achievement disparities due to SES. [ABSTRACT FROM AUTHOR]

This research primarily aims to examine project-based STEM training implemented in a state primary school in Turkey regarding teachers' and students' views. The phenomenological design, which is one of the qualitative research designs, was exclusively adopted in the study. The research sampling consisted of 18 students and 2 teachers working at a state primary school located in an Anatolian province during the 2017-2018 academic year. The research data were collected through interviews some of which were voice-recorded and analyzed through content analysis. Research findings revealed that successful implementation of STEM practices necessitates a systematic working plan consisting of preparation, implementation and evaluation stages. Besides, it was revealed that STEM training practices facilitate unearthing students' talents and developing their critical thinking and problem-solving skills as well as manual dexterity. The research findings also suggested that these practices increase cooperation among students, help them develop a positive attitude towards the lesson and behave more carefully during the classes. Nonetheless, various problems such as inadequate space, teaching materials and group-work driven problems were observed during STEM practices. Based on the research findings, it is suggested that STEM training should be separately implemented without being included in a single discipline. [ABSTRACT FROM AUTHOR]

There are different perspectives in the literature on the examination of visual images used in course books. In this study, illustrations from the visuals used in geometry in the lower learning area of school mathematics were examined and summarized first by researchers and then by teachers and students. For many students, the mathematics coursebook is the first material they encounter in understanding the course content and conveying the mathematics culture. In this study, the illustrations related to the concept of Angle used in mathematics coursebook, two books published abroad, two books published in Turkey, for 5th grade students were analyzed. The type of research is Document Analysis and the illustrations were examined in qualitative and quantitative terms. In this way, the study aimed to analyze the contribution of illustrations in mathematics education to the conceptualization ofgeometrical definitions through the coursebook and the contribution and effect of improving geometrical thinking. Results of the study showed that illustrations for the field of mathematics that are in coursebooks must include an algebraic representation. [ABSTRACT FROM AUTHOR]

In this study, pretest-posttest control group design thesis in experimental models was investigated by meta-analysis for pre-school, primary and secondary school mathematics classes based on creative drama method, between years 2000- 2020 which are accepted by universities in Turkey. 3doctoral theses and 20 master's theses that are suitable for the problem of this research and have sufficient statistical data were included in the meta-analysis. In the analysis of data, meta-analysis of transaction effectiveness was used. In this study, the effect of creative drama method on students' academic achievement, retention(remembering) and affective (attitude) scores were examined. As a result of meta-analysis calculations, the effect size value of creative drama method on students' academic achievement scores was 0.926, the effect size on retention scores was 1.414 and the effect size value on attitude scores was 0.600. These values determined as a result of the analysis; shows that the effect size is wide for academic success and retention and medium for attitude. According to these findings, the academic success and retention of creative drama method in pre-school and elementary mathematics lessons is wide; it can be said that it affects attitude at a moderate level significantly. [ABSTRACT FROM AUTHOR]

The main object of this study is to study the effect of games and activities on rounding and estimation subject in second grade mathematics lesson. The research has been carried out in accordance with pre-test and post-test design control groups. The study was conducted on the 2nd grade students at a primary school in one of the towns of a southeast city of Turkey. Four classes, two of which are the test groups and the other two are the control groups were determined randomly, including 120 students in total, 61 of whom are from the experiment group and 59 of whom are the control group. The scale to determine the attitude of students against mathematics, achievement test carried out in pre-test and post-test design to test the performance of students, observational and semi-formed interview forms as well as video records constitute the means of gathering data for the research. At the end of the research, the performance of the experiment group increased, while there was no change in their attitudes against mathematics. The games and the activities practiced within the research have been shown to have a positive impact on students. The stagnation in the attitude of the students against mathematics is estimated to be caused by the shortage of time allocated for the study and the articulation inability of students. As a result of the study, it has been concluded that games and activities could be of utmost significance in all sorts of school subjects and that enriching the learning environment with matching games and activities could promote permanent learning. [ABSTRACT FROM AUTHOR]

In this study, we used the case study to determine the views of mathematics teachers towards history of mathematics. The participants consisted of 21 mathematics teachers who worked in different provinces in Turkey and were determined by purposeful sampling. A structured interview form was used as a data collection tool. The data obtained from interview were analyzed through the content analysis technique. As a result, the participants usually stated that, considering the history of mathematics, they mostly thought about the famous mathematicians and the emergence of mathematics. It was found that they felt inadequate in utilizing the history of mathematics, and as a result, they did not sufficiently include it in their classes. The participants also stated that there is no sufficient amount of materials that would allow them to utilize the history of mathematics. Moreover, they reported that they used history of mathematics usually in developing the affective characteristics of their students. [ABSTRACT FROM AUTHOR]

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Solar energy is a major type of renewable energy, and its estimation is important for decision-makers. This study introduces a new prediction model for solar radiation based on support vector regression (SVR) and the improved particle swarm optimization (IPSO) algorithm. The new version of algorithm attempts to enhance the global search ability for the PSO. In practice, the SVR method has a few parameters that should be determined through a trial-and-error procedure while developing the prediction model. This procedure usually leads to non-optimal choices for these parameters and, hence, poor prediction accuracy. Therefore, there is a need to integrate the SVR model with an optimization algorithm to achieve optimal choices for these parameters. Thus, the IPSO algorithm, as an optimizer is integrated with SVR to obtain optimal values for the SVR parameters. To examine the proposed model, two solar radiation stations, Adana, Antakya and Konya, in Turkey, are considered for this study. In addition, different models have been tested for this prediction, namely, the M5 tree model (M5T), genetic programming (GP), SVR integrated with four different optimization algorithms SVR-PSO, SVR-IPSO, Genetic Algorithm (SVR-GA), FireFly Algorithm (SVR-FFA) and the multivariate adaptive regression (MARS) model. The sensitivity analysis is performed to achieve the highest accuracy level of the prediction by choosing different input parameters. Several performance measuring indices have been considered to examine the efficiency of all the prediction methods. The results show that SVR-IPSO outperformed M5T and MARS. [ABSTRACT FROM AUTHOR]