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The aim of this study is to examine the experiences of secondary school mathematics teachers facing with the distance education process for the first time due to COVID-19 regarding the mathematics lessons. Therefore, this study employs a case study, which is one of the qualitative research types. The study is conducted with 52 secondary school mathematics teachers working at public and private schools in different regions of Turkey during the 2020-2021 academic year. Convenience sampling method is used to determine the participants. In addition, semi-structured interview technique is used. Finally, content analysis is used during data analysis. The results reveal that: (1) the curriculum should be arranged in a way that will increase visualization and integrate it into interactive programs that will make the student more active; (2) the teachers hold the instruction mostly by using textbooks and smart board applications; (3) using direct instruction and question-answer methods, the teachers indicate that they mostly encounter problems about internet access; and (4) the teachers draw attention to the problem that students and teachers are not provided the necessary infrastructure and that they do not have devices with internet access. Thus, the teachers conclude that these problems should be solved first in order to manage the distance education process efficiently.

The goal of this study is to examine the mathematics learning approaches and metacognitive awareness of 6th, 7th and 8th grade students with regard to some variables. This is a quantitative study conducted in a survey model. In the 2018-2019 academic year, the working group was secondary school students in the public schools in Central Anatolia region 6.7.8. It consists of 330 (166 girls, 164 boys) students studying at the grade level. As the data collection tools, Göktepe-Yildiz and Özdemir's (2018) "Mathematics Learning Approach Scale", which was originally developed by Schraw and Dennison (1994); The Metacognitional Awareness Inventory developed by Akin, Abaci and Çetin (2007) was utilized. According to the empirical findings, for sixth, seventh, and eighth grade students, scores for deep and strategic learning approaches are above the medium level, whereas scores for surface approach is below the medium level. In addition, it has been determined that mathematics learning approaches differ significantly according to gender, grade level and mathematics achievement. As a consequence of the analysis, it was seen that students' levels of metacognitive awareness were high. The levels of metacognitive awareness did not differ by gender, but differed significantly by grade level and mathematics achievement. In addition, while there exists a positive and statistically significant relationship between deep learning and strategic learning approaches and metacognitive awareness no statistically significant relationship was found between the surface learning approach and the metacognitive awareness.

In this study, the influences of the activities that are prepared with the integration of science and mathematics on the critical thinking and scientific process skills of gifted middle school 6th grade students are investigated. In the study which is performed through the quantitative research method, single group pre- and post-test experimental design is used. In this respect, this is the first study that analyzes critical thinking and scientific process abilities of gifted people by experimental design, using the integration of science and mathematics, in Turkey. The study is performed with 6th grade students studying at a Science and Art Center in Central Anatolia in 2013-14 academic year. During the study that lasts almost 9 weeks, activities prepared through the integration of science and mathematics are applied to the students. Cornell Critical Thinking Scale Level X and Scientific process skills Test are employed used as pre- and post-test. Data are analyzed via a statistical software. In conclusion, it is explored that the activities which are prepared through the integration of science and mathematics have positive effects on critical thinking and scientific process skills of gifted students and within this scope some advices are presented for performers and researchers.

Problem Statement: Two different teacher training programs have been implemented in Turkey over recent years. In addition to attending faculties of teacher training (on traditional educational degree programs), graduates from different faculties have the right to become teachers by way of the "pedagogical formation certification programs". Given such a situation, it has become a question of great interest to what extent the teacher candidates participating on such a program perceive the concepts of "teacher" and "teacher training". Metaphors are frequently used to elicit the ideas of teachers and teacher trainees with respect to certain elements that constitute the education system. Purpose study: This research was conducted to elicit by means of metaphor the perceptions of teacher candidates participating on "pedagogical formation certification program" towards the concepts of "teacher" and "pedagogical formation". Method: The participants in this research consisted of 280 mathematics teacher candidates who were undertaking pedagogical formation certificate program at four different universities. Having employed open-ended questions, the date collected was then exposed to a process of data content analysis. Findings and results: At the end of the research, the metaphors created by teacher candidates for the concept of "teacher" were then grouped under four main themes: a constructivist teacher, a teacher that is regarded like a family (member), a behavioralist teacher and a negative attitude towards the "teacher". As for the metaphors used by the teacher candidates for the concept of "teacher training", these were evaluated under four main themes headings; "what is perceived as a compulsion", "what is perceived as unnecessary", "what is perceived as a mistaken application" and "what is perceived as necessity". Discussion, conclusions and recommendations: Finally, while the metaphorical perceptions of participant teacher candidates towards the metaphor of "teacher" displayed similarities to a great degree, a number of negative metaphors were also encountered. It was established that approximately one half of the metaphors generated with regard to teacher training encompassed negative meanings. The metaphors generated by teacher candidates were partially elicited with regard to the quality of the pedagogical formation certificate programs.