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The "Teaching Profession Law" came into force in February 2022 to regulate the professional rights of teachers. The scope and purpose of this law are to regulate the professional development and career steps of teachers. This research aimed to determine the opinions of teachers about the new law of the profession. It is a descriptive study in survey design. Teachers (379 female, 285 male) from all school types, teaching levels, geographical regions, and seniority participated voluntarily in this study. Teachers think that the new professional law will not improve their rights and increase the prestige of the profession. Teachers think that the new law of professional development is not adequately discussed or discussed based on scientific data. According to teachers, the new professional law does not encourage professional development. Teachers stated that though they generally support the need for such a profession law, the new law should be discussed more opportunities that are promising should be offered to teachers.

Paper folding studies are quite effective in the development of students' visual and spatial skills. The "paper" used in these studies is a genuine tool that can support the development of geometric habits of mind as well as the visual-spatial skills. This is an action research aimed to investigate the potential of paper folding to improve students' geometric thinking skills and to enhance their achievement in national exams. The improvement in their geometric thinking was investigated based on the framework of the Geometric Habits of Mind. This study was carried out with three students studying in the 11th grade. Four geometry questions were asked to students, and they were expected to solve these questions by paper folding. The solution process was video-recorded. Video-recordings were transcribed, and the obtained data were qualitatively analyzed within the framework of the components of the geometric habits of mind. As a result of the study, it was seen that the students were able to reach solutions more easily by concretizing the intangible questions through paper folding. The students were able to comprehend the fact that the main components of triangles do not change; that is, they are preserved (the angles and the sides do not change).

Recently, people prefer learning information operationally rather than conceptually. In this context, this study was carried out to uncover how preservice math teachers construct in their minds the conceptual definition of limit within the scope of the Calculus Course. The participants of this study consisted of 62 (30 female, 32 male) sophomore students studying in the Elementary Mathematics Teacher Education Department at Uludag University Faculty of Education in the 2016-2017 academic year. Midterm and final exam questions requiring the use of prior knowledge were used to help collect data. Interviews were conducted with three participants who were chosen for their success. In these interviews, five questions were asked by the researchers to uncover the mathematical thinking levels and abstraction processes of the participants. The methods of semi-structured interviews and observations were used to collect data. The data were video-recorded and transcribed. The transcripts were analyzed and interpreted according to the cognitive actions of the RBC-model and the steps in Sfard's theory of mathematics learning. Based on the analysis, the participants were found to be more successful in operational information than in conceptual information. Although the preservice teachers were able to accomplish operational learning, it can be said that they could not fully accomplish conceptual learning because they could not identify algebraic representations and could not use reasoning on these representations. Interviews with the participants revealed that they memorized the characteristics of the concept of limit to be successful in the exams. However, conceptual learning did not take place. Understanding how participants learn is believed to benefit the educators who teach the concept of limit.

It is known that difficulties are often experienced in conceptual learning of mathematics, which is an abstract lesson. For this reason, it is difficult for students to conceptually learn inequalities, one of the difficult subjects of mathematics. The aim of this study is to investigate the effect of dialogic teaching to overcome the general mistakes and difficulties of 9th grade students in deepening the conceptual teaching of inequalities. This study was designed as an action research. The answers and solutions given to 7 open-ended questions prepared to determine students' misconceptions and mistakes were scored between 0 and 2 points. When a detailed analysis of solutions written by the students was done, it was determined that the students had difficulty in establishing the concept of numbers, that they ignored the real numbers in a defined range and only focused on integers, that they ignored zero when finding the square of the inequality in a defined range, and that they had difficulty in understanding the principle of reversing when the inequality was multiplied by a negative number and also had difficulty in the solution of inequalities when two inequalities were combined into a single inequality. According to the results of the research, dialogic teaching played a supporting role for the students to reach the conceptual learning of inequalities. It was also seen that high school students were able to reconstruct the concept of inequality conceptually in the learning process.

Fractional analysis has evolved considerably over the last decades and has become popular in many technical and scientific fields. Many integral operators which ables us to integrate from fractional orders has been generated. Each of them provides different properties such as semigroup property, singularity problems etc. In this paper, firstly, we obtained a new kernel, then some new integral inequalities which are valid for integrals of fractional orders by using Riemann-Liouville fractional integral. To do this, we used some well-known inequalities such as Hölder's inequality or power mean inequality. Our results generalize some inequalities exist in the literature.

School closures during the COVID-19 pandemic have made education dependent on online teaching. It turned into an unprecedented experience for teachers and students. Therefore, this study examines the views of mathematics teachers and pre-service mathematics teachers on distance education practices. The data of the study were collected through a written and online questionnaire to thirty-seven mathematics teachers working in secondary/high schools in Turkey and final year pre-service mathematics teachers continuing their education in universities. The data were analyzed through descriptive and content analyses. At the end of the study, pre-service teachers expressed a high level of positive opinion on distance education practices. Teachers, on the other hand, expressed approximately equal numbers of positive and negative opinions on distance education practices. In addition, participants characterized distance education practices in similar categories as negative. These categories include the inadequacy of technological infrastructure, the inadequacy of teacher-- student interaction, and the impossibility of access. Similarly, participants expressed positive opinions in different categories. These categories were easy to access, repeatability, and economy. In addition, students and parents expressed concerns about the functionality of distance education applications in mathematics education, such as insecurity, family unrest, and financial problems. [ABSTRACT FROM AUTHOR]

Socio-Scientific Issues (SSI) can aid the development of logical decision-making skills in students, thereby helping schools develop knowledgeable individuals. When students engage in modelling tasks during the transition from school mathematics to the real world, their cognitive reasoning can be supported in a practical context during model development. Since it is speculated that the arguments developed in the modelling cycle are derived from modelling procedures, exploring the modelling procedures may offer insights into the students' arguments. The purpose of this study is to analyse how pre-service teachers deploy mathematical models while discussing the context of COVID-19, a socio-scientific issue, and to examine how the modelling process is linked. This study aims to investigate how pre-service teachers engage with argumentation and modelling practices and how one practice may impact the other. Our goal is to explore how the argumentation process concerning the phenomenon is interconnected with the modelling process. To achieve this, we have designed a learning environment that facilitates teacher candidates' participation in scientific argumentation and modelling practices. The research findings were analysed by investigating the sub-arguments formed during the modelling cycle and considering how the modelling processes corresponded with the research question. Upon close examination of the argument structures utilised by aspiring teachers in their solution proposals and modelling, it became evident that the majority of structures were of a lower level, with few high-level models. [ABSTRACT FROM AUTHOR]