A meta-analysis of the ımpact of problem posing strategies on students ' learning of mathematics

This is a review of experimental research in which students have been taught to pose mathematical problems as a means of developing their learning. Hence, the aim of the research is to combine the empirical evidence regarding the functionality of problem posing strategies and to explore the aspects which could influence the integration of problem posing in mathematical education. In this direction, a meta analysis approach was utilized in this study. 20 experimental research published between years of 2000 and 2020 are contained in this research and 31 effect sizes were computed. According to random effects model, it was found that problem posing strategy has significant impact on learners' problem-solving skills, mathematics achievement, level of problems posed, and attitudes towards mathematics (ES = 1.328; 1.142; 1.152; 0.643; p=0.05). These effects also were analyzed according to methodological and instructional variables. The findings obtained in the research was discussed in the light of the literature and suggestions were made for the future studies

Comparison of the frequency of mathematics teachers' use of mathematics textbooks in face-to-face and distance education

Understanding the variables that affect the use of textbooks are important for the development of eligible and preferable resources. In this research, the frequency of textbook usage in face-to-face and distance education was examined according to grade level, professional experience of teachers, and residential area of the schools in which teachers work. The sample of the study consists of 287 middle school mathematics teachers working in different state schools. Data was obtained through an online survey. This study showed that the frequency of textbook usage decreased as the grade level increased, and this decrease occurred both in face-to-face and distance education. However, it has been concluded that the frequency of textbook usage varies in both learning environments according to teaching experience, and that change is statistically significant. In face-to-face classrooms, it was determined that the location of the school was a determining factor in terms of the frequency of textbook usage, whereas, in distance education, the frequency of textbook usage did not statistically significantly differ according to school location. The rest of the findings are discussed in terms of teachers' experiences and attitudes.Öğrenme-öğretme sürecinin en önemli materyallerinden biri olan ders kitaplarının kullanımına etki eden değişkenleri anlamak, nitelikli ve tercih edilebilir kaynakların geliştirilebilmesi için önemlidir. Bu araştırmada, yüz yüze ve uzaktan eğitim sürecindeki ders kitabı kullanım sıklığı, öğretmenlerin mesleki deneyimleri ve görev yaptıkları okulların bulunduğu bölgedeki sosyo-ekonomik düzeylere göre sınanmıştır. Tarama deseni ile yürütülen çalışmanın katılımcılarını 287 ortaokul matematik öğretmeni oluşturmaktadır. Sınıf kademesi, mesleki deneyim ve yerleşim bölgesi dikkate alınarak oluşturulan örneklemden çevrimiçi anket yoluyla toplanan veriler, betimsel ve kestirimsel istatistik teknikleri ile analiz edilmiştir. Çalışma sonuçları, sınıf kademesi arttıkça ders kitabı kullanım oranının azaldığını ve bu azalışın hem yüz yüze hem de uzaktan eğitim sınıflarında gerçekleştiğini göstermiştir. Bununla birlikte, mesleki deneyime göre ders kitabı kullanım sıklığının hem yüz yüze hem de uzaktan öğretim sürecinde değiştiği ve bu değişimin istatistiksel olarak anlamlı olduğu sonucuna ulaşılmıştır. Yüz yüze eğitimde yerleşim bölgesinin ders kitabı kullanım sıklığı açısından belirleyici bir faktör olduğu, uzaktan eğitim sürecinde ise ders kitabı kullanım sıklığının yerleşim bölgesine göre istatistiksel olarak anlamlı bir şekilde farklı olmadığı belirlenmiştir. Diğer bulgular öğretici deneyimi ve tutumları çerçevesinde tartışılmıştır

THE OPINIONS OF TEACHERS AND STUDENTS IN THE SCIENCE AND ART CENTER REGARDING THE CONCEPT OF SPECIAL TALENTED

Considering the potential of special talented students, the importance of training them is increasing day by day. The perspectives of special talented students and their teachers regarding the concept of special talented are also effective in revealing students' potential. The aim of this study is to determine the opinions of the teachers and students in the Science and Art Center about the concept of special talented. The study was carried out with 20 teachers and 55 students in Science and Art Centers in Turkey in the 2019-2020 academic year. Case study, one of the qualitative research designs, was used. Participants were determined using accessible case sampling. A semi-structured interview form prepared by the researchers was used as a data collection tool. Descriptive analysis was used to analyze the data obtained as a result of the interviews. It has been tried to reflect the positive and negative aspects of special talented students from the perspective of teachers and students. As a result of this study, it has been determined that teachers and students in the Science and Art Center perceive the concept of special talented students as individuals who offer creative solutions to problems and who have a quick grasp. In addition, both students and teachers think that receiving education at Science and Art Centers makes positive contributions to students. Finally, different types of suggestions are made in order to increase the positive sides and eliminate the negative sides of special talented students.  Article visualizations

The impact of educational material use on mathematics achievement: a meta-analysis

As a result of rapid development in technology, utilizing materials in education has become important. To date, researchers have often explored the effects of using educational materials in mathematics instruction on academic achievement. The purpose of this study was to combine the empirical evidence regarding the effectiveness of educational materials in mathematics. For this aim, a meta-analysis method was used in the current research. In line with the aim of the research, 54 experimental studies published between years of 2005 and 2016 were included in the meta-analysis and 58 effect sizes were calculated from these studies. The results of the meta-analysis showed that using materials in mathematics has a positive and high influence on achievement. According to analysis of mediator variables that are related to instructional characteristics, significant differences are found in the variables of mathematics topic, type of material, and application time. However, teaching with materials in mathematics did not seem to differ in effectiveness from teaching without materials, in terms of methodological characteristics of the studies

Characterizing mathematical discourse according to teacher and student interactions: The core of mathematical discourse

The discussion on the development of mathematical discourse plays a key role in the determination of the in-classroom interactions in mathematics learning and instruction. The present study aims to present a theoretical framework for the nature of mathematical discourse that addresses the teacher and student interaction in the classroom. Previous studies attempted to discuss the theoretical structure in mathematical discourse with the embedded theory approach. The findings revealed the core of mathematical discourse that reflected the structure of mathematical discourse based on open, axial and selective codes determined based on the embedded theory approach. The external structure of this core reflects the types of in-classroom interaction, while the internal structure reflects the development of the mathematical discourse. The external structure included four types of interaction: teacher, teacher-class, teacher-student, and student-student. The internal structure includes mathematical discourse movements associated with three stages: motivation, explanation of mathematical ideas, and achievement of mathematical ideas. The external structure of mathematical discourse core revealed the general state of in-classroom interaction core, and the internal structure revealed the specific mathematical discourse based on the mathematical content. It could be suggested that the discourse movements in the mathematical discourse core determined in the present study would provide guidelines for mathematical communications. The study also includes recommendations for future studies on the employment of this general and specific theoretical mathematical discourse framework

Sınıf öğretmeni adaylarının görsel matematik okuryazarlıklarının incelenmesi: Nitel bir araştırma

Bu araştırma sınıf öğretmeni adaylarının görsel matematik okuryazarlıklarının incelenmesi amacıyla yapılmıştır. Araştırma nitel araştırmanın doğasına uygun olarak tasarlanmıştır. Araştırmanın katılımcılarını, Doğu Karadeniz Bölgesi’nde bir üniversitede birinci sınıfta öğrenim gören sınıf öğretmeni adayları oluşturmaktadır. Sınıf öğretmeni adaylarının görsel matematik okuryazarlığını inceleyebilmek amacıyla Temel Matematik-1, Temel Matematik-2 derslerinin içeriğine yönelik yapılandırılmış görüşme formuyla veriler toplanmıştır. Görüşme formundaki sorular sembolik/görsel ifade ile sözel ifadenin birbirine çevrilmesi ile ilgili olarak araştırmacılar tarafından hazırlanmıştır. Araştırmanın verileri ise, görsel matematik okuryazarlığını bütüncül olarak görmek için betimsel analiz kullanılarak analiz edilmiştir. Bu bağlamda katılımcıların verdikleri cevaplar, Doğru, Kısmen Doğru ve Yanlış olmak üzere 3 kategoride değerlendirilmiştir. Araştırmanın sonucunda, sınıf öğretmeni adaylarının sembolik/görsel ifadelerle sözel ifadeleri birbirlerine dönüştürürken matematiksel terminolojiyi tam doğru kullanamadıkları söylenebilir. Araştırmanın sonuçlarına uygun olarak gerekli öneriler sunulmuştur.This research was completed with the aim of investigating the visual mathematical literacy of class teacher candidates. The research was designed with qualitative research patterns. Participants in the research comprised class teacher candidates attending first year at a university in the Eastern Black Sea region. With the aim of investigating the visual mathematical literacy of class teacher candidates, data were collected with a structured interview form based on the content of Basic Mathematics-1 and Basic Mathematics-2 classes. The interview form questions related to the translation of symbols/ visual statements into verbal statements was prepared by the researchers. The research data was analyzed using descriptive analysis to observe the visual mathematical literacy as a whole. In this context, the answers given by participants were assessed in 3 categories as correct, partly correct and incorrect. The results of the research indicated that it is necessary that class teacher candidates use mathematical terminology well for good visual mathematical literacy. Necessary recommendations are presented in accordance with the results of the research

Using bloom’s revised taxonomy to analyse learning outcomes in mathematics curriculam

Bu çalışma, 2017 yılında güncellenmiş ortaokul matematik dersi öğretim programında yer alan kazanımların yenilenmiş Bloom Taksonomisine göre bilişsel ve bilgi düzeyine göre derinlemesine incelemek amacıyla yapılmıştır. Verilerin analizi için doküman analizi yöntemi kullanılmıştır. Ortaokul matematik öğretim programı kapsamında 215 kazanım üç araştırmacı tarafından değerlendirilmiştir. Kazanımların değerlendirilme süreci, ortak görüşe varma, bireysel değerlendirme, karşılaştırma olmak üzere üçlü döngü şeklinde devam etmiştir. Yenilenmiş Bloom Taksonomisine göre yapılan analiz sonucunda; bilişsel süreç boyutu açısından kazanımların anlama ve uygulama basamaklarında, bilgi boyutu açısından ise kavramsal ve işlemsel bilgi basamaklarında ağırlıkta olduğu belirlenmiştir. Ayrıca kazanımlar sınıf seviyesi ve öğrenme alanlarına göre değerlendirildiğinde, kazanımların bilişsel süreç boyutu açısından kısmen benzerlik gösterdiği; bilgi boyutu açısından da farklılık gösterdiği sonucuna varılmıştır.In this study, it was aimed at evaluating and analysing students’ learning outcomes in Turkish middle school mathematics curriculum according to knowledge and cognitive process dimension of Bloom’s Renewed Taxonomy. In order to gather the required data, document analysis as a qualitative method was used in this research. Therefore, 215 learning outcomes were analysed individually by three researchers and were placed in the two-dimensional taxonomy. The results of analysing outcomes from each researcher were compared to view the concurrency and then differences between the researchers results argued to arrive at a consensus. The findings illustrated that learning outcomes are mostly dominated by understand and apply steps in terms of cognitive process dimension. They are also dominated by procedural and conceptual steps in terms of knowledge dimension. In addition, when the learning outcomes in reference to grade level and learning areas were considered, different results were found in terms of knowledge dimension

Turkish adaptation of the Mathematics Teachers' Beliefs Scale

Mathematics education research often emphasizes beliefs as a key construct. Accordingly, beliefs about mathematics are significantly associated with difficulties encountered during the process of teaching and learning mathematics. The current study aims to assess the validity and reliability of the Turkish version of the Mathematics Teachers’ Beliefs Scale [MTBS], which was developed by Xie and Cai (2021). In addition to encompassing five distinct types of beliefs about mathematics, the scale is designed specifically for the beliefs of mathematics teachers in regard to mathematics. Using a 4-point Likert scale, a 26-item belief survey was administered to 259 middle and high school mathematics teachers. This scale was subjected to a confirmatory factor analysis to verify its underlying factor structure. Six items were subsequently removed for lack of validity and reliability based on the collected data. Therefore, a final version of the MTBS with 20 items was developed. Confirmatory factor analysis showed that the structure of the scale was acceptable as measured by the Cronbach alpha internal consistency value and goodness-of-fit indices. As a result of the research findings, the Turkish version of the MTBS can be considered a valid and reliable measurement tool. Adapted scale may be able to measure five types of beliefs by Turkish mathematics teachers. Taking gender and years of teaching experience into consideration, the results indicated that teachers' mathematical beliefs didn't change significantly

The vıews of secondary school mathemetıcs teachers on theır dıstance educatıon experıences: the case of Turkey

Distance learning process was initiated by the Ministry of National Education to allow equal opportunity and to improve accessibility, and the teachers provided online courses, exams or material. In the present study, conducted to determine the views of mathematics teachers, who are among the stakeholders in the process, on their experiences in online instruction of the mathematics course in secondary schools, phenomenology approach, a qualitative research method, was employed. The findings of the present study conducted with 105 secondary school mathematics teachers employed in seven regions in Turkey demonstrated that the middle school mathematics teachers considered distance education an obligation to continue mathematics courses and to maintain the communication with their students. It was also observed that the teachers believed that it would be difficult to instruct the mathematics course online due to its nature. It was determined that the predominant view argued that distance education allowed instruction of the course independent of the time and the place, and hence an advantage of the process, but the teachers also stated that distance education had certain cognitive, affective, technical and social disadvantages. The teachers complained that technical problems such as internet access and lack of tablets led to a difficult process