Pre-service mathematics teachers’ pedagogical content knowledge regarding student mistakes on the subject of circle

The aim of this study is to examine the pre-service teachers' pedagogical content knowledge about the subject of circle in the context of knowing the source of students' mistakes and offering correct solutions. The participants of the study consisted of 30 pre-service teachers who were studying in the last grade of Department of Mathematics Education. In the study, the data were collected through open-ended questions with the qualitative approach. It was determined that the pre-service teachers were not at the desired level in terms of identifying the source of students' mistakes and proposing correct solutions. It is very important for pre-service teachers to be aware of their pedagogical content knowledge levels for their professional careers

The mediating role of mathematics teaching efficacy on the relationships between pedagogical content knowledge and mathematics teaching anxiety

Teaching efficacy, teaching anxiety, and teaching knowledge are crucial factors in effective teaching. This study investigated the mediating role of mathematics teaching efficacy (MTE) in the relationship between pedagogical content knowledge (PCK) and mathematics teaching anxiety (MTA) for pre-service mathematics teachers. The participants were 463 volunteer preservice teachers who completed a questionnaire package that included the MTE Scale, the MTA Scale, and the PCK Scale. The theoretical model was tested using structural equation modeling and a bootstrapping procedure. It was revealed that MTE has a partial mediating role in the relationship between PCK and MTA for pre-service teachers. The findings indicated that a high level of PCK increases pre-service teachers’ MTE, which decreases their MTA. Although PCK predicts MTE that in turn predicts MTA, more longitudinal and experimental studies are needed to better understand this sequence

Exploring Mathematics Teachers’ Pedagogical Content Knowledge in the Context of Knowledge of Students

Functions are one of the basic topics taught in mathematics curriculum at Secondary school level requiring knowledge from the students’ past, and uniting mathematical topics. Mathematics teachers have both their own learning experience of functions, as well as their own teaching experience, leading to the question of what level of student knowledge teachers have related to teaching functions. In this way thirteen mathematics teachers participated in this current research. The research investigated student knowledge determined to be part of pedagogical content knowledge (PCK) by Shulman (1986) and accepted by a variety of researchers as a component of PCK. The teachers participating in the study may be counted as successful in knowing the preliminary knowledge of students and the difficulties and misconceptions experienced by students; however they were identified to be deficient in terms of knowing how to correct the errors and misconceptions experienced. It also appeared that school type and experience were not important factors. These results have significant implications for developing teaching practices and professional development of teachers. Keywords: functions, mathematics teachers, pedagogical content knowledge, student knowledg

Pre-Service Mathematics Teachers’ Conceptual Knowledge of Binary Operation

Binary operation is one of the main topics of undergraduate mathematics. A binary operation is also used as a foundation for other disciplines such as physics, chemistry and biology. This study aims to describe the conceptual knowledge level of pre-service mathematics teachers regarding binary operation. In order to achieve this, a test consisting of open-ended and true-false questions on binary operation was administered to a total of 77 pre-service teachers; 32 primary school pre-service mathematics teachers, 30 high school pre-service mathematics teachers and 15 pedagogical formation teacher candidates. The data collected was analyzed using descriptive analysis in the context of the framework developed by the researchers. The findings of the study indicated that the performance of the pre-service teachers was insufficient with regards to the underlying conceptual knowledge that the questions sought. The study also indicates that pre-service teachers have difficulty in forming their subject knowledge successfully and they need to re-structure this as soon as possible

Türkiye ve Kanada matematik ders kitaplarındaki soruların sentezlenmiş taksonomiye göre incelenmesi

The present study offers a comparative analysis of mathematics questions placed in Turkish and Canadian school textbooks in terms of cognitive process and knowledge dimension as well as the question types. In order to get therequired data, eight textbooks were analyzedrespectively. Document analysis was conducted to collect the data from these textbooks. In order to compare the differences and similarities between the questions found in these textbooks as well as their levels of cognitive learning, these questions were analyzedand classified according to the types of cognitive processes and knowledge dimensions they address. Mathematics questions existing in Turkish and Canadian textbooks showed a similar tendency in terms of cognitive learning domain. However, compared to the Turkish textbooks, it was found that the questions provided in the Canadian textbooks contained more constructed response questions that required higher-order cognitive abilities. It is recommended thatthe number of higher order thinking questions should be increased in accordance with international examinations.Bu çalışmanın amacı, Türkiye ve Kanada’da kullanımda olan ortaokul matematik ders kitaplarındaki soruları bilişsel öğrenme düzeylerine ve soru türlerine göre inceleyip karşılaştırmaktır. Bu bağlamda Türkiye’de kullanımda olan ortaokul matematik ders kitapları ile Kanada’da kullanımda olan “Math Makes Sense” adlı ders kitapları içerik analizine tabi tutularak karşılaştırılmıştır. Araştırmanın amacına uygun olarak veriler toplanıp doküman analizi yapılmıştır. Her iki ülke ders kitaplarında yer alan matematik soruları, Sentezlenmiş Bloom Taksonomisi üzerinden bilişsel süreç ve bilgi boyutlarına göre kodlanmış ve soruların bilişsel öğrenme düzeylerine göre benzerlik ve farklılıkları karşılaştırmalı olarak incelenmiştir. Türkiye ve Kanada ders kitaplarında yer alan soruların bilişsel süreç ve bilgi boyutu açısından benzer özellikler gösterdiği tespit edilmiştir. Ancak Kanada ders kitabında bilişsel beceri gerektiren açık uçlu soru türlerine daha çok yer verildiği belirlenmiştir. Ders kitaplarının içeriği oluşturulurken uluslararası sınavlarla uyumlu üst bilişsel beceri gerektiren sorulara daha fazla yer verilmesi önerilmektedir

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

Pre-service mathematics teachers’ conceptual knowledge of binary operation

Both mathematical knowledge and mathematical knowledge for teaching of teachers or pre-service teachers have been discussed in a substantial body of literature by the researchers (Ball, D. L., Thames, M. H., and Phelps, G. 2008; Fauskanger, J., 2015; Rittle-Johnson, B. and Alibali, M. W., 1999; Siegler, R. S. and Lortie-Forgues, H., 2015). In a study on teacher knowledge Kinach (2002) shows that there is a discrepancy between the objectives of teacher education programs and the knowledge and beliefs of pre-service teachers. Kinach (2002) stated

Transglutaminaz enziminin tavuk köftesinin kalite özelliklerine etkisi]

Transglutaminase enzyme is known to improve the textural and several other quality properties of food. In this study, patties were produced from chicken breast and dividend into three groups. The first group was not treated by transglutaminase and called as control samples. The second and third group patty samples were treated by 0.5% and 1% transglutaminase, respestively. Physical, chemical and sensory properties of the control and transglutaminase treated patty samples were studied. The transglutaminase treatment did not significantly affect the ash, lipid, protein content, colour properties (L, a, b values) and sensory properties of chicken breast patties compared to the control samples (P>0.05). However, dry matter content of the 1% enzyme treated samples was significantly (P<0.05) higher than the control and 0.5% transglutaminase treated samples. On the other hand, the pH of enzyme treated patties was found to be lower than the control samples. In addition, the transglutaminase treatments were significantly (P<0.05) effective in reducing the cooking loss and significantly improved the textural properties of the chicken breast patties (P<0.01)

Leptospirosis: twelve Turkish patients with the Weil syndrome

Twelve cases of leptospirosis followed by the Infectious Diseases Clinic of the Cukurova University Medical School, Adana, Turkey, between January 1994 and November 1995 are reported. Included are their clinical manifestation, laboratory findings and serotype. Nine men and three women with an average age of 40.4 years were studied. Symptoms, clinical manifestations, laboratory findings and treatment of the disease are evaluated. All of the patients had fever and chills and the following symptoms: nausea and vomiting (91.6%), lower back pain and myalgia (58.3%), headache (50%), epistaxis (16.6%) and confusion (25%). The predominant clinical findings were jaundice (91.6%), hepatomegaly (41.6%), dyspnea (25%), conjunctival suffusion (33%), and nuchal rigidity (33%). Diagnosis was based on dark-field examination of the blood, cerebrospinal fluid and urine specimens. Also, microscopic agglutination tests (MAT) were carried out for serodiagnosis. MAT showed L. inter-rogans serovar icterohaemorrhagiae in 11 cases and L. interrogans serovar grippomosocova in one case. There was cross reaction with L. biflexa patoc in all cases. Agglutinations were tested in the same specimens twice and confirmed in the Microbiology Laboratory of the Etlik Veterinary Research Institute in Ankara. All cases were treated with penicillin and doxycycline. In the end; 83.3% of the patients were cured and 16.6% died due to hepatorenal failure.</p