EXAMINING THE ATTITUDE CHANGE OF PRE-SERVICE ELEMENTARY SCHOOL TEACHERS TOWARDS A COURSE OF MATHEMATICS EDUCATION WITHIN THE FRAMEWORK OF THEORY OF DIDACTICAL SITUATIONS

This study investigated whether the training program given within the framework of the Theory of Didactical Situations (TDS) within a mathematics education course could change the pre-service elementary teachers’ attitudes towards a mathematics education course in an 11-week teaching process. In the study, the mixed method was used. The participants were 86 pre-service elementary teachers (52 female and 34 male). In the study, the quantitative research data were collected using the Attitude Scale for Mathematics Education Courses (ASMEC), and the qualitative data were collected using semi-structured interviews. For the analysis of the quantitative data, paired samples t-test was applied, and for the analysis of the qualitative data, content analysis was conducted. The results revealed that the training program given in line with TDS created a statistically significant difference between the pre-test and post-test scores of the pre-service elementary school teachers with respect to their attitudes towards courses of mathematics education (t(85)=-2.22, p=.029) and that there was no statistically significant difference in terms of gender, though (t(84)=.987, p=.327 and t(84)=1.108, p=.258). It was found that the training program given in accordance with TDS had a positive influence on changing and developing the attitudes of the pre-service elementary teachers towards mathematics education courses

EVALUATION OF CONCEPT LEARNING DEFICIENCIES ENCOUNTERED IN TEACHING SLOPE IN THE EMERGENCY DISTANCE EDUCATION PROCESS

Due to the fact that the pandemic process did not occur in a predictable time frame, various difficulties have arisen in the field of education. This is also true in mathematics education, and concretization has been one of the biggest obstacles. This situation paved the way for concept learning errors that may occur in students. There are some basic problems encountered in teaching the subject of slope. In this study, the purpose was to evaluate the concept learning deficiencies encountered in teaching the subject of slope by using real life problems with the help of Geogebra. The study had an action research design based on a qualitative approach. The participants of the study were 13 8th grade students attending a public school in Turkey. As the data collection tool, the activity named Bicycle-Slope, which was prepared by Kavak (2013) and which was available on the website of Geogebra, was used. In addition, 4 sub-questions were directed to the students. Moreover, the data were photographed with a camera, recorded with a voice recorder and analyzed descriptively. At the end of the study, when the responses of the students were observed, it was seen that there was a decrease in most of the concept learning errors that occurred.  Article visualizations

Evaluation of the Use of Concept Cartoon Activities in Teaching the Translation Concept from Students’ Perspectives

The present study aimed to examine students’ views about the evaluation of teaching via concept cartoon activities related to the translation concept within the scope of the sub-learning domain of 8th grade transformation geometry. The study was carried out using the case study method, which is based on the qualitative approach. The participants in the study were 40 8th grade students (25 female and 16 male) from two different classes of a state secondary school located in the Eastern Anatolia in Turkey. The application process in the study was conducted in one week, and the interviews held following the application process lasted three days. As the data collection tool, a semi-structured five-item interview form was used. The interviews were audio recorded, and they were transcribed and analyzed using the content analysis method. Following this, the students’ responses to each interview question were coded. Codings were obtained using an inductive analysis method. The research results revealed that the concept cartoon activities provided the students with a wide variety of benefits (instructive, entertaining, motivating, mental development and so on) and that the students had positive views about the use of cartoon activities in lessons. Considering the analysis results and the students’ views, the educational and methodological aspects of the study were discussed

Examining the Structure of Observed Learning Outcomes of Associate-Degree Vocational School Students in a CAS-Supported Environment: Limit-Continuous Sample

This study aimed to learn the learning outcomes of associate-degree students attending a Vocational School (VS) in a CAS-supported learning environment within the scope of the limit-continuity subject. The study was conducted using the action research method, and the worksheets prepared by Ertem Akbaş (2016) were used. While evaluating and interpreting the VS students’ learning outcomes, the SOLO taxonomy was preferred. The study group included 32 VS associate-degree students in Turkey. Within the framework of the research problem, detailed information was provided about what level of the SOLO taxonomy the students’ learning outcomes corresponded to. The learning outcomes of the VS students were found to be below the relational structure level according to SOLO taxonomy in the environment where the CAS software was used. Thanks to the CAS software, the quality of the pre-structure level and uni-structure level learning outcomes of VS students increased to and over the multi-structure level

6. ve 7. Sınıf Öğrencilerinin Çember Konusunu Öğrenme Sürecinde Karşılaştıkları Zorluklar Hakkında Oluşturdukları Metaforlar

In this study, the purpose was to make use of metaphors to determine the difficulties experienced by secondary school 6th and 7th grade students in the process of learning the subject of circle. In the study, the phenomenological research design, one of qualitative research methods, was used. The research data were collected from a total of 140 secondary school students (80 6th grade, 60 7th grade), who were asked to fill in the blanks in the statement of “While learning the geometric shape of circle, I experience the biggest difficulty in …. because …”. For the analysis of the data, content analysis method was used. The results revealed 42 different valid metaphors. These metaphors were gathered under seven categories. Among these categories, the most frequently produced ones were problems related to the shapes drawn in a circle and tangent problems with circles. Moreover, in the study, it was found that when compared to the 6th grade students, the 7th grade students produced more metaphors related to the difficulties experienced in the teaching process of circle. Based on all these results and the students’ perceptions, suggestions were put forward regarding the development of students’ positive perceptions and understanding of geometry teaching.Bu çalışmada ortaokul 6. ve 7. sınıf öğrencilerinin çember öğretimi sürecinde karşılaştıkları zorlukların metaforlar yardımıyla belirlenmesi amaçlanmıştır. Çalışmada, nitel araştırma yöntemlerinden biri olan olgu bilim yöntemi kullanılmıştır. Çalışmanın verileri 6. (80 öğrenci) ve 7. (60 öğrenci) sınıfta öğrenim görmekte olan toplam 140 öğrencinin “Geometrik şekil olan çemberi öğrenirken en çok… zorlanıyorum. Çünkü…” cümlelerini doldurmasıyla elde edilmiştir. Verilerin analizinde içerik analizi kullanılmıştır. Yapılan analizler sonunda geçerli 42 farklı metafor ortaya çıkmıştır. Bu metaforlar 7 kategori altında toplanmıştır. Sonuç olarak bu kategoriler arasında en çok üretilen metaforun çember içine çizilen şekillerle ilgili problemler ve çemberlerde teğet problemleri kategorisinde olduğu görülmüştür. Ayrıca çalışmada çember öğretimi sürecinde karşılaşılan zorluklara ilişkin 7. sınıfta öğrenim gören öğrencilerin 6. sınıfta öğrenim gören öğrencilere göre daha çok metafor geliştirdiği tespit edilmiştir. Ulaşılan sonuçlar ve öğrenci algıları dikkate alınarak geometri öğretimine ilişkin olumlu algıların ve anlamlandırmaların geliştirilebilmesine yönelik öneriler sunulmuştur