A Systematic Review of Instructional Interventions Applied to Primary School Students with Mathematics Learning Difficulties

This study was undertaken to systematically analyze instructional interventions employed to enhance the mathematical performance of elementary school students with Math learning difficulties (MLD). Over 20 years (2003-2023), 34 articles that met the inclusion criteria were included in the analysis. The articles in the study were analyzed in terms of methodological and intervention characteristics. Methodological characteristics were analyzed in two categories: participant characteristics and tests for identifying students. Intervention characteristics were analyzed in six categories: grade level, instructional intervention, implementer, implementation method, intervention duration, and mathematics learning area. It was found that the articles examined generally targeted students with MLD, and standardized achievement tests were used to identify students. The articles reviewed determined that third grade students were studied as participant students and strategy teaching was frequently used as an intervention programme. In the reviewed studies, the instructional interventions applied to students with math learning difficulties were implemented mainly by expert implementers in small-group teaching. It was observed that the number of sessions for instructional interventions ranged from 4 sessions to 96 sessions, with an average intervention duration of 16.91 hours. Finally, it was determined that the instructional interventions in the analyzed studies mainly focused on the learning domain of numbers and operations as the mathematics learning area

Evaluation of activity-based mathematics teaching to students with learning disabilities in out-of-school learning environments

This study aimed to support primary school students with learning difficulties in out-of-school learning environments with artistic or sportive activities. The case study method, one of the qualitative research methods, was used in the study. The activities prepared for students with learning difficulties were shaped by considering four learning areas (numbers, geometry, measurement, and data processing). Each learning area was associated with music, visual arts, sports, and drama methods, respectively. The prepared activities were implemented for four days between 16-19 April 2023, when schools were on holiday. The activities were applied to students in 20 lessons in five lessons of 40 minutes each day. The project's target group consisted of 24 students officially diagnosed with learning disabilities and attending the third and fourth grades of primary school. This study collected data from interviews, observation, document review, and curriculum-based evaluation methods. The content analysis method was used for data analysis. The results of the study show that activity-based mathematics teaching has a positive effect on student learning. Artistic or sportive activities can be added to school programs for students with learning difficulties to learn in real-life environments

İlköğretim Matematik Öğretmeni Adaylarının Matematik Hakkındaki İnançlarının Ulusal Düzeyde Karşılaştırılması

The aim of present study is to reveal pre-service elementary mathematics teachers’ (PEMTs) beliefs about mathematics in national perspective and to compare the regional differences. The sample of study was composed of 1418 PEMTs enrolled in 21 different universities as 4th year students in Turkey. 12 regions determined in Nomenclature of Territorial Units or Statistics (NUTS) Level 1 were considered during the selection of sample universities. As data collection tools, “beliefs about the nature of mathematics”, “beliefs about mathematics learning” and “beliefs about the achievement in mathematics” scales which were developed in TEDS-M study and contain a total of five factors were used. The collected data were analyzed to descriptive statistics, one-way ANOVA test using SPSS packet software. The findings indicated that PEMTs commonly have dynamic views toward nature of mathematics in the context of universities and regions. However, the static view representing the traditional aspect of mathematics also had a reasonably high percentile. Significant differences among universities and regions were determined in terms of beliefs about nature of mathematics, learning mathematics and mathematics achievement. To identify the possible reasons of the differences, it is suggested to carry out in-depth qualitative investigations to examine the variables such as courses and their contents, classroom applications in education faculties on the basis of universities and regions.Bu çalışmanın amacı, ilköğretim matematik öğretmeni (İMÖ) adaylarının matematik hakkındaki inançlarını ulusal açıdan ortaya koymak ve bölgesel düzeyde karşılaştırmaktır. Araştırmanın örneklemini Türkiye’de 21 üniversitede dördüncü sınıfta öğrenim gören toplam 1418 İMÖ adayı oluşturmaktadır. Örneklemdeki üniversitelerin seçiminde Türkiye İstatistiki Bölge Birimleri Düzey 1 sınıflamasındaki 12 bölge dikkate alınmıştır. Bu çalışmada veri toplama aracı olarak TEDS-M çalışmasında kullanılan, Türkçe’ye uyarlaması yapılan toplamda beş boyuta sahip “matematiğin doğasına ilişkin inanç” “matematik öğrenmeye ilişkin inanç” ve “matematik başarısı hakkında inanç” ölçekleri kullanılmıştır. Verilerin analizinde SPSS paket programı yardımıyla gerçekleştirilen betimsel istatistik değerleri, tek yönlü ANOVA testi kullanılmıştır. Bu araştırmada İMÖ adaylarının matematiğin doğasına yönelik dinamik görüşü üniversite ve bölgeler bazında yaygın olarak benimsedikleri, bununla birlikte matematiğin doğasına ilişkin geleneksel bakış açısını yansıtan statik görüşün de azımsanamayacak düzeyde benimsendiği belirlenmiştir. İMÖ adaylarının matematiğin doğası, matematik öğrenme ve matematik başarısına ilişkin inançlarının üniversiteler ve bulundukları bölgeler bakımından anlamlı farklılık gösterdiği saptanmıştır. Bu anlamlı farklılığı oluşturan faktörlerin tespit edilmesi amacıyla üniversiteler ve bölgeler bazında eğitim fakültelerinde verilen dersler, içerikleri ve sınıf içi uygulamalar gibi değişkenler nitel yaklaşımlarla derinlemesine incelenmesi önerilmektedir

Çanakkale'de demokrat parti döneminde seçimler

Çanakkale ilk çağlardan bu yana konum itibarı ile stratejik öneme sahip bir şehir olup, adını I.Dünya Savaşı sırasında tarihe yazdırmıştır. 1 Eylül 1939 yılında Almanya’nın Polonya’yı işgal etmesiyle başlayan ve 1945 yılı sonlarına kadar devam eden II.Dünya Savaşı boyunca askeri üslerin konuşlandığı yer olmuştur. Savaş sadece şehrin nüfus yapısını değil yaşam koşullarını da değiştirmiştir. Savaş boyunca her an savaşa girecekmiş gibi tedbirlerin alınması Çanakkale’nin tarım, ticaret ve sanayisini olumsuz yönde etkilediği gibi, ulaşım, sağlık ve eğitim alanındaki gelişmeleri de durma noktasına getirmiştir. Bu duruma ilk tepki savaş sonrasında çok partili hayata geçilmesiyle beraber halkın CHP’ye oy vermemesiyle kendini göstermiştir. Özellikle CHP’nin hile yaptığı düşünülen 1946 yılı seçimleri, Çanakkale’de DP lehine sonuçlanmıştır. DP’nin Çanakkale’deki başarısı 1960 yılına kadar kesintisiz devam etmiştir. I.Dünya Savaşı’nın dönüm noktası olan bu yerde 1946 seçimleri de dâhil olmak üzere 1960 yılına kadar DP’nin kalesi durumundadır. Demokrat Parti döneminin en önemli iki bakanı Çanakkale’den seçilmişlerdir (Fatın Rüştü Zorlu-Emin Kalafat). Bu şehirde 1945-1960 yılları arasında yapılan seçimlerdeki oy oranları Demokrat Parti’nin aldığı halk desteğini göstermesi ve böyle bir çalışma ilk olması açısından önemlidir. Abstract Çanakkale since the early ages has been strategically important due to her geographic location, renowned in the World War I. World War II started from Germany’s attack to Poland in September 1, 1939 and lasted until the end of 1945 it became the location where the military bases had deployed.War not only affected the city’s population structure but also altered the living conditions. During wartime, precautions were taken as if there was a chance to enter war anytime; such cautions had an adverse affect on Çanakkale’s agriculture, trade and commerce, and industry, and almost halted the advancements on transportation, health and education sectors.The first reaction to this situation after the war, with the transition to the multiparty system, the absence of the people voted for the CHP (People’s Republican Party) has manifested itself. Especially in 1946 elections of which assumed to be deceived by CHP, resulted with Democrat Party’s advantage in Çanakkale. DP (Democrat Party)’s success in Çanakkale was continued until 1960. This location which is the turning point of I. World War, was the stronghold of the elections of 1946 till 1960. The most two important ministers of Democrat Party were elected in Çanakkale. The results of the elections in this city were quite important to reflect the support of the people, relative to Democrat party

Urban and rural transportation in Ankara during the years of World War II

Upon the proclamation of Ankara as the capital of newly founded Republic of Turkey, the town underwent through a rapid population growth which in turn was accompanied by a rapid structuring, from housing to transportation in the communal area. In this period, World War II that deeply affected the economies and relationships of all the countries, had broken out. Although Turkey kept out of the war, she experienced economic and social hardships in many areas. The purpose of this study is to investigate the effects of war on Ankara’s urban and rural transport sector. Data showing the extent of utilization in this sector also point out to the people’s level of income and their way of living. In addition to exposing the transportation data in Ankara during the years of World War II, this study shall also shed light on the effects of the war in other cities

A multigroup analysis of family climate and volunteering: The mediating role of parental conversations in emerging adulthood

The current study aims to examine the predictive role of family climate (relatedness in family, cognitive cohesion, and intergenerational authority) in volunteering through conversations with parents in emerging adulthood while also considering the effects of gender. A total of 507 emerging adults reported their participation in volunteering, perceptions of family climate, and frequency of conversations with their parents about volunteering. Results of the structural equation modeling showed that even though relatedness in family and cognitive cohesion predicted emerging adults' volunteering, the mediating roles of parental conversations with mothers and fathers differed based on family climate domains. Intergenerational authority did not yield any significant effects. Multigroup analysis revealed that participants' gender did not affect these family processes. The findings implied that a positive family climate was indirectly influential in promoting emerging adults' participation in volunteering by providing them an open environment to share their views on societal issues