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

Akış kontrolcülerinin sürekli kalıp içi sıvıi çelik dökümüne etkisinin had modellemesi ile belirlenmesi.

Continuous casting of steel is accepted to operate most efficient when all its aspect are in steady state conditions. Transport rate of molten steel from tundish to the caster mold is among the parameters desired to be constant. In this process, the flow through tundish to the mold can be controlled by several flow rate control mechanism including stopper rods and slide gates. Ladle change operations in continuous casting machines result in liquid steel level changes in tundishes. During this transient event of production, the flow rate controller opening is increased to reduce the pressure drop across the opening, which helps to keep the mass flow rate constant for the reduced liquid steel level in tundish. In literature there is lack of research studies related to the influence of flow controller type on mold flow structure. The present study investigates the mold flow structure at constant throughput condition for different slide gate and stopper rod openings by utilizing computational fluid dynamic (CFD) modeling. Detailed validation of the CFD models are conducted using available experimental data and the performances of three different turbulence models, standard k-ε, realizable k-ε and k-ω SST are compared. The simulations are performed with ANSYS Fluent. The constant throughput casting operations for different slide gate and stopper rod controller openings are simulated to quantify the effect of both flow controller and their opening level on mold flow, particularly the meniscus region. The results indicate that for a slide gate controlled system, the meniscus velocities are significantly affected by the changes in the opening level. The steady state operations, specified as constant throughput casting, do not provide the same mold flow if the slide gate opening is altered. On the other hand, for the stopper rod controlled system the stopper rod opening level changes do not affect the meniscus velocities and the flow structures within the mold.M.S. - Master of Scienc

The effect of STEM education practices on academic achievement and scientific process skills: A meta-analysis study

Today's education systems, where scientific knowledge is rapidly transformed into technology, develop new teaching methods to develop the individuals needed by societies. STEM education is an application that has been proposed in the past years and enables individuals to become literate individuals in the fields of science, technology, engineering, and mathematics. The effects of STEM education based on these four disciplines on individuals' academic achievement and scientific process skills have been examined in many studies in the literature. In this direction, it is important to make a general evaluation of these studies in the literature and to make a cumulative evaluation of STEM education studies. Therefore, this study aims to perform a meta-analysis of postgraduate theses that examine the effect on academic achievement or scientific process skills based on STEM education practices. The study was conducted in phases using the PRISMA flow model. Graduate theses were published in the National Thesis Centre in 2017 and later were analysed within the framework of the inclusion criteria. As a result of the study, it was determined that STEM practices contribute positively to academic achievement and scientific process skills. As a result of the results of the study, suggestions were made for the meta-analysis of studies investigating the relationship between STEM education practices in different contexts

Öğretmen adayları hangi amaçla DGY kullanıyorlar? Süreklilik üzerine nitel bir araştırma

Although numerous studies have investigated how technology affects academic achievement, very few have focused on the purpose of the use of technology in mathematics education. This current study examines how student teachers (STs) benefit from GeoGebra as one of the Dynamic Geometry Software (DGS) while solving continuity problems. In order to have deeper insights and a better understanding of the intended purposes, a case study research design was adopted for this study. Participants in the study were seven mathematics STs. Six open-ended problems were used to collect data. Three themes were found to be relevant for understanding how STs use DGS in a problem solving process: visualize, verify, and calculate. The paper also shows the potential misconceptions of the STs. Keywords: Dynamic Geometry Software, GeoGebra, problem solving, aim of use, continuit