Teacher and Student Views About the Unwanted Student Behaviors in the Mathematics Cources

The aim of this research is to determine what are the unwanted student behaviors and causes in mathematics classes, what strategies teachers use to cope with these behaviors, and how adequate they feel themselves coping with these behaviors. This research carried out with case study from qualitative research designs and the data were gathered with semi-structured interview forms from 50 teachers and 150 students. The obtained data were analyzed by content analysis method. According to the findings of the research, all teachers see the strategies to cope with unwanted student behaviors as preventive and remedial. However, more than half of the students perceive these strategies as frightening and punitive. Most of the teachers stated that they can cope with unwanted student behaviors and that they see themselves as sufficient. Teachers have shown that unwanted student behaviors are more often caused by family problems, mathematics is always seen as difficult, students want to draw attention, and family and teachers cannot show common attitudes towards behavior. Keywords: classroom management, mathematics teachers, teacher strategies, unwanted student behavior

Student Errors in Fractions and Possible Causes of These Errors

In this study, it was aimed to determine the errors and misunderstandings of 5th and 6th grade middle school students in fractions and operations with fractions. For this purpose, the case study model, which is a qualitative research design, was used in the research. In the study, maximum diversity sampling, which is a purposeful sampling method, was used. For this reason, this study was conducted in a state and a private secondary school on a voluntary basis with 105 5th graders and 84 6th graders, with a total of 189 secondary school students from different levels of achievement. In order to determine students' errors and misconceptions about fractions, two tests were prepared by researchers, ten open-ended questions for 5th graders and twelve open-ended questions for 6th graders. Before these tests were formed, the related field was scanned and the existing misunderstandings were determined. Content analysis method was used on the analyzing of the data. The answer papers of the students were coded and students’ solving were examined in three categories as correct, wrong and blank. In addition to this the solving belongs to wrong category was examined in detail and mistakes of the students were coded and the reason of these mistakes were dwelled on. It is seen from the result of the study that students have misunderstanding and mistakes about fractions. It is seen that students are not using the modellings on the operations with fractions because of that most of the mistake and misunderstandings are about operations with fractions

Student Views with Regard to Probsol Learning Environmenta

AbstractThe aim of this study is to assess learner views with regard to ProbSol learning environment prepared according to problem solving steps for the teaching of “applications related to equations and inequalities”. In line with this aim, the study was carried out with 15 volunteered 9th graders who are taught with ProbSol. The study is a case study, which is one of the qualitative research paradigms, and a semi-structured interview form with 8 open-ended questions developed by the researchers was used. Data obtained from semi-structured interview form were analyzed with content analysis method. In general, the views of the participants with regard to ProbSol environment were mostly positive

Teaching Transformation Geometry with Cabri Geometry Plus II

AbstractThe overall aim of this study is to search whether teaching geometry with Cabri Geometry Plus II software have effects on 7th grade students’ learning transformation geometry in mathematics. In this context, the researcher has used a pre-test and post-test research design with a control group. The research sample consisted of 135 students in total with random selection method. In the experimental group consisting of 66 students, teaching process by using Cabri Geometry Plus II software has been explained in a six-hour lesson period. In the control group consisting of 69 students, the transformation geometry has been also explained in a six-hour lesson period by making use of traditional teaching method. 20 questions of Mathematics Achievement Test have been asked to collect the research data. The data obtained from Mathematics Achievement Test has been analyzed through dependent and independent testing with SPSS Program. As a result of the data analysis it has been inferred that there have been improvements in the academic achievement of the students in the experimental and control groups, but the academic achievement of the students in the experimental group have been found to be higher when compared to the students in the control group. In other words it is concluded that between the students in the experimental and control groups have significantly different levels of achievement. According to this result, using dynamic geometry software Cabri program while teaching transformation geometry has been found to increase success levels of the students in the experimental group

Investigation of Mathematical Concept Skills of Children Trained with Montessori Approach and MoNE Pre-school Education Program

In this study, it is aimed to examine the mathematical conceptual skills of 48-72-month-old children attending pre-school education institutions providing a Montessori Approach and Ministry of National Education Pre-school Program (MoNE PSP). The study group consisted of 20 children, who were trained by the Montessori Approach, and 20 children, who continued to attend pre-school education institutions applying the MoNE PSP. The research was carried out in accordance with the state study design of the qualitative research methods, and the data of the study was collected by the structured observation method at the free play/individual work time in the learning centers of the children constituting the study group. A structured observation form was used as the data gathering tool, and mathematical concept skills such as counting, matching, grouping, comparison, positioning, measurement, pattern, part-whole, transactions and creating a graphic were included.  Research data were analyzed with descriptive analysis method, and the frequency and percentage values of the obtained data were calculated. As a result of the study, it was observed that the students trained with the Montessori Approach and MoNE PSP could not create graphics in both groups, while the rhythmic counting and patterning skills were the most observed skills in children. It has been determined that children trained with the Montessori Approach perform more studies, especially on matching, grouping, comparison/ranking, and part-whole skills, compared to the children trained with MoNE PSP. In the light of the results obtained in this research, it is suggested that the play materials that had to be in classes where MoNE PSP was applied should be standardized, and children should be able to get through these materials; also mathematics center should be established in the class level

Examining the Relationship between Thinking Styles and Technological Pedagogical Content Knowledge of the Candidate Mathematics Teachers

The aim of this research is measuring the technological pedagogical content knowledge of the candidate elementary mathematics teachers, identifying the thinking styles of the same candidates and finding out that whether there is a correlation or not. The research has the characteristics of a basic research to add new information to the scientific literature by examining the correlation. The study was carried out on 288 students from the Elementary Mathematics Teaching Department of the Education Faculty of Selcuk University at 2010-2011 academic years. As data collection tool, “Technological Pedagogical Content Knowledge Scale” was used for technological pedagogical content knowledge and “Sternberg-Wagner Thinking Styles Scale” was used for thinking styles. The SPSS program is used for the data analysis that gathered from the scales. According to the findings obtained at the end of the study; judicial, liberal and hierarchic thinking styles has a meaningful relationship with the sub-dimensions of technological pedagogical content knowledge according to the other thinking styles