AN EXAMINATION OF THE NUMBER SENSE PERFORMANCES OF PRESERVICE ELEMENTARY SCHOOL MATHEMATICS TEACHERS

The aim of this study is to examine the number sense skills of preservice elementary school mathematics teachers. This study was conducted by using the survey model among descriptive research methods. A total of 111 preservice teachers studying at second and third grades in the elementary school mathematics teaching program at a state university participated in the study. The data of the study were collected by using the number sense test consisting of 17 questions and developed by Kayhan-Altay (2010). The findings of the study indicated that the number sense performances of preservice elementary mathematics teachers were lower than expected and there was a significant difference in favour of third-grade students. It is considered that the “Special Training Methods I and II” courses and the “Mathematics Curriculum” course, which are taught in third grades and in which subjects such as estimation and making mental calculations, etc. superficially related to number sense are mentioned, may cause this difference. Thus, it was suggested that it was necessary to include courses consisting of number sense and how it can be developed in the curriculum

Examination of the Number Sense Skills of Secondary School Students (6th-8th Grades)

The aim of this study is to examine the number sense skills of secondary school (6th-8th grades) students. The screening model among the descriptive research methods was used in the study. 366 secondary school students (6th-8th grades) in Ordu province participated in the study. The study data were collected by the number sense test developed by Kayhan- Altay (2010). The findings of the study showed that the number sense performances of the students were very low. It was determined that there was a significant difference in favour of the 8th-grade students in terms of the grade levels and in favour of the female students in terms of the gender in the number sense performances between 6th-8th-grade students and 7th-8th-grade students. On the other hand, it was determined that there was a significant positive relationship between the mathematical achievements and number sense performances of the students. Keywords: number sense, secondary school student

Turkish High School Teachers’ Conceptions of Creativity in Mathematics

The aim of this research is to explore Turkish high school teachers’ conceptions of creativity in mathematics. The research was carried out using qualitative research methods. The sample consisted of seven mathematics teachers, and semi-structured interviews were used as a data collection tool. Analysis of the responses indicated that mathematics teachers’ conceptions of creativity were limited to developing a different perspective and finding a solution using this different perspective. Creative mathematics teachers were described as having some professional abilities rather than personality traits by the teachers. Standardized tests, curriculum limitations, and the education system were given as some of the barriers to fostering creativity. The study shows that Turkish high school mathematics teachers’ conceptions of creativity were narrow and the factors inhibiting creativity were attributed to characteristics of the education system rather than those of the teachers themselves