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This study explored prospective middle school mathematics teachers' developing understanding of geometric transformations through designing and implementing an instructional unit in a technology supported classroom environment. The instructional unit including seven activities was developed by considering past research on learners' pre-existing difficulties related to geometric transformations and research on learners' developing understanding of geometric transformations as functions. This instructional unit involving a hypothetical learning trajectory was tested and refined in two iterations. The data were obtained through the Transformation Geometry Questionnaire (TGQ) administered both before and after the instructional unit, the task-based interviews, classroom observations involving pairwise and whole class discussions, and the activity sheets completed by the participants during the course of instruction. The analysis of data showed that the participants were at or below the level of action conception prior to the implementation. During and after the implementation of the instructional unit, all the participants displayed progress in the action-object continuum. Thus, the instructional unit proved useful in helping participants conceptualize geometric transformations as functions and in integrating their knowledge of functions and geometric transformations. The implications for developing participants' understanding of geometric transformations were discussed.

Mathematical modeling and its role in mathematics education have been receiving increasing attention in Turkey, as in many other countries. The growing body of literature on this topic reveals a variety of approaches to mathematical modeling and related concepts, along with differing perspectives on the use of mathematical modeling in teaching and learning mathematics in terms of definitions of models and modeling, the theoretical backgrounds of modeling, and the nature of questions used in teaching modeling. This study focuses on two issues. The first section attempts to develop a unified perspective about mathematical modeling. The second section analyzes and discusses two approaches to the use of modeling in mathematics education, namely modeling as a means of teaching mathematics and modeling as an aim of teaching mathematics.

Copyright of Journal of the Cukurova University Institute of Social Sciences is the property of Cukurova University Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We investigated the association between inclusive leadership and innovative work behaviours, and the role of psychological empowerment and leader-member exchange in that relationship. Participants were 508 employees from tourism, textile, and banking sectors in Turkey (female = 51.38%; age range = 20 to 63). The path analysis results showed that inclusive leadership predicted an increase in employee innovative work behaviours. Further, psychological empowerment plays a mediating role in this relationship. The indirect effect of inclusive leadership on innovative work behaviours through psychological empowerment was not significant with low leader-member exchange relationship. This effect was significant with high leader member exchange relationship. Leader member exchange had a moderated mediation role on the inclusive leadership influences on employee innovative work behaviour through psychological empowerment, boosting the inclusive leadership effects on employee innovative work behaviour than with psychological empowerment alone. The research findings suggest that expanded psychological empowerment is important to inclusive leadership practices for innovative work behaviours. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Computer & Mathematics Education is the property of Karadeniz Technical University, Distance Education Research & Application Center and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ilkogretim Online is the property of Ilkogretim Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Journal of Computer & Mathematics Education is the property of Karadeniz Technical University, Distance Education Research & Application Center and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)