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In this study, the levels of mathematical literacy and visual math literacy self-efficacy perceptions of middle school students and the relationship between them were investigated. For this aim, the study was desgined as a correlational research model. The study group was determined according to convenience sampling. 328 middle school students (5th, 6th, 7th, and 8th graders) participated in this study with this sampling. In order to collect data, first, "Mathematical Literacy Scale" was developed. It was seen that the scale has just one dimension according to the exploratory factor analysis. It was found that the ratio X [superscript 2]/df of the scale was found as 2.16 according to confirmatory factor analysis. This value showed that the scale indicates perfect fit. Besides, "A Visual Math Literacy Self-Efficacy Perception Scale" was used in order to measure the visual math literacy self-efficacy perceptions of middle school students. As a result, it was determined that middle school students' mathematical literacy levels and their visual math literacy self-efficacy perceptions' level are high. It was found that there is a high positive significant relationship between middle school students' mathematical literacy and their visual math literacy self-efficacy perceptions.

The aim of this study is to employ the Pirie-Kieren model so as to examine the understandings relating to the domain of multivariable functions held by primary school mathematics preservice teachers. The data obtained was categorized according to Pirie-Kieren model and demonstrated visually in tables and bar charts. The study group consisted of forty sophomore primary school mathematics preservice teachers during the process of their education at a state university in Turkey. The data were collected via a test consisting of open-ended questions prepared by the researchers of the study. The findings demonstrated that preservice teachers submitted answers predominantly at the "property noticing" stage as defined by the Pirie-Kieren model. In addition, answers by participants were also encountered within the "image making" and "image having" stages of the model.

The purpose of this study was to identify the use of number sense strategies by pre-service teachers studying at the department of elementary education. Compared to the previous one; new mathematics curriculum places more emphasis on various strategies such as estimation strategies, computational estimation strategies, rounding and mental computation, which are among the fundamental components of the number sense. The study was undertaken within the framework of the question "What strategies do the pre-service teachers, who will implement this curriculum, use while solving problems requiring number sense?". 133 pre-service teachers from the Elementary Education Department in a State University in the province of Istanbul participated in this study. "Number Sense Test" about five different number sense components was used as a testing instrument. Findings were analyzed with qualitative and quantitative methods. At the end of the research, pre-service teachers' number sense was found to be very low. When solution methods were analyzed, it was found that pre-service teachers preferred using "rule based methods" instead of "number sense" in each of the components. This finding was consistent with prior studies that show pre-service teachers' preference of written methods to number sense methods. With regard to research findings, suggestions were offered for future studies by emphasizing the necessity for measures to increase pre-service teachers' knowledge on number sense as well as its use.

The purpose of this research is to determine the effect of concept cartoons on the students' perception of their levels of self-efficacy towards mathematics. The research has been designed as the pre-test post-test with quasi experimental control group. The research participants are composed of 94 7th grade students attending an elementary school on the European side of Istanbul during the 2008-2009 Academic Year. "Algebraic expressions and Equations" were taught during four weeks by using sixteen concept cartoons which were developed in this study. Homogenous groups, each consisting of four students sharing the same opinions, were utilized in order to enable them to discuss the concepts more comprehensively and to question their own thinking patterns by creating a social learning environment. The data of the research was collected by "Mathematical Self Efficacy Levels Perception Scale" and through the written opinions of the students about implementation process. While the quantitative data was analyzed by performing the t-test for dependent and independent samples, the qualitative data was descriptively analyzed. The results of the research have shown that concept cartoons have a significant effect on the students' perception of their level of mathematical self-efficacy. Besides, it was found out that students liked concept cartoons very much, their interest to the lesson was increased and they believed they could do mathematics lesson. In the light of the findings of this study, the researchers have developed suggestions for those who will conduct further researches on concept cartoons.