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STEM education is on demand more than ever as the workforce relies on 21st century skills and STEM disciplines. This paper presents a framework (IMS-TEAM) for integration of mathematics and science with the use of technology and modeling in an authentic context. The activity based on this framework is designed for and implemented with forty-four 8th grade students in Turkey. The study was conducted to investigate the impact of the activity as well as the IMS-TEAM framework. A qualitative methodology was utilized. Data analysis revealed that different components of our conceptual framework fostered the integration of mathematics and science affecting the nature of students' engagement with the activity. Different frameworks are required to be adapted to different environments with the consideration of learners and teachers. Future research investigating the effectiveness of IMS-TEAM framework adapted to different content and disciplines would provide more evidence on the effectiveness of the framework.

To assess the integration of information and communication technologies (ICTs) in teaching and learning, a new construct for ICT competence was developed by the Programme for International Student Assessment (PISA) in 2022. The framework for ICT assessment involves four major dimensions; access to ICT, use of ICT, students' ICT competencies, and subject-related ICT use. In this paper, we analysed this ICT assessment in terms of validity construction of test scores with data from PISA 2018 and investigated ICT competence in relation to the variables of mathematics, science, and reading literacy. The analyses were based on public data from PISA 2018 for Turkey (N = 6890). After removal of univariate and multivariate outliers from the Turkish sample, factor analysis, correlation analysis, and structural equation modelling were performed on 5438 data items. In the study, we confirmed the four-dimensional structure of ICT competence for the Turkish sample. In this study, the construct validity of the PISA 2018 application ICT test was verified using the Turkish sample. The ESCS variable was included as a control variable in the analyses due to its significant impact on the relevant variables. The analysis showed that the mathematical literacy scores of the PISA 2018 Turkish students were positively low affected by the availability of ICT, negatively low affected by the entertainment of ICT, and positively low affected by the interest and perceived competence in ICT, use of ICT for educational purposes at school and outside school, and the use of ICT related to the subject. Considering the ICT variables that affected the PISA 2018 students' science literacy scores; the entertainment of ICT and the interest and perceived competence in ICT significantly low affected the students' use of ICT on the subject. On the other hand, the availability of ICT negative significantly low affect their science literacy scores. While the entertainment of ICT negatively low affected the science literacy scores, interest and perceived competence in ICT and use of ICT for educational purposes at school and outside school positively low affected the students' use of ICT on the subject. Finally, when we look at the ICT variables that low affected the students' reading literacy scores; and use of ICT for educational purposes at school and outside school and the interest and perceived competence in ICT significantly positive low affected the use of ICT on the subject. On the other hand, the availability of ICT negative significantly low affect reading literacy scores. While the entertainment of ICT negatively low affected reading literacy scores; interest and perceived competence in ICT positively low affected the use of ICT on the subject.

This study examined gifted students' views on integrating the history of mathematics embedded videos into mathematics classrooms. The research was conducted with 30 fifth-grade students who were identified as gifted with the WISC-R Intelligent Test Score and aptitude test. Data were collected through students' video reflection papers after watching the videos on biographies of mathematicians. Content analysis was conducted to analyze data collected with reflection papers. The findings were grouped as history as a tool and history as a goal. Under the title of history as a tool, the students' reflections were categorized as history as a cognitive tool and history as a motivational tool. As a cognitive tool, students stated that the history of mathematics embedded videos expanded their knowledge of mathematicians' early work and their occupations. As a motivational tool, the history of mathematics embedded videos helped raise students' curiosity about mathematicians and their works, and mathematical concepts, increased their motivation for invention, and developed a positive attitude toward mathematics and learning. On the other hand, under the title of history as a goal, the students stated that the history of mathematics embedded videos broaden their knowledge of mathematicians and their contributions, mathematical concepts, and mathematical evolution. Thus, the videos can be used as enrichment activities for gifted elementary students in mathematics classrooms.

Technology education varies across countries depending on the goals they set to achieve. Therefore, comparative research on different technology education approaches can provide a holistic perspective and contribute to the literature. This paper compared the technology-focused courses offered by primary schools in Turkey and Scotland. A qualitative research design was adopted. Data were collected using document review and analyzed using descriptive analysis. The results pointed to differences in technology policies, manifesting themselves in the curricula of the courses offered by the schools. However, the courses also had something in common in terms of structure, goal, content, and approach to learning and teaching. We discussed the differences and similarities based on literature. In order to reveal different dimensions of technology education, comparative education studies that address different countries can be suggested.

Background: Their ubiquity is particularly notable as video games become increasingly intertwined with the technological revolution. Despite this prominence, gender disparities in adolescent video gaming remain under‐explored. Objectives: This research aims to determine the frequency classes of video game playing based on gender, analyse the variables (age of first digital device/internet use, weekday/weekend internet frequency in and out of school, economic, social, and cultural status) that might influence assignment to these classes, and reveal the differences in PISA scores among these classes. Methods: Our study utilises multiple group latent class analysis and multinomial logistic regression to investigate the video gaming frequencies of 6890 Turkish students (49.1% female, 50.9% male) from the PISA‐2018 exam. A three‐step multiple logistic regression was employed to identify the effect of the variables on assignment probabilities. Also, the multivariate Delta method tested mean differences between classes for PISA scores. Results and Conclusions: This study classifies Turkish students from PISA 2018 into four video gaming preference frequency classes (frequent, regular, casual, and non‐video game players) based on gender. Our study reveals that frequent male gamers begin using digital devices and the internet earlier than their female counterparts, spending more time gaming outside school. Notably, the frequency of video game play, which varies by gender, was found to have a significant effect on academic achievement. Lay Description: What is already known about this topic: Video games have an important place in children's entertainment preferences and game time is increasing.Digitalisation is increasing in Turkey with a large youth population and affects game usage.Gender roles affect gaming habits and learning styles. What this paper adds: The study identifies four classes of gamers according to frequency of play: frequent, regular, casual and non‐video game players.Video game playing frequency can affect academic performance by gender.Males are more likely to be placed in the frequent and regular gamer classes, while women are placed in the casual and Non‐VGPs.Early internet access and internet use during school hours affect females more in the classification according to the frequency of playing video games. Implications for practice and/or policy: Educators can use students' gaming habits in their teaching strategies.Future research should also examine game types and sociocultural contexts.The motivations and challenges faced by female gamers should be analysed. [ABSTRACT FROM AUTHOR]

Some of the key challenges for STEM education in Turkey include the problems encountered by teachers when integrating diverse disciplines and technologies into STEM activities, the need for teachers to acquire the skills necessary to prepare and implement appropriate STEM activities for the educational level of their students and their school context, the difficulties faced by teachers when following the Engineering Design (ED) problem-solving process in the implementation of STEM activities, and teachers' heavy workloads, which impede the collaboration required to develop and implement STEM activities. A field study was carried out in Samsun, Turkey between 2017 and 2018 to develop a Design Thinking (DT) approach customized to support STEM teachers. The field study adopted an action research methodology and involved two main studies with fifth-grade teachers and students, facilitated by a researcher-designer. Qualitative methods including co-design workshops, focus groups, interviews, and observation were employed to gather data. The paper presents a seven-step DT approach, customized to support pre-service and in-service secondary school teachers in collaboratively designing and implementing classroom STEM activities. The results indicate that structuring the STEM activity design as a specialized DT process provides a complementary framework. Collaboration among teachers in a structured STEM activity design process supports the integration of disciplines and the development of STEM activities that correspond to the students' level of knowledge and ability. Empathy building, which facilitates familiarization with other teachers and students, enhances collaboration among teachers and aids the development of STEM activities relevant to the students' level. [ABSTRACT FROM AUTHOR]

The aim of this research is to compare the main aims and objectives, learning outcomes or contents/concepts of the mathematics curriculum for VIII (IX) primary schools used in Montenegro, Serbia, Bosnia and Herzegovina, Croatia and Turkey. Mathematics curricula for Montenegro, Serbia, Bosnia and Herzegovina, Croatia and Turkey are comparatively analyzed in the following research article: a) Montenegrin mathematics curriculum and program used for primary school grade 9, b) Serbian mathematics curriculum and program c) used for primary school grade IX Bosnia and Herzegovina mathematics curriculum, d) Croatian mathematics curriculum used for primary school VIII class, and e) Republic of Turkey Mathematics Curriculum VIII. It is the syllabus used in the classroom. Each country does its best to design a quality curriculum by comparing its curriculum with other countries, which means the goal is to get the best education system possible. As I am from Montenegro, my main goal is to find the best possible education system for my country by comparing it with the countries of former Yugoslavia and Turkey. The result is clear and stated in the paper, in short, I can say that the results are that we have a random curriculum and the aim is to develop it and integrate it into modern teaching and put into practice practices that will generate interest and desire to learn. As a result, studies should be carried out on the use of education, the quality of the education system, teaching staff and teaching materials in a way that includes all aspects of life in the teaching process. From the above, I can say that it is a continuation of the V (VI), VI (VII) curriculum, which has already been compared with the addition of the Turkish curriculum, where the concept of introduction and paper is similar with minor changes., excluding the part by comparison. This part of the work concerns only the specified class, i.e. VIII (IX) primary school. The collected data were analyzed relatively using document analysis as a qualitative analysisamethod. [ABSTRACT FROM AUTHOR]

The two studies in this paper considered the use of the classroom library as a means of socializing mathematics development in Turkish preschoolers. Study 1 (n = 80) documented whether classes had a library, its contents, and whether/how teachers encouraged children to use the library. Study 2 (n = 47) investigated the teachers' confidence in teaching mathematics and the means that they used. Both studies used online surveys that were distributed via social media sites. There were four noteworthy findings. One, the Turkish preschool teachers reported viewing mathematics instruction as important to the development of children and were confident in their abilities to teach their students mathematics. However, they relied upon their general knowledge of children and their general pedagogical knowledge, rather than on their knowledge of mathematics, to do so. Two, the preschool teachers in Turkey had classroom libraries that they encouraged their students to use by having a set library time each day and by modeling how to sit and read in the library. They also encouraged family involvement in reading. However, these classroom libraries had fewer mathematics books than other types of texts. Three, while libraries were consistently present in Turkish preschool classrooms, they were not seen as venues for children's mathematics development. Four, preschool mathematics instruction in Turkey appears typically to use whole groups and explicit instruction, and particularly during circle time/the morning meeting. [ABSTRACT FROM AUTHOR]

Copyright of Apuntes Universitarios: Revista de Investigación is the property of Universidad Peruana Union Filiar Tarapoto 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 International Journal of Educational Studies in Mathematics (IJESIM) is the property of International Journal of Educational Studies in Mathematics (IJESIM) 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 Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education 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 Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education 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 Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches 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.)

Interdisciplinary approach recommended for use in the teaching mathematics in the last decade, the related literature shows that limited study focused on the reflection of the interdisciplinary approach in teaching practice. The aim of this study is to evaluate pre-service mathematics teachers' task development processes on interdisciplinary approaches through building and coding tasks. Research was conducted with 28 pre-service mathematics teachers studying at a mathematics education department in Turkey. Data were gathered from the analysis of lesson plans and semi-structured interviews. The findings that were obtained through the lesson plans of the participants indicated that participants were able to associate building tasks more with numbers content domain and mathematical modeling skills, and coding tasks with geometry content domain and algorithmic thinking skills. The participants stated that tasks involving coding in their lesson plans would be more useful in terms of teaching mathematics and listed the factors limiting the use of building tasks as technical knowledge and cost. [ABSTRACT FROM AUTHOR]

This study aims to develop a scale to identify the factors influencing mathematics teachers' grading practices regarding students' in-class performance. The study was carried out with 180 secondary and 140 high school mathematics teachers from the southwestern region of Türkiye. The scale's construct validity was determined using item analysis, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). The EFA results showed that the scale consisted of a 5-point Likerttype scale with 36 items under eight factors (mathematical knowledge and skills, social behaviors, affective skills, effort, homework performance, follow-up test results, academic exam results, and external benchmarks). The scale explained 70.02% of the total variance, with factor loadings ranging from 0.50 to 0.92. The item-total correlations ranged from 0.36 to 0.64, and t-test results for the item discrimination index were significant. The Cronbach's alpha coefficient for the overall scale was calculated to be 0.92. The CFA results indicated that the scale model had a good fit (Chi-square/df = 1.39; RMSEA = 0.051; IFI = 0.98; NNFI = 0.97; CFI= 0.98; and SRMR = 0.062). Based on the findings, the scale is a valid and reliable instrument that may be used in determining the factors influencing mathematics teachers' grading practices. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education 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 International Journal of Contemporary Educational Studies (IntJCES) is the property of International Journal of Contemporary Educational Studies 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 Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education 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.)

Background: Mindsets are based on two basic assumptions: some people think that their intellectual abilities can be developed through hard work and instruction (i.e., a growth mindset), whereas others believe that nothing can change their level of intellectual ability (i.e., a fixed mindset). The association between mindsets and academic achievement has been examined in different academic subjects, such as biology and math. However, no previous study has examined the effects of language learning mindsets (LLMs) and math mindsets (MMs) on academic success in an English medium instruction (EMI) setting in which English, rather than the first language of the students, is used for teaching content (e.g., mechatronics engineering). Purpose/Hypothesis: This study explores the relationship between Turkish mechatronics engineering undergraduate students' domain‐specific mindsets, LLMs and MMs, and their academic success. Design/Method: Student test scores for English medium and first‐language medium courses were collected from fourth‐year students studying mechatronics engineering (n = 68) at a public university in Turkey. Students also completed the LLM and MM inventories. Results: Regression analyses revealed that growth LLM and MM were positive predictors of EMI and Turkish medium of instruction (TMI) academic success, whereas fixed LLM and MM were negative predictors of EMI and TMI academic success. Conclusions: In both EMI and TMI courses, a growth mindset in math and language learning can profoundly predict students' academic achievement in a mechatronics engineering program. We argue that domain‐specific mindsets can effectively explain the self‐theories of intelligence and achievement. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Field Education (IJOFE) is the property of International Journal of Field Education (IJOFE) 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.)

Today, emoji have become a popular option for anchoring the categories of Likert-type scales applied to not only adults but also children. The aim of this study was to investigate the effects of category labeling with emoji by comparing the psychometric properties of the emoji- and verbal-anchored versions of the mathematics motivation scale applied to students aged 8–11 years (grades 3, 4, and 5). The participants of the study comprised 658 students. According to the research results, students used the upper categories of the scale more intensively in the emoji-anchored version than in the verbal-anchored one. Parallel to this, the means calculated for the emoji-anchored version were found to be significantly higher. Moreover, the results of the research revealed that the verbal-anchored scale form yielded more reliable and valid measures than the emoji-anchored version. [ABSTRACT FROM AUTHOR]

In this case study the aim is to examine the self-reflection processes (self-evaluation, causal attribution, emotional reactions and inferences) of novice mathematics teachers. The participants were six middle school (grades of 5-8) mathematics teachers who have less than five years teaching experience working in the Western and Central Anatolia Regions of Turkey. The data of the study were collected through the semi-structured interviews developed based on classroom observations. First, the instructional situations were determined by observing the mathematics lessons of the participants (approximately 10 hours for each participant). Afterwards, through semi-structured interviews, the participants were asked to reflect on these instructional situations. During the data analysis, first within case analyses were made, and the selfreflection of each teacher was described. Then by comparing the data obtained from six teachers, it was defined which self-reflection processes the novice mathematics teachers performed and to what extent they performed them. The findings suggest that the participants did not consider their teaching behaviors when they were asked to evaluate the lesson. They attributed the cause of the failure in their lessons to factors beyond their control (e.g., low involvement of parents, insufficient physical facilities of the school). In addition, it is observed that they were less likely to develop positive emotional responses for the observed lessons and were insufficient in taking adaptive decisions for their future lessons. These findings indicate the necessity of pre-service and inservice practices that will support newly recruited middle school mathematics teachers to gain much more comprehensive selfreflection skills. [ABSTRACT FROM AUTHOR]

Deep learning methods are the subfield of the machine learning models that have spread rapidly in the field of engineering in the last decade. But, these methods are a fairly new in educational literature. The aim of this study was modeling and predicting mathematics achievement of successful and unsuccessful students via deep learning methods. For this purpose, Turkey's Programme for International Student Assessment (PISA 2018) survey data was used. Deep learning methods were displayed comparable performance to multi-layer perceptron and logistic regression. Jordan neural network method was found the most successful method among Elman neural network, Logistic regression and multi-layer perceptron methods with 0.826 accuracy and 0.739 area under curve scores. It was understood that deep learning methods can be used in the modelling and predicting of students' mathematics achievement. [ABSTRACT FROM AUTHOR]

The aim of this research is to examine the effect of authentic investigation activities on the reasoning process of ratio concept which has been regarded as the milestone of mathematics and science teaching. In line with this purpose, the research has been carried out with eight 7th grade students attending a public school located in Central Anatolia Region in Turkey. The success levels of these students in mathematics are in a heterogeneous structure ranging from higher and moderate to lower levels. The data of this qualitative study has been collected through authentic investigation activities, researcher logs, and interviews and has been analysed via descriptive techniques. At the end of the study, it has been concluded that the teaching environment containing authentic investigation activities has a positive effect on the reasoning process of students on ratio concept. [ABSTRACT FROM AUTHOR]