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Mathematical reasoning ability is an important ability that students must master, but this ability is still relatively low. The aim of this research is to determine the effectiveness of the metacognitive approach on students' mathematical reasoning abilities. The method used in this research is Systematic Literature Review (SLR). This research used 19 articles from 2018 to 2023 sourced from national and international journals, namely 16 articles with a Sinta index, 2 articles from Google Scholar, and 1 international proceedings journal. The results of the SLR research show that the implementation of the metacognitive approach has an effective impact on students' mathematical reasoning abilities. The metacognitive approach can train students to develop mathematical reasoning abilities

Bu çalışmanın amacı Türkiye’de kullanılan 2018 yılı ortaokul matematik dersi öğretim programının (OMDÖK) ve 2021 yılı Talim Terbiye tarafından beş yıl kullanılması onaylanmış olan ortaokul matematik ders kitaplarının (OMDK) Bilgi ve İletişim Teknolojilerine (BİT) yönlendirme açısından incelenmesidir. Araştırmada nitel araştırma yöntemlerinden doküman analizi kullanılmıştır. Analizin ilk aşamasında 2018 yılı OMDÖK’te yer alan kazanımlardan BİT kullanımına yönlendirmesine uygun olanlar tespit edilmiş ve tespit edilen bu kazanımlar sınıf seviyesine ve öğrenme alanlarına göre betimsel analize tabi tutulmuştur. Araştırmanın ikinci aşamasında ise OMDK’te yer alan BİT kullanımı içeren sorular, etkinlikler, problemler ve konu anlatımları OMDÖK’te belirlenen öğrenme alanına, alt öğrenme alanına ve kazanımlara göre betimsel, BİT araçlarının çeşidine ve kullanım amaçlarına göre de içerik analizine tabi tutulmuş; frekansları hesaplanmıştır. Yapılan incelemede 2018 yılı OMDÖK’de yer alan 21 kazanımda BİT yönlendirilmesi tespit edilmiş, bu yönlendirmelerin geometri ve ölçme, veri işleme ve cebir öğrenme alanlarında bulunduğu saptanmıştır. Ayrıca OMDK’ te yer alan BİT araçlarının kullanımının oldukça düşük olduğu (%1 ile %5 arasında) ve en çok sekizinci sınıf seviyesinde geometri ve ölçme alanlarında yer aldığı tespit edilmiştir. OMDK’te en çok yer alan BİT aracının matematik içerikli yazılımlar ve bilimsel hesap makineleri olduğu ve bu araçların bilgileri açıklamak, ardından kavram inşası ve alıştırma yapmak amacıyla kullanıldığı tespit edilmiştir.

Türkiye’de son 20 yılda sıkça yenilenen matematik dersi öğretim programlarına (MDÖP) dair sistematik ve derinlemesine bir kaynaşıklık incelemesi yapılmamıştır. Bu çalışmada 2018 yılında uygulanmaya başlayan MDÖP’nin yatay ve dikey kaynaşıklığı incelenerek, program iyileştirmelerine rehberlik edilmesi amaçlanmıştır. Çalışmada, doküman analizi temele alınmış ve alanyazın incelemesiyle elde edilen kılavuz sorular, uzman görüşleriyle geliştirilmiştir. Bulgular, MDÖP’de yatay kaynaşıklığın (aynı sınıf düzeyindeki diğer derslerle ilişkilendirmeler) kısmen karşılandığını göstermektedir. Dikey kaynaşıklıkta sürekliliğe ilişkin bulgular, farklı sınıf düzeylerinde ilişkilendirilen kazanımlar, kavramlar, değerler ve becerilerin kısmen bulunduğunu, öğretim/öğrenme etkinliklerinde ve ölçme-değerlendirmede sürekliliğin sağlanamadığını göstermektedir. Aşamalılık bulgularına göre, bir sınıftan diğerine geçişte önkoşul öğrenmelerin kısmen dikkate alındığı; kolaydan zora, bilinenden bilinmeyene, yakından uzağa, somuttan soyuta doğru ilerlemelerin kısmen karşılandığı görülmüştür. Üst sınıflara doğru gidildikçe kazanımların üst düzey düşünme becerilerine doğru (çözümleme, değerlendirme, yaratma) ilerlemediği belirlenmiştir. Kademeler arası dikey kaynaşıklığa ilişkin bulgular da her bir okul seviyesinde (ilkokul, ortaokul, lise) birbiri ile ilişkili terimler/kavramlar, beceriler ve değerlerde sürekliliğinin yeterli olmadığını göstermiştir. Sonuç olarak, MDÖP hem yatay hem de dikey kaynaşıklık bakımından iyileştirilmelidir.

Toplumda yaşayan her birey için matematik becerilerini geliştirmenin önemi yadsınamaz bir gerçektir. Ancak otizm spektrum bozukluğu olan öğrencilerin matematik becerilerinin zayıf olduğu ve matematik performanslarının tipik gelişim gösteren akranlarından önemli ölçüde geride olduğu bilinmektedir. Bu bağlamda, bu çalışmanın amacı, otizm spektrum bozukluğu olan öğrencilere matematik becerilerinin öğretimini hedefleyen ulusal alanyazındaki tek-denekli araştırma desenleri kullanılarak yürütülmüş çalışmaları, betimsel özellikleri ve yöntemsel kaliteleri açısından incelemektir. Çalışma, sistematik derleme araştırmasıdır. Bu çalışma kapsamında dahil etme ölçütlerini karşılayan 15 araştırma incelenmiştir. Betimsel bulgular, katılımcıların büyük çoğunluğunun erkek olduğunu, müdahalelerin yapılandırılmış ortamlarda araştırmacılar tarafından uygulandığını ve hedef becerilerin öğretiminde kanıta dayalı matematik uygulamalarının kullanıldığını göstermektedir. Yöntemsel kaliteye ilişkin bulgular, yalnızca dört araştırmanın kabul edilebilir düzeyde yöntemsel özelliklere sahip olduğunu göstermektedir. Bu bulgular, ilgili alanyazın bağlamında tartışılmış ve ileri araştırmalara yönelik öneriler sunulmuştur.

Bu araştırma temel eğitimden ortaöğretime kadar olan süreçte matematik dersi yürüten öğretmenlerin Teknolojik Pedagojik Alan Bilgisi (TPAB) algılarını bütüncül bir yaklaşımla incelemek amacıyla yapılmıştır. Öğretmenlerin TPAB’leri cinsiyet, fakülte türü, alan, mesleki deneyim süreleri ve öğrenim düzeyine göre incelenmiştir. Araştırmada “Öğretmen Bilgi Formu ve TPAB Ölçeği” olmak üzere iki tane veri toplama aracı kullanılmıştır. Araştırmanın örneklemi 343 öğretmenden oluşmaktadır. Verilerin analizinde betimsel istatistik, bağımsız gruplar t-testi, tek yönlü varyans analizi ve Welch testleri kullanılmıştır. Öğretmenlerin TPAB algıları cinsiyet ve mezun olunan fakülte türüne göre istatistiksel olarak anlamlı bir biçimde farklılaşmazken, öğretmenlerin öğrenim düzeyi, mesleki deneyim süresi ve alanlarına göre anlamlı bir biçimde farklılık göstermiştir. Ortaokul ve lise matematik öğretmenlerinin TPAB algılarının birbirine yakın olduğu, lise matematik öğretmenlerinin TPAB algıları en yüksek iken sınıf öğretmenlerinin ise en düşük olduğu tespit edilmiştir.

Bu çalışmada öğrencilerin sosyoekonomik durumu, matematik öğrenmeyi sevmeleri, okullarının akademik başarıya verdikleri önem ile öğrenci matematik başarısı arasındaki ilişki çok düzeyli yapısal eşitlik modeliyle (ÇDYEM) incelenmiştir. Araştırmada örneklem TIMSS 2011 çalışmasına katılan Türkiye’deki 5960 sekizinci sınıf öğrencisidir. Araştırma bulguları öğrencilerin matematik başarı varyansının %33’ünün okullar arası farklılıklardan, %67’sinin öğrenciler arası farklılıklardan kaynaklandığını göstermiştir. ÇDYEM’de, öğrenci düzeyinde öğrencilerin sosyoekonomik durum ve öğrencilerin matematik öğrenmeyi sevmeleri, okul düzeyinde yine sosyoekonomik durum ve okullarının matematik başarısına verdiği önem yer alarak her iki düzeyde de bu değişkenlerin matematik başarısıyla ilişkisi modellenmiştir. Bulgulara göre sosyoekonomik durumu yüksek olan öğrencilerin bireysel başarıları; dolayısıyla bu öğrencilerin bulunduğu okulların ortalama başarıları diğer okullara göre nispeten daha yüksektir. Okul düzeyindeki sosyoekonomik durumun okulun akademik başarıya önem vermesini pozitif yönde etkileyerek okulların daha yüksek başarıya sahip olmalarına katkı sağladığı görülmüştür. Ayrıca, matematik öğrenmeyi seven öğrencilerin daha yüksek matematik başarısına sahip olduğu bulgusuna ulaşılmıştır. Son olarak, araştırma bulgularına dayanarak eğitim politikaları kapsamında önerilerde bulunulmuştur.

Copyright of Journal of Child & Development (J-CAD) / Çocuk ve Gelişim Dergisi (ÇG-D) is the property of Hatice Bekir 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.)

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Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey 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.)

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Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey 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 Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey 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 Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) 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 National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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 INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science 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.)

This study was designed to explore how the financial literacy levels of primary school mathematics teachers and teacher candidates showed difference based on gender, age, living pattern, grade level, marital status and average monthly income. To this end, a financial literacy questionnaire was conducted to 81 primary school mathematics teachers and 141 primary school mathematics teacher candidates working in the southeast region of Türkiye. Based on the results of the research, teachers' financial literacy did not show significant difference according to living pattern and marital status although there was a significant difference in terms of age and average monthly income. In general, the results have shown that the level of satisfaction with the financial situation is high among men, in favor of the married, among middle-aged teachers, and among those with a high average monthly income. Concerning teacher candidates' financial literacy levels, a significant difference was detected depending on grade level though there was a significant difference based on gender, living pattern or average monthly income. It has been observed that the satisfaction of primary school mathematics teacher candidates with their financial situation does not differ according to gender, grade level, living order or average income level. [ABSTRACT FROM AUTHOR]

Bu çalışmada ortaokul matematik öğretmenlerinin etkinlik uygulama sürecinde karşılaştıkları sorunları teşhis ve müdahale biçimlerinin yapıları belirlenmeye çalışılmıştır. Araştırmanın verileri etkinlik tasarım ve uygulamaları çerçevesinde haftada 3 saat olmak üzere 14 hafta süren bir mesleki gelişim eğitimi sonunda toplanmıştır. Eğitimlere 13 ortaokul matematik öğretmeni katılmıştır. Eğitimlerin 12. haftasından sonra katılımcılara iki hafta süre verilerek sınıflarında bir etkinlik uygulamaları, uygulama sürecini video kaydına almaları ve uygulama sonrasında uygulamanın niteliğine dair bir rapor yazmaları istenmiştir. 14. hafta sonunda ise katılımcılarla eş zamanlı olarak bir görüşme yapılmıştır. Görüşmede etkinlik uygulama sürecinde herhangi bir sorunla karşılaşıp karşılaşmadıkları, sorunları nasıl teşhis ettikleri, müdahale biçimleri ve müdahalelerden elde ettikleri sonuçlar üzerinde durulmuştur. Görüşmelerde 5 öğretmen süreçte karşılaştığı sorunlardan bahsetmiştir. Bu öğretmenlerden üçünün dile getirdiği sorun video kayıtlarında da izlenebildiği için bu üç öğretmen çalışmanın katılımcılarını oluşturmuş ve bu öğretmenlerden elde edilen veriler analiz edilmiştir. Araştırmadan elde edilen bulgulara göre katılımcıların, karşılaştıkları sorunların kaynağından ziyade sorunu görünür kılan faktörlere odaklandıkları ve buna dönük müdahalelerde bulundukları görülmüştür. Bu sonuçlara dayalı olarak öğretmenlerin sorunları teşhis etmeleri, müdahaleleri ve müdahale sonuçlarına dair bir model çıkarılmıştır.

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.)

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Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational 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.)

Copyright of Ereğli Faculty of Education Journal / Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi is the property of Eregli Faculty of Education Journal 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.)

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This study aims to evaluate the 8th grade mathematics curriculum, which was last revised in 2018, according to the Eisner Educational Criticism Model in line with the opinions of teachers, students and administrators, who are the main elements of the education and training process. A case study, which is one of the qualitative research approaches, was used for the research and the data were collected from the groups previously determined by quota sampling. The data collected with the interview forms prepared by the researcher in line with expert opinions were evaluated by content analysis, codes were created in line with the answers, and the data were analyzed in accordance with the description, interpretation, evaluation and thematization steps of the model. According to the data of the research, while teachers generally found the achievements in the mathematics curriculum comprehensible, appropriate for the grade level, adequate and progressive in terms of limits, and adequate in terms of measurement and evaluation, they experienced problems such as insufficient course hours, inability to catch up with the achievements, lack of readiness in students, mathematics prejudice, problems in some achievement transitions, having to prepare students for the exam, crowded classes and material inadequacies, and stated that the curriculum change was mostly aimed at achievements. Teachers, students and administrators jointly expressed the inadequacy of the High School Transition Examination (LGS) in measurement and evaluation. [ABSTRACT FROM AUTHOR]

Mustafa Salim [Tunakan] was a significant mathematician who flourished during the final years of the Ottoman Empire. He imparted knowledge of algebra, integration and machine theory at the universities of this period. In addition to his textbooks in these fields, he published one article in Osmanlı Mühendis ve Mimar Cemiyeti Mecmuası, one article in Mühendis Mektebi Mecmuası, two articles in Genç Mühendis and seven articles in Darülfünun Fünun Fakültesi Mecmuası. The aim of this study is to make a mathematical analysis of all of Mustafa Salim's articles published in the field of mathematics in the journals named Osmanlı Mühendis ve Mimar Cemiyeti Mecmuası, Mühendis Mektebi Mecmuası and Genç Mühendis. For this purpose, Mustafa Salim's four articles published in these journals were initially translated into Latin letters, after which mathematical analyses were conducted on the topics covered in the articles. In these articles; Mustafa Salim defined and solved problems at undergraduate levels in the subjects of integral, differential calculus, linear algebra, functions and geometric location. Mustafa Salim, who adopted a very simple and concise narrative style, did not make any mathematical mistakes in his articles, except for a few minor errors. [ABSTRACT FROM AUTHOR]

Copyright of Route Educational & Social Science Journal (Ress Journal) is the property of Ress Academy Publishing 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 Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal 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.)

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Copyright of Ereğli Faculty of Education Journal / Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi is the property of Eregli Faculty of Education Journal 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.)

After graduating from the Mathematics Department of Darülfünun in 1911, Hasan Fehmi [Çayköy] worked as a mathematics teacher in distinguished high schools such as Kabataş High School, Mercan High School, Girls’ Teacher School and Darüşşafaka High School. Hasan Fehmi, who closely followed national and international scientific articles and had a close relationship with the teachers of the Mathematics Department, published articles in numerous journals such as Talebe Mecmuası, Riyaziyyat, and Darülfünûn Fünûn Fakültesi Mecmuası. As a teacher, it is noteworthy that he was so interested in scientific publications. Hasan Fehmi, one of the two teachers whose articles were published in the Darülfünûn Fünûn Fakültesi Mecmuası, was the fifth most published person, with six articles published between 1916 and 1917. The transliteration and mathematical evaluation of these articles, which were titled “Küre Hacminin Bi’l-Cebr İstihrâcı”, “Hendese Meselesi”, “Müsellesât [1]”, “Bir Gâye Meselesi”, “Müsellesât [2]” and “Cebir” respectively, were carried out within the scope of this study. According to the findings, these articles introduced and proved particular mathematical problems at the undergraduate level. These proofs used the basic rules of arithmetic and geometry, where no original approach was found. [ABSTRACT FROM AUTHOR]

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University 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.)

The readiness of mathematics teachers for changes in the education system is important in determining the success of a reform. However, teachers tend to stick to traditional approaches and lack confidence in diversifying their teaching methods. Furthermore, the literature that focuses on the concept of mathematics teachers' readiness to face challenges is still limited. Therefore, this study applies a qualitative approach to explore and comprehensively understand the readiness of mathematics teachers to accept and implement changes in education. This study primarily collects data through in-depth interviews with four experts teachers selected through purposive sampling. An interview protocol was developed for the purpose of guiding the questions that will be asked of the study participants. The study data were analyzed thematically using ATLAS.ti24 software. The study's findings show that all four participants understand and are aware of the readiness of mathematics teachers. Nevertheless, the main issues and challenges of the identified pedagogical aspects relate to the reality of mastery of teaching skills. The majority of study participants believe that the readiness of mathematics teachers also influences pedagogy-related issues. In this context, knowledge and skills can enhance the readiness of mathematics teachers. The study's implications offer valuable insights to mathematics teachers, enabling them to enhance the quality of their teaching over time. For stakeholders, the planning and implementation of a curriculum can be reviewed so that it meet needs and achieve alignment with national education policies. [ABSTRACT FROM AUTHOR]

Copyright of Firat University Journal of Social Sciences / Firat Üniversitesi Sosyal Bilimler Dergisi is the property of Firat University, Social Sciences Institute 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.)

Supporting the development of mathematical skills from early childhood provides support in many areas, from the process of learning mathematics to developing positive attitudes towards it and achieving academic success. Therefore, it is important to create environments that enable children to learn and enjoy mathematics. In this context, in order to examine the effect of outdoor mathematics activities on children's attitudes towards mathematics in early childhood, a study was conducted with a total of 25 children aged between 54 and 66 months using a one-group experimental design. The "Mathematics Liking Scale for Children" developed by Dağlı and Dağlıoğlu (2018) was used to collect the data. The outdoor mathematics activity program consisted of 15 activities, each lasting approximately 25 minutes. The activities, which covered topics such as numbers, geometry, part-whole relationship, grouping, matching, and measurement, were carried out three days a week for a period of five weeks. The study revealed that outdoor mathematics activities were effective in improving children's attitudes towards mathematics and created significant differences in favor of the post-test in the areas of counting, geometric shapes, part-whole relationships, grouping and measurement. [ABSTRACT FROM AUTHOR]

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University 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 Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University 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.)

In this article, the affective characteristics of secondary school students, the number of problems they solved and their absenteeism; Its effect on mathematics achievement and reflective thinking will be examined using the fuzzy logic method. Affective characteristics, which can be expressed as students' motivation for the lesson, determination and desire to learn the lesson, are one of the indispensable elements in education. Problem solving skill is a skill that we can use not only in mathematics lessons but also in many other lessons and even in daily life, and it is extremely important in education. Students' attendance at school will enable them to ensure the integrity of the subjects in the lessons and to be more self-confident and active participants in the lessons. It is predicted that these three important factors affect mathematics achievement and problem-oriented reflective thinking. The magnitude of this effect will be determined through fuzzy logic modelling. [ABSTRACT FROM AUTHOR]

The main purpose of this research is to synthesize the experimental studies which refer to the effect of student-centred strategies, methods and techniques used in mathematics lessons on problem solving skills in mathematics. Publication bias was tested to evaluate the validity of the study and no bias was found out. Meta-analysis results show that student-centred strategy methods or techniques are more effective than traditional teaching methods. 69 effect sizes from 55 studies were analyzed under the random effects model according to heterogeneity test results. Since the experimental and control groups had different sample sizes, Hedge's g was used to calculate the effect size and it was calculated as g=0.868. The overall effect value achieved shows a large effect according to the classifications of Cohen (1988). In order to examine the factors that will change the effect size, moderator variables were determined and sub-analysis was performed. In the analyzes of the moderator variables; while there was a significant difference for the learning areas and research design moderators, no significant difference was found for the other moderators. [ABSTRACT FROM AUTHOR]

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.)

In healthy individuals, blood glucose levels are maintained within a narrow range. The hormone insulin is released in response to an increase in blood glucose concentration. By enhancing glucose uptake in tissues and reducing glucose production in the liver, it helps lower glucose concentration to normal levels. Conversely, glucagon is secreted when glucose concentration decreases and stimulates the release of glucose from the liver, thereby increasing glucose concentration. Despite the known opposing effects of insulin and glucagon on hepatic glucose production, there have been few in vivo studies investigating the simultaneous effects of increased insulin and glucagon levels on hepatic glucose production. A mathematical model was developed to test the hepatic glucose output during simultaneous insulin and glucagon elevation. This model, incorporating glucose, insulin, and glucagon dynamics, has been observed to produce results similar to those obtained in glucose tolerance tests, insulin infusion studies, insulin and glucose infusion studies, and glucagon infusion studies. Subsequently, when insulin and glucagon infusion were simultaneously increased, resulting in approximately fourfold elevation of blood insulin and glucagon concentrations, a decrease in hepatic glucose output was observed. This finding supports the hypothesis that the inhibitory effect of insulin on hepatic glucose production is stronger than the stimulatory effect of glucagon on glucose production. [ABSTRACT FROM AUTHOR]

The purpose of the study is to reveal high school students' opinions on the mathematics lesson designed using lesson study on teaching functions. A total of 20 students in the 10th grade participated in the study. Students' opinions were taken after the function teaching carried out with lesson study. As data collection tool, a semistructured interview form with 9 open-ended questions was used. Content analysis technique was used to analyze the data. As a results of the analysis, most of the students indicated that, the practice of study lesson was efficient, the lesson conducted with lesson study was more understandable and effective, it enabled participation, it had a positive contribution to learning, it contributed positively to student achievement and increased interest in the lesson, but it took time to implement. In addition, students thought that study lesson practice contributed to better understanding and assimilation of functions. [ABSTRACT FROM AUTHOR]

Copyright of Artvin Coruh University International Journal of Social Sciences (ACUSBD) is the property of Artvin Coruh University International Journal 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.)

Copyright of Education Technology Theory & Practice / Egitim Teknolojisi Kuram ve Uygulama is the property of Education Technology Theory & Practice (Journal) 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 Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal 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.)