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The purpose of this research is to investigate whether teaching Algebraic Expressions and Equations topic with concept cartoons has impact on students' logical thinking abilities. The research is quasi-experimental study and it was conducted with 92 students in the 7(th) grade in a primary school in Istanbul in 2008-2009 academic years. One experimental group and one control group were used. While the topic Algebraic Expressions and Equations was instructed through from textbook in the control group, it was instructed with concept cartoons in the experimental group. The data gathered through The Logical Thinking Test used before and after the research were assessed through statistical analysis method. While there is a meaningful difference in the pre- and post-tests of the experimental group and control group supporting post-tests in the end of the study, there is no statistically meaningful difference between the post-tests of the groups. (c) 2010 Elsevier Ltd. All rights reserved.

The purpose of this research is to investigate the existence of The Effect of Instruction of Integers Subject with Cartoons on Students' Mathematics Anxiety. Research consists of a semi-experimental study which was performed on 61 students during 2007-2008. These students were in their 7(th) year of primary education in the city of Bolu. An experiment and a control group were used in the research. While acquisition of Integers was handled with traditional methods in control group, it was handled with the use of cartoons in the experiment group. The data acquired with The Mathematics Anxiety Rating Scale, which is used before and after the research, was evaluated with statistical analysis method. According to the acquired data, results showed that instructions accompanied with cartoons lessened students' mathematics anxiety than traditional instructional methods. (C) 2010 Elsevier Ltd. All rights reserved.

The purpose of this study is to analyze the role of meta-cognition while solving function problems and to develop suggestions for classroom practice. Especially, the first of three objectives to be attained is to monitor meta-cognitive behaviors of prospective teachers, who study at the department of teaching mathematics at primary schools, while solving problems; the second is to evaluate the importance of meta-cognition in solving problems; and the third is to analyze typical errors, challenges, successes and strategies chosen for solving function problems. The analysis of the questionnaires filled out by students, as well as students' solutions related to the problems, provide an understanding for the meta-cognitive aspects of solving function problems. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu