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The aim of this study is to analyze the role of meta-cognition while solving indefinite integral problems. In this study, there are particularly three objectives to be obtained. These are; i) observe meta-cognitive behaviors of prospective mathematics teachers while solving problems, ii) determine the importance of meta-cognition in problem solving and iii) determine challenges, typical errors and points to be considered for solving indefinite integral problems. The study is a qualitative research. Data collection tools are; i) Problems Form (PF) and ii) Meta-Cognitive Skills Questionnaire (MSQ). In this context, this study was completed by 60 prospective mathematics teachers. All prospective mathematics teachers are sophomore students at a university. Data collection tools were filled by the prospective mathematics teachers in 50 minutes. Collected data were analyzed descriptively. The analysis of the problem which were solved by the prospective mathematics teachers and the examination of completed questionnaires are to provide an understanding for the meta-cognitive aspects of solving indefinite integral problems. In conclusion, the challenges faced by prospective mathematics teachers that are subject to recall, choose incorrect solution and not knowing where to start in problem solving. The common mistakes are incorrect solutions and calculation errors. On the other hand, the point that should be considered in the problem solving is to choose a strategy. (C) 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Academic World Education and Research Center.

The main purpose of this study is to reveal the thoughts that prospective teachers studying at the department of teaching mathematics at primary schools possess with respect to the concept of 'Mathematics' through metaphors. The study was carried out with 106 female and 44 male students, total of 150 prospective teachers, who study at Kocaeli University Educational Faculty, Department of Teaching Mathematics at Primary Schools, during the fall semester in the 2011-2012 academic year. The data for the study was obtained by having students complete the blanks in the sentence 'Mathematics is like .......; Because .......'. The study had a descriptive nature, since it is an attempt to reveal an existing situation as it is. The metaphors developed by the participant prospective teachers on the concept of 'mathematics' were analyzed and interpreted by using qualitative research methods under the positive, negative and conceptual categories. In this context, the perceptions of prospective teachers studying at the department of teaching mathematics at primary schools regarding the concept of mathematics provide different perspectives. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu

Mathematics self-concept, which can be defined as student ratings of their skills, ability; enjoyment and interest in mathematics, is seen as an important factor in mathematics education. In this context, the purpose of this study was to investigate the elementary school students' mathematics self-concept levels regarding their grade level and gender. Relational survey method was used in this study. The research sample were composed of 281 students, determined by randomly from in a primary and a secondary school in Istanbul in the spring term of 2013-2014 academic year. Data were collected using the Self-Description Questionnaire-I developed by Marsh (1992) and adapted into Turkish by Yildiz and Per (2008). Analysis of variance (One-way ANOVA) and independent sample t-test were employed to analyze data. The results of the analyses indicate that there is a statistically significant difference between elementary school students' mathematics self-concept levels based on their grade levels. Furthermore, there was a significant difference in elementary school students' mathematics self-concept levels points of view gender. In the light of the findings of this study, the researchers have developed suggestions. (C) 2014 The Authors. Published by Elsevier Ltd.