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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.

Problem posing means either posing new problem situations in terms of given conditions or re-formulating an already written problem. In this study, the aim is to evaluate problems written by prospective mathematics teachers about ratio and proportion subjects in terms of criteria specified according to problem posing methods. According to this purpose, 'Problem Posing Form about Ratio and Proportion Subject' including questions for determining the tasks of free problem posing, semi-structured problem posing, structured problem posing and for determining which one is the most challenging problem posing task, was developed by the researchers. The data form was applied to 45 sophomore students who are studying in Kocaeli University, Teaching Primary School Mathematics department. The data collected throughout this study was evaluated by considering; i) Problem text (language and expression), ii) The compatibility of the problem with the mathematical principles, iii) The type/structure of the problem and iv) The solvability of the problem. In conclusion, it was concluded that prospective mathematics teachers posed clear and understandable problems which are compatible with the mathematical principles in the form of activity and which can be solved by students. The challenging sides of problem posing appeared as the hesitation on posing problems which are suitable to students' levels, the difficulty in remembering the subject clearly and not having sufficient information about problem posing. (C) 2015 The Authors. Published by Elsevier Ltd.

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

The purpose of this research is to investigate the number sense of 5th grade Turkish students on the topic of decimal numbers. The research participants are composed of 121 5th grade students from two different elementary schools.. All of the students have already completed the 5th grade mathematics curriculum. The data of the research was collected by number sense test about decimal numbers (NSTDN). It contained 16 questions and four components of number sense. The results of this quantitatively analysed research have shown that the 5th grade students' number sense on decimal numbers is low. There was no significant difference in number sense between the genders. These findings are consistent with the previous researches. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu

The aim of this study is to examine whether there is a relationship between gender and proof schemes used by first and final year preservice teachers attending primary and secondary education mathematics teaching program of a state university in 2011-2012 and also to investigate their general views towards proof. The study was carried out on a total of 98 preservice mathematics teachers. In order to describe current situation screening model was used. Students were asked to solve 9 problems and which proof schemes were belonged to their answers were determined. So as to set down proof schemes classification which was constituted by Harel and Sowder (1998) was used. According to the gender regarding proof schemes used by preservice teachers in the justification process of problems t table was created. Preservice teachers were interviewed so as to determine their views on proving 4 open ended questions were asked. Conversational data was given in the form of examples and in general terms. According to the results of analysis as significant differences was detected by gender in the use of some of schemes, some was concluded that the difference was not significant. Suggestions have been made on the basis of the data obtained at the end of the research. (C) 2013 The Authors. Published by Elsevier Ltd.

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.