Search

Students encounter difficulties in understanding integral because the concept of integral requires the usage of theorems, formulas, daily life practices, and interdisciplinary approaches. From this point of view, in this study we examine the effects of a teaching process consisting of modelling activities on understanding the definite integral with the help of Riemann sums. The research is designed according to the case study based on a qualitative research method. Participants consist of 28 preservice mathematics teachers who have limited understanding of integral although they have completed a Calculus course. The modelling activities were prepared in accordance with the emergent modelling approach. Data were collected through integral test and semi-structured interviews conducted before and after the teaching process. Before the teaching process consisting of modelling activities, pre-service mathematics teachers' knowledge about the definite integral was included in the area under a curve, inverse of derivative and integral with known boundaries. In addition, participants did not refer to Riemann sums or cumulative sums. After the teaching process consisting of modelling activities, it was seen that almost all participants could explain the following equality [special characters omitted]. At the end of the teaching process consisting of modelling activities, this process has enabled pre-service teachers to establish the relationship between Riemann sum and definite integral. Findings revealed that teaching process of the definite integral enhanced the understanding the definite integral.

This study aims to examine whether there is a relationship between abstract thinking skills, self-efficacy perceptions and attitude towards mathematics and how these variables predict mathematics achievement. The study was conducted with 198 eighth-grade students who were selected by random sampling and the relational screening model was used. For data collection, the tools of "Abstract Thinking Test in Mathematics", "Self-Efficacy Perception Scale towards Mathematics", "Mathematics Attitude Scale" and Mathematics course notes of students were resorted to. According to the findings, it was concluded that there were significant relationships between students' abstract thinking skills, self-efficacy perceptions and attitudes towards mathematics, and these variables explained 37% of the variance in mathematics achievement. There was no significant difference in mathematics achievement between the groups according to the type of school, while it was found that the scores of the students' abstract thinking skills, attitude towards mathematics and self-efficacy perceptions differed in favor of the students studying in non-boarding secondary school. In addition, no significant difference was observed between the groups in terms of students' mathematics achievement according to their boarding status. It was found that there were significant differences in terms of the other three variables. Suggestions were made to increase mathematics achievement, especially in boarding secondary schools, and it was also offered to increase the feasibility of the environment of the boarding secondary schools.

Cognitive difficulty arises from two types of cognitive processes: treatments; within the same, conversions; between different types of representational registers. Conversions are difficult since they ask for understanding of two representations. Direction and the choice of first register could be a threshold for the student. Wasan geometry is used as a thought provoker and pre service mathematics teachers' written solutions to those problems for usage of cognitive processes: treatments and conversions are analyzed by content analysis method of qualitative research. Descriptive data regarding number of conversions and treatments are given. As much as correct/partially correct answers, the relation between cognitive processes and answers were analyzed. Students' written answers to three Wasan geometry problems on tangent circles are qualitatively analyzed for specific examples of treatment processes and conversion processes. Neither problem type nor correct answer is a reason for the choice of representational registers. One treatment may be worth many conversions. More usage is related to students' conformity. Direction of the conversion may be misleading. None of the students stays in mono-functional registers. Top and lowest grade students use more treatments and conversions. Usage of more conversions is not related to success and result in less number of treatments.

Design activities help students develop their three-dimensional thinking skills and gain engineering and technology literacy. This study investigated whether the spatial abilities and 3D geometrical thinking skills of the students differed according to approaches to learning mathematics before and after engineering design-based mathematics (EDBM) applications. Seventy-five eighth-grade students from a public middle school participated in the study. Data were collected with 3D Geometrical Thinking Test (3DGTT), Spatial Ability Test (SAT) and Approaches to Learning Mathematics Scale (ALMS). In the research, quasi-experimental design with pre-test and post-test control group was used. Engineering design-based mathematics activities were carried out an eight-week period, while the control group received mathematics instruction in line with traditional teaching methods. The results of the study showed that the spatial abilities of the students differed according to the approaches to learning mathematics, whereas the 3D geometrical thinking skills of the students did not differ.

Interpersonal Emotion Regulation (IER) refers to a group of emotion regulation strategies through which people regulate their emotions by utilizing the presence of others. Studies focusing on IER have recently increased, probably due to the availability of a psychometrically sound IER measure, the Interpersonal Emotion Regulation Questionnaire (IERQ; Hofmann et al. Cognitive Therapy and Research, 40(3), 341-356, 2016 (See CR25)). The present study sought to examine the psychometric properties of the Turkish version of IERQ with a sample of Turkish adolescents. Results confirmed the four-factor structure of IERQ with a group of 269 adolescents between ages 14 to 17. Turkish adolescent version of IERQ showed adequate levels of reliability and construct validity through the subscales' significant correlations with dimensions of intrapersonal emotion regulation and social problem-solving. Adolescence is a period where close relationships with peers are initiated, and relying on peers at times of distress becomes prominent. The adolescent version of IERQ provides the opportunity to investigate IER patterns in adolescents, which is crucial for their psychological adjustment., Author(s): Elcin Ray-Yol [sup.1] , Ecem Yedidag [sup.2] , Meryem Sögüt-Kahramanlar [sup.3] , Ahmet Berk Özdemir [sup.4] , Ayse Altan-Atalay [sup.4] Author Affiliations: (1) https://ror.org/01r7awg59, grid.34429.38, 0000 0004 1936 8198, [...]

Algebra, which is one of the learning domains of mathematics, is one of the most difficult ones for students as operative and semantic. For this reason, it is necessary to emphasize required importance on teaching algebra from early periods. Teachers have major roles in this process. The courses, taken by pre-service teachers in undergraduate, about teaching algebra in the learning environments and the studies done with them about teaching algebra have importance. In order to deal with the difficulties about teaching and learning algebra, Bottoms (2003) claims that students should become ready for further topics about algebra from middle school to until the duration of high school period. In regard to this view, five different process indicators and 12 different content indicators were determined. Three levels were determined for the indicators as basic, proficient and advanced (SREB, 2008). The purpose of this study is to examine the activities and problems oriented toward algebra readiness indicators, proposed by pre-service mathematics teachers in terms of levels introduced by SREB (2008). The study is based on qualitative research methodology. Participants of the study are 23 pre-service mathematics teachers from a public university in Turkey. The study was done in 2017-2018 fall term. The data was analyzed with respect to content analysis and descriptive statistics. Findings showed that whereas 65.22% of preservice mathematics teachers proposed activities in the level of basic and proficient, 56.23% of them developed activities in advanced level. Besides, it was also reached that pre-service teachers proposed at least one activity for each level. Yet, proposed activities and problems were not related to daily life contexts.

In this study, it was tried to determine teaching activities that elementary preservice mathematics teachers exhibited in a micro teaching session. Preservice teachers are required to prepare and later present a sample micro teaching session. First of all, they were advised to freely select a topic (or an attainment) of their own intention within 5-8 middle school mathematics subjects. Then, every one of them planned their own special session. While they were planning the sessions, they were advised to take into account of all perspectives and practices of the theoretical subjects covered via the course of Special Teaching Methods 1 and the experiences that they gained during the other courses of the mathematics teacher education program. After that, each one performed tasks in the classroom environment related to their own planning. No intervention was made to the preservice mathematics teachers by the lecturer during the sessions. After each session, the remaining candidates and the lecturer made critique about the candidate's performance. The study was conducted with 50 preservice teachers who take Special Teaching Methods II course. A systematic observation form has been prepared and used for data collection. Descriptive analysis and content analysis based on observations were used as mixed methods in the study. Findings show that preservice mathematics teachers have some misconceptions regarding the lectured subject, besides the deficiencies and mistakes in the course planning and performance. [This study was presented as oral presentation in The International Conference of Modern Education Studies. Note: The page range (1-7) shown on the PDF is incorrect. The correct page range for this article is p108-114.]

Considerable efforts have been directed towards the discovery of selective cyclooxygenase isoxyme 1 (COX-1) inhibitors due to the recent work highlighting the involvement of COX-1 in the pathogenesis of pain, neuroinflammation, cancer and cardiovascular disorders. In this context, this paper aims to describe 2-pyrazolines endowed with selective COX-1 inhibitory potency. An efficient microwave-assisted synthetic method was applied for the preparation of a series of pyrazolines, which were tested for their COX-1 and cyclooxygenase isoxyme 2 (COX-2) inhibitory effects using a colorimetric assay. The cytotoxic properties of the most potent derivatives on NIH/3T3 fibroblast cells were determined using MTT method. 1-(3-Fluorophenyl)-5-(3,4-methylendioxyphenyl)- 3-(2-thienyl)-4,5-dihydro-1H-pyrazole (2g) and 1-(3-bromophenyl)- 5-(3,4-methylendioxyphenyl)-3-(2-thienyl)-4,5-dihydro-1H-pyrazole (2h) were determined as selective COX-1 inhibitors. According to the in silico data obtained from Schrödinger’s QikProp module, both compounds are estimated to possess favourable oral bioavailability and drug-likeness. This work could be a rational guideline for further modifications at different sites on 2-pyrazoline motif to bring out a new class of selective COX-1 inhibitors.

In this study, the synthesis of three pyrazoline derivatives and the evaluation of their inhibitory effects on dipeptidyl peptidase (DPP-4) were aimed.

The purpose of this study was to develop a test to determine spatial ability of middle school students. The participants were 704 middle school students (6th, 7th and 8th grade) who were studying at different schools from Istanbul. Item analysis, exploratory and confirmatory factor analysis, reliability analysis were used to analyse the data. Exploratory factor analysis revealed three factors: spatial visualization, spatial orientation, and spatial relations in accordance with the determined theoretical framework. Confirmatory factor analysis confirmed that these three factors constituted a model-with good fit. The Cronbach's alpha reliability coefficient for the whole of the scale was found to be 0.802. The findings obtained showed us that the test which was composed of twenty three items was a valid and reliable measuring instrument

Background Seeking health information online has drastically increased. Isotretinoin is one of the agents used to treat acne. Objectives In this study, we aimed to investigate the reliability and quality of YouTube videos related to acne treatment. There is a misconception that use of isotretinoin increases risk of suicide. Methods We used the terms 'isotretinoin suicide' and 'acne treatment suicide' to search YouTube videos. Videos that were not in English, were irrelevant, or were devoid of audio were not included. The information in the videos was primarily categorized as 'reliable' or 'unreliable' based on its scientific validation. DISCERN and the Global Quality Score were used to evaluate the videos' overall quality. Results In total, 200 videos were examined and 112 videos were included in the study. Of these, 39 videos (34.8%) were found to be reliable, and 73 videos (65.2%) were found to be unreliable. The DISCERN values of videos uploaded by physicians or professional organizations, and health information websites were found to be significantly higher. There were statistically significant negative correlations between DISCERN score and both video length and the length of time the video was on YouTube, while a positive correlation was observed between DISCERN score and the number of subscribers. Conclusions Although videos created by dermatologists have become widespread in recent years, they are still insufficient. Patient experience videos mostly contain information that does not reflect reality, and they emphasize that isotretinoin increases the risk of suicide without evidence. As the number of dermatologists posting videos on YouTube increases, the chances of people accessing correct information will increase. [ABSTRACT FROM AUTHOR]

Recently, researchers have focused on investigating various properties of asphalt mixtures using finite element method. Thanks to this method, it is possible to simulate performance tests in the laboratory and get very similar results. In this study, semi-circular asphalt mixture samples were obtained in the laboratory, and then subjected to the SemiCircular Bending (SCB) test to determine the fracture parameters. With the help of the finite element software, 2D asphalt mixture samples were created with five different notch depths of 1 cm, 1.5 cm, 2 cm, 2.5 cm, and 3 cm. The effect of notch depth on the fracture properties of asphalt mixtures was evaluated by simulating the SCB test at five different displacement rates 0.1, 0.5, 1, 5, and 10 mm/min. The results showed that the maximum load and fracture energy values decreased as the notch depth increased. Furthermore, the cracking strength of asphalt mixtures was calculated by using the elastic-plastic fracture mechanics approach (J-integral). Finally, Response Surface Methodology (RSM) analysis was performed to determine the degree of impact of the different variables on the results. Consequently, the notch depth was more significant than the displacement rate. [ABSTRACT FROM AUTHOR]

It was conducted to determine the relationship between fear of Covid-19 and preoperative anxiety and postoperative analgesic requirement in total hip and knee arthroplasty patients. This descriptive study was conducted with 331 patients scheduled for arthroplasty who were hospitalized in the orthopedic clinic of a hospital in eastern Turkey between March 2022-2023. Fear of covid-19, state anxiety inventory, and visual analogue pain scale were used. The mean age of the patients was 61.9±14.4 years, 52.0% had undergone total knee arthroplasty, and there was no relationship between Covid-19 fear score and state anxiety score. A positive significant correlation was found between opioid requirement and Covid-19 fear score on the first and second days after surgery. A weak positive correlation was found between non-steroidal anti-inflammatory drug (NSAID) requirement and Covid-19 fear score on the zero, first and second days after surgery. A weak negative correlation was found between paracetamol use and Covid-19 fear score on the first and second days. It was determined that the Covid-19 fear experienced by the patients before surgery was not associated with preoperative anxiety and increased the use of analgesics such as NSAIDs and opioids after surgery. [ABSTRACT FROM AUTHOR]

In this paper, our aim is to examine the effect of project based learning on 7th grade students' mathematical success in "Ratio, Proportion and Percentage" unit and attitudes towards mathematics. This study was implemented with 70 7th grade students of Atatürk Primary School in Eminönü District in Istanbul. Before starting the implementation, experiment and control groups were subjected to pre-test and mathematic behaviours scale. In the experiment group Project Based Learning was conducted whereas the control group was taught with traditional method. At the end of the study, both groups were subjected to final test and mathematic behaviours scale. Besides, the experiment group was given "Activity Evaluation Form", "Self Evaluation Form" and "Students Observation Form". Data obtained from the research were analyzed and interpreted with statistics programme. Video records of the students' project presentations are also available. The paper will also show the interesting as well as the important results of this research in all aspects.

Problem Statement: The present study is of importance for designing a differentiation approach, which enables gifted students to use their present potential in mathematics effectively and enables them to develop their achievement, while looking at the effect of the approach on both gifted and non-gifted students. Within the scope of the developed differentiation approach concerning mathematics education of gifted students, the present study is one of the limited studies with such a focus, which is why it is thought that it will contribute to the literature. By the results of the study, it is of great importance. Purpose of the Study: The purpose of this research is to determine the effect of a newly-developed differentiation approach for the mathematics education of gifted middle school students on the achievements of both gifted and non-gifted students. Method: Within the scope of this current study, the model with pre-test and post-test control group among real research models in accordance with quantitative research method was used. The sample of the study was composed of 57 gifted and 60 non-gifted 5th and 6th grade students from a public school and a private school in Maltepe and Cekmekoy districts of Istanbul. Convenience and purposeful sampling were conducted within the scope of quantitative sampling in this study. "Mathematics Achievement Test" and "Multiple-Intelligences Domains Inventory" were used within the scope of this study. The lessons carried out using activities stated in the National Education curriculum about the related subjects were compared with lessons carried out with the activities designed according to the differentiation approach developed in three implementations conducted. Findings: The research made in private school showed that there is a significant difference between current-enriched and overall scores of gifted students in control and experimental groups after the application on behalf of the experimental group. The research made in the state school showed that there is a significant difference between current-enriched and overall scores of non-gifted students in control and experimental groups after the application on behalf of the experimental group. Conclusion and Recommendations: There was a significant increase in the achievement scores of experimental group students, where the activities designed according to differentiation approach developed within the scope of this study, when compared with the control group students during all of the implementations. This situation shows that activities and curriculum differentiation studies, which are based on elaboration, creative thinking, and multiple intelligences increase students' academic achievements. Besides, it is seen that the changes based on creativity strategies on the content, process, product, and learning environments increase students' academic achievements. The effectiveness of the developed differentiation approach should be researched with different grade levels, on different topics. It is suggested to use developed differentiation approach periodically for teachers and students to gain experience. It is further suggested to inform generally all teachers across the country about how they will guide the process of preparing projects and for teachers to inform their students about how they will prepare projects.

Problem Statement: The SOLO model places responses provided by students on a certain level instead of placing students there themselves. SOLO taxonomy, including five sub-levels, is used for determining observed structures of learning outcomes in various disciplines and grade levels. On the other hand, the spatial orientation skill is the ability to visualize an object's view from a different perspective. A number of studies on examining preservice teachers' spatial abilities have been performed. In this study, elementary mathematics preservice teachers' spatial orientation skills as components of spatial skills were evaluated through the SOLO model in ways that are different from other researches. Purpose of the Study: The purpose of this study was to analyze the spatial orientation skills of elementary mathematics preservice teachers by using the SOLO model. In addition, responses of students who were at specified levels (low-middle-high) according to the Purdue Spatial Visualization Test scores were also classified. Preservice teachers' responses between different dimensions were also examined according to SOLO taxonomy. Method: The present research was a qualitative study and a case study method was employed. The sample of the study included junior elementary mathematics preservice teachers from a state university. Firstly, the Purdue Spatial Visualization Test was carried out with eighty-one students and then clinical interviews were conducted with six students according to three levels which were specified by looking at the results of the test in this study. The students' answers were placed into a suitable SOLO level according to an evaluation scale by analyzing each of the eight questions used in the Geometrical Achievement Test prepared by the researchers. Findings: Elementary mathematics preservice teachers' responses in a geometrical achievement test relating to spatial orientation skills were generally on a multistructural level according to SOLO taxonomy. Whereas the responses of preservice teachers who were on the low and middle levels were mostly on a multistructural level, the responses of the students on the high level were on a relational level. In addition, the responses of preservice teachers from two-dimension to three-dimension were mostly on a relational level and the responses from three-dimension to two-dimension were mostly on a multistructural level. Conclusion and Recommendations: Results obtained indicated that preservice teachers were not generally successful at combining their information within a consistent structure in terms of spatial orientation skills. They could only evaluate situations which were independent from each other separately. Therefore, students had surface learning rather than deep learning. Obtained data can be evaluated with a different taxonomy and a comparison could be made between these two models in further studies.

5-(2-Hydroxy-3-methylbenzylidene)thiazolidine-2,4-dione (3) was identified as the most potent AR inhibitor in this series, exerting uncompetitive inhibition with a K i value of 0.445 ± 0.013 µM.