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In the study, it was researched the effect of internet-based application on student success. Internet-based application was used at the teaching of triangles subject which is included in 8th grade units of triangles and algebra. The study was carried out over the internet with a computer software program: Vitamin Program. The study was carried out with total 37 8th grade students in two separate classes in a study centre in 2011-2012 school years. It was carried out internet-based teaching material on the experiment group and also conventional teaching method and materials on the control group. In the research, "the achievement test consisting of triangles subject" was carried out as a data collection tool in pre-test and post-test both groups. As a result of the research, success grade of experiment group which was carried out internet-based application applied with Vitamin Program is higher than success grade of control group in which was used conventional teaching method. In consequence of the study, it was suggested that internet-based teaching programs, which call and attract students' attention must be used in a more frequent way.

Araştırma nicel ve nitel olmak üzere iki bölümden oluşmaktadır. Nicel bölümde, teknoloji destekli çoklu temsil temelli öğretimin öğrencilerin lineer cebir öğrenimine ve matematiğe yönelik tutumlarına etkisini araştırmak üzere deneysel araştırma modellerinden ön test-son test kontrol gruplu model kullanılmıştır. Deneysel model Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi İlköğretim Bölümü İlköğretim Matematik Öğretmenliği Anabilim Dalı'nda öğrenim görmekte olan 73 öğretmen adayı ile gerçekleştirilmiştir. Deney grubunda teknoloji destekli çoklu temsil temelli öğretim toplam 35 öğrenciyle, kontrol grubunda ise geleneksel öğretim yöntemi ile lineer cebir öğretimi toplam 38 öğrenciyle gerçekleştirilmiştir. Lineer cebir testi geliştirme çalışmaları ise, Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi İlköğretim Bölümü İlköğretim Matematik Öğretmenliği Anabilim Dalı'nda öğrenim görmekte olan, lineer cebir dersini önceden almış toplam 170 öğrenciyle pilot çalışma gerçekleştirilmiştir. Nitel bölümde ise öğrencilerin teknoloji destekli çoklu temsil temelli öğretime yönelik görüşlerini analiz etmek üzere hazırlanan yarı yapılandırılmış görüşme formu kullanılmıştır. Çalışmada lineer cebir testi, matematik tutum ölçeği ve görüşme formu kullanılmıştır. Deneysel çalışmadan elde edilen verilerin analizinde; Shapiro-Wilks normallik testi, İlişkili Örneklemler t-Testi, İlişkisiz Örneklemler t-Testi, Mann-Whitney U Testi ve Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Deneysel çalışma sonucunda, teknoloji destekli çoklu temsil temelli lineer cebir öğretimini alan deney grubu öğrencilerinin lineer cebir testi ortalamalarının, geleneksel yöntemlerle lineer cebir öğretimini alan kontrol grubu öğrencilerinin lineer cebir testi ortalamalarına göre anlamlı derecede daha yüksek olduğu görülmüştür. Deney ve kontrol grubunun matematik tutum ölçeği puanları arasında anlamlı bir farka rastlanmamıştır. Görüşme formu uygulaması sonucunda ise; deney grubu öğrencilerinin, teknoloji destekli çoklu temsil temelli öğretime dayalı lineer cebir öğretimi, bu öğretim yönteminin diğer matematik alan derslerinde ve diğer matematik öğretim kademelerinde kullanımına ilişkin görüşlerinin olumlu yönde olduğu görülmektedir. Ancak teknoloji destekli çoklu temsil temelli öğretime dayalı lineer cebir öğretiminin uzaktan eğitimle gerçekleştirilen bölümünde, öğrencilerin anlamadıkları yerleri anında soramamaları, internete erişimde yaşanan sorunlar ve internetteki dikkat dağıtıcı faktörler formda belirtilen olumsuz görüşler arasındadır. This research consist of two main parts; the first is a quantitative part and the second is qualitative part.Pretest-posttest control group experimental design was used to research the effects of technology-assisted multiple representations-based instruction on students' linear algebra learning and attitudes towards mathematics in the quantitative part. The study was conducted with 73 pre-service elementary mathematics teachers receiving education at Department of Elementary Mathematics Education, Buca Faculty of Education, Dokuz Eylül University. The technology-assisted multiple representations-based instruction was carried out with total 35 pre-service primary mathematics teachers in the experiment group and the conventional linear algebra instruction was carried out with 38 pre-service primary mathematics teachers in the control group. Pilot study of linear algebra test was conducted with 170 pre-service elementary mathematics teachers receiving education at Department of Elementary Mathematics Education, Buca Faculty of Education, Dokuz Eylül University. Semi-structured interview form was used to analyze views of pre-service elementary mathematics teachers about technology-assisted multiple representations-based instruction. Linear algebra test, attitudes towards mathematics scale and interview form were used in the research. Shapiro-Wilks homogeneity test, Dependent-Samples t Test, Independent-Samples t Test, Mann-Whitney U Test and Wilcoxon Signed-Rank Test were used in the analyzes of the obtained data from the quantitative part. As a result of the study, it was indicated that average scores of linear algebra test of the experiment group was significantly higher than those of the control group. However, there was no significant difference between the experiment and control group's scores of attitudes towards mathematics scale. As a result of the application of interview form, it was indicated that views of pre-service elementary mathematics teachers in the experiment group about the usage of technology-assisted multiple representations-based instruction in teaching of linear algebra and other mathematics domains at undergraduate and the other levels were positive. However, there were negative views about that students could not ask their questions while they were watching the videos, problems about internet access and distracting factors in the internet in the distance education part of the technology-assisted multiple representations-based linear algebra instruction. 116

The aim of this study was to determine the relationship among the body mass index of primary mathematics teacher candidates and their score in university entrance exam and problem solving skills. The sample composed of 267 teacher candidates who get their education in different grades at Dokuz Eylul University, Buca Faculty of Education, and Primary Mathematic Education Department in the fall of 2012-2013 education year. The data in the research was obtained via personal information from which indicates participants’ height, weight and score in university entrance exam, and inventory indicating problem-solving skills. Pearson correlation was used while analyzing the data. The results has shown that the candidates whose body mass indexes are between low mass values have higher scores in university entrance exam and problem solving skills than the ones whose body mass indexes are between normal and over mass values. Moreover, there was a meaningful difference between males’ body mass indexes and their scores in university entrance exam and whole candidates’ body mass indexes and their scores in university entrance exam. However, there was not a meaningful difference between the scores in university entrance exam of the candidates who are between low, normal and over mass indexes and their problem solving skills