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This study aims to compare the perceptions of pre-service elementary mathematics teachers on the experiences provided by teacher training institutions on a national and an international level. The participants in the study were 1386 pre-service teachers from 21 universities in twelve regions of Turkey. The Learning Opportunities Scales developed by the TEDS-M Project were translated into Turkish by the researchers and used to collect the data. According to the results, the pre-service teachers perceived that they had more opportunities to learn about mathematics pedagogy than about mathematics or general pedagogy. Furthermore, the variations between regions were most pronounced in mathematics pedagogy. Lastly, it can be inferred that there was generally a positive relationship between development level of a region and pre-service teachers' learning opportunities.

The aim of this study is to determine the effect of computer-supported collaborative learning (CSCL) using GeoGebra software on 11th grade students' achievement in exponential and logarithmic functions. This study was carried out with quasi-experimental design consisting of a pre-test and a post-test with the experimental group and the control group. The study was conducted with 35 11th grade students (18 for the experimental group, 17 for the control group) in Istanbul, Turkey. The experimental group was taught through CSCL activities using GeoGebra software, while the control group was taught through textbook-based direct instruction. Data were collected via the mathematics achievement test (MAT) developed by researchers and consisted of 20 multiple-choice items. MAT was administered to both groups as a pre-test and a post-test. Data were analysed with SPSS-17.0 package program using t-test and ANCOVA. Results revealed that CSCL using GeoGebra software had significant effects on students' achievement in exponential and logarithmic functions.

The aim of this study was to investigate second-grade elementary school students' performance related to their counting skills, place value understanding, and addition operation in natural numbers. A total of 205 second-grade elementary school students from Turkey participated in this study. The data were collected through a 'Personal Information Form,' 'Counting Skills Test (CST),' 'Place Value Understanding Test (PVUT),' and 'Addition Operations Test (AOT).' The data were analyzed using independent samples t-test, correlation coefficient, and regression analysis. It was indicated through the results that the second-grade students demonstrated their highest performance in counting skills and lowest performance in understanding the concept of place value. No significant difference was determined between the female and male students' performance as it related to CST, PVUT, and AOT. There were moderate positive relationships between the students' performance related to counting skills, place value understanding, and addition operation in natural numbers. It was also shown in the results of the regression analyses that the addition operation, place value understanding, and counting skills performance in natural numbers were all important variables predicting students' mathematics achievement and explained 61% of the total variance.

The aim of this study was to investigate the effect of using dynamic geometry software (GeoGebra) on the eighth-grade students' conceptual understanding and the retention of learning regarding linear equations and slope. In this study, a quasi-experimental design with pre-test, post-test and delayed post-test was employed. This study was conducted with 52 eighth-grade Turkish students (experimental group, n = 25; control group, n = 27). While GeoGebra software-supported instruction was carried out in the experimental group, textbook-based direct instruction was continued in the control group. Data were collected with the conceptual understanding test (CUT) which consists of 38 questions including open-ended, multiple choice and fill in the blanks. CUT was applied to the experimental and control groups as a pre-test and post-test at both the beginning and the end of the instruction, respectively. Seven weeks after the instruction, CUT was applied to both groups as a retention test. Data were analysed through SPSS 17.0 statistical software by using a t-test and ANCOVA test. It was indicated in the study results that GeoGebra software-supported instruction for eighth-grade students regarding linear equations and slope did significantly improve both their conceptual understanding and retention of learning in comparison to textbook-based direct instruction.

The purpose of this study was to examine the effects of using GeoGebra software in a computer-supported collaborative learning (CSCL) environment on seventh grade students' geometry achievement, retention of learning, and attitudes toward geometry. The study was designed using a quasi-experimental research method with pretest, post-test and delayed post-test. This study was carried out with 62 seventh grade students in a city in western Turkey. CSCL activities using GeoGebra software were implemented in the experimental group, while instruction in the control group continued with textbook-based direct instruction. The Geometry Achievement Test (GAT) and Geometry Attitude Scale (GAS) were applied to groups as pretest and post-test. A retention test was applied to both groups eight weeks after the post-test. Data were analyzed through SPSS 17.0 statistical software by using a t-test and ANCOVA test. It was indicated in this study that CSCL using GeoGebra software significantly increased seventh grade students' geometry achievement and retention of learning in comparison to textbook-based direct instruction. It was also determined that the CSCL environment with GeoGebra software significantly increased students' attitudes toward geometry.

The aim of this study was to develop an instrument for assessing sixth‐grade students’ number sense skills in fractions and decimals. This study was conducted on 452 sixth graders (10–11 years old) from the western region of Turkey. The construct validity of the number sense test (NST) was examined via exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). First, the draft NST, which consists of 36 two‐tier items, was administered to 208 students for the EFA. Repeated EFA results indicated that the NST consisted of five number sense components with 25 items (understanding the meaning and magnitude of numbers, recognizing the effects of operations on numbers, using multiple representations of numbers, using reference points in numbers, and judging the reasonableness of a computational result). The NST, with factor loadings ranging from 0.60 to 0.87, accounted for 72.39% of the total variance. The composite reliability and Cronbach's alpha coefficients ranged from 0.88 to 0.92. The CFA was administered to an additional 244 students in the school. The results of the first‐ and second‐order CFA revealed that the model fit of the NST was good (Chi‐square/df = 2.04; RMSEA = 0.066; NNFI = 0.97; IFI = 0.98; CFI= 0.97; and S‐RMR = 0.065). The results of the present study indicate that the NST is a valid and reliable instrument for assessing sixth‐grade students' number sense skills in fractions and decimals. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the perceived information and communication technologies (ICT) proficiency of Turkish mathematics teachers in teaching. This study was conducted using descriptive survey method. The study group consisted of 242 mathematics teachers working at middle (5th-8th grade) and high schools (9th-12th grade) in Turkey. The data were collected via "Personal Information Form" and "Perceived Information and Communication Technologies Proficiency Scale" developed by the researchers of this study. Data were analyzed with descriptive statistics, independent samples t-test, ANOVA and Pearson correlation test. As a result of the research, it was found that while Turkish mathematics teachers use ICT mostly for social media and communication purposes, they have insufficient knowledge and experience of ICT usage for teaching purposes. It was found that perceived proficiency of mathematics teachers' in ICT usage did not significantly differ in terms of gender, while significant differences were found in terms of their years of professional experiences, teaching level and having training on computer-assisted instruction (CAI). It was also revealed that there was a significant positive correlation between perceptions of mathematics teachers' proficiency in using ICT and their frequency of using Computer Assisted Instruction and smart board. It was suggested to organize in-service training activities for teachers on software and using ICT in teaching.

The purpose of this study was to investigate the effect of activities based on the Multiple Intelligence Theory (MIT) of seventh grade students' conceptual learning and their retention in two consecutive subjects, namely "The Circumference and the Area of a Circle" and "The Surface Area of the Vertical Cylinder". The quasi-experimental research was conducted using 48 seventh grade students (24 for each group-control and experimental). The experimental groups were exposed to instruction based on the MIT activities whereas the control groups were exposed to traditional instruction. A Conceptual Learning Test (CLT) consisted of 10 open-ended questions which were administered to both groups as a pre-test, post-test and retained test. A 2x3 (group x time) repeated measures ANOVA was performed to determine the significant differences in the test scores. Results showed that instruction based on the MIT had a more significant effect on 7th grade students' conceptual learning and their retention than traditional mathematics instruction.

This study aims to provide new evidence from Turkish pre-service elementary school (PES) teachers and to identify some correlations and factors associated with mathematics anxiety (MA). 480 Turkish PES teachers participated in this study. Data was collected using a "Personal Information Form," "Mathematics Anxiety Scale," and "Mathematics Attitude Scale." Data was analyzed using the SPSS 17.0 statistics program. It was revealed that the MA level of the participants was low, and the difference based on gender was not significant. Cross-sectional comparison indicated that freshmen were more inclined to have MA than the seniors. Based on self-reported perceptions, we found that there were significant differences related to mathematics. There was a tendency for participants with negative attitudes towards mathematics and low achievers to possess higher levels of MA. It was also found that there was a significant correlation among mathematics anxiety, mathematics achievement, and mathematics attitudes. This study will provide some guidance for the revision of course requirements and teaching strategies, and promotes collaboration between mathematics educators and counselors.

This study aimed to investigate eighth-grade students' difficulties and misconceptions and their performance of translation between the different representation modes related to the slope of linear functions. The participants were 115 Turkish eighth-grade students in a city in the eastern part of the Black Sea region of Turkey. Data was collected with an instrument consisting of seven written questions and a semi-structured interview protocol conducted with six students. Students' responses to questions were categorized and scored. Quantitative data was analyzed using the SPSS 17.0 statistical packet program with cross tables and one-way ANOVA. Qualitative data obtained from interviews was analyzed using descriptive analytical techniques. It was found that students' performance in articulating the slope of the linear function using its algebraic representation form was higher than their performance in using transformation between graphical and algebraic representation forms. It was also determined that some of them had difficulties and misunderstood linear function equations, graphs, and slopes and could not comprehend the connection between slope and the x-and y-intercepts. (Contains 4 tables and 3 figures.)

This study aims to compare the effects of activity-based instruction and traditional instruction on fifth grade primary school students' conceptual development of probability. The study was conducted through quasi-experimental method and carried out with 50 5th grade primary school students, 25 for experimental group and 25 for control group. The Conceptual Development Test consisting of 12 open-ended questions was administered to the students in the study before and after the treatment. Data were analyzed using independent samples t-test, and analysis of covariance (ANCOVA). It was determined that activity-based instruction was more effective in helping students develop the probability concepts than did traditional one. (Contains 3 tables, 2 figures, and 1 graph.)

In the study Cabri was used for teaching geometry at 4th grade. To investigate students' geometry level, a semi-experimental method was used. In the test group, geometry subjects are taught using Cabri. A multiple choice test was used to collect data as pre and post test. Answers were assigned as 1 to correct, 0 to wrong answers. Data were analyzed using SPSS. It is found that teaching geometry at 4th grade with Cabri has no mean affect on the students learning on information level compared with the traditional education but it is determined that there is a meaningful difference between the other levels. (Contains 4 tables).

The aim of this study is to determine the primary school teachers' views related to the new Turkish primary school mathematics curriculum which was put into practice in the 2005-2006 academic years. A questionnaire developed by the researchers, consists of open ended and closed items, was applied to 60 primary school teachers selected randomly from among classroom teachers in Trabzon, one of the cities in the west Karadeniz Regions of Turkey. Data were analyzed using descriptive analysis technique. The results of this study show that in-service training seminars administered about the new mathematics curriculum were insufficient in terms of their duration, organizations, model activities, and did not provide teachers with sufficient experiences about the new curriculum. It is found that teachers have been aware of distinguishing the new and old mathematics curriculum sufficiently but, teachers have needed knowledge and skills of developing teaching material and implementing student-centered instruction and using alternative assessment methods.(Contains 4 tables.)

The purpose of this study was to compare the concept images and hierarchical classification skills of students at different educational levels (middle school, high school, and university) regarding parallelograms. In this study, a cross-sectional research design was utilized. The study group consisted of a total of 357 students from middle school (5th-grade, n = 80; 8th-grade, n = 73), high school (9th-grade, n = 49; 12th-grade, n = 49), and university (freshmen preservice mathematics teachers (PMTs), n = 54; senior PMTs, n = 52). Data were collected through a diagnostic test consisting of two separate forms, which required drawing different parallelogram shapes and classifying the parallelograms among the provided shapes. Data were analyzed using descriptive content analysis. It was indicated from the results that most middle and high school students classified the quadrilaterals based on their prototype parallelogram concept images, and some also had missing definitions as well as misconceptions regarding parallelograms. Additionally, it was revealed that although the majority of pre-service teachers classified the parallelograms hierarchically, some were deficient in their concept images of parallelograms. [ABSTRACT FROM AUTHOR]

This study aims to develop a scale to identify the factors influencing mathematics teachers' grading practices regarding students' in-class performance. The study was carried out with 180 secondary and 140 high school mathematics teachers from the southwestern region of Türkiye. The scale's construct validity was determined using item analysis, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). The EFA results showed that the scale consisted of a 5-point Likerttype scale with 36 items under eight factors (mathematical knowledge and skills, social behaviors, affective skills, effort, homework performance, follow-up test results, academic exam results, and external benchmarks). The scale explained 70.02% of the total variance, with factor loadings ranging from 0.50 to 0.92. The item-total correlations ranged from 0.36 to 0.64, and t-test results for the item discrimination index were significant. The Cronbach's alpha coefficient for the overall scale was calculated to be 0.92. The CFA results indicated that the scale model had a good fit (Chi-square/df = 1.39; RMSEA = 0.051; IFI = 0.98; NNFI = 0.97; CFI= 0.98; and SRMR = 0.062). Based on the findings, the scale is a valid and reliable instrument that may be used in determining the factors influencing mathematics teachers' grading practices. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the effects of computer-assisted teaching (CAT) on remedying misconceptions students often have regarding some probability concepts in mathematics. Toward this aim, computer-assisted teaching materials were developed and used in the process of teaching. Within the true-experimental research method, a pre- and post-test control group study was carried out with 37 seventh-grade students-18 in the experimental group (CAT) and 19 in the control group (traditional teaching). A 12-item instrument, made up of 4 items related to each of the concepts "Probability Comparisons" (PC), "Equiprobability" (E), and "Representativeness" (R), was developed and implemented with the participants. After the teaching intervention, the same instrument was again administered to both groups as a post-test. In light of the findings, it can be concluded that computer-assisted teaching was significantly more effective than traditional methods in terms of remedying students' misconceptions. (Contains 6 tables and 1 figure.)

The purpose of this study was to ascertain the views of pre-service mathematics (PSM) teachers on the use of portfolios as an alternative assessment method. This study was conducted with 146 Turkish PSM teachers participating in a semester-long portfolio assessment application. Data were collected with a questionnaire comprising 34 items on a 5-point Likert-type scale. Data were analyzed using SPSS 15.0 software and presented with frequency and percentage. The findings indicated that most of the PSM teachers believed that the portfolio assessment application facilitated an active learning process, allowed them to monitor their progress and to remedy their deficiencies, and to gain professional knowledge and experiences in portfolio assessment method. However, it was determined that they were most challenged by time management. This study revealed that use of the portfolio assessment contributed to the PSM teachers' individual, social, and professional development. (Contains 4 tables.)

The purpose of the present study is to investigate mathematics anxiety among 220 sixth through eighth grade Turkish students in terms of mathematics achievement levels, perceived enjoyment of the mathematics teaching method, perceived enjoyment of mathematics, and perceived help with mathematics from parents. The Mathematics Anxiety Scale for Primary School Students (Bindak, 2005) was used to assess the levels of mathematics anxiety. A 3 x 2 factorial analysis of variance results showed that there was not a significant interaction effect or main effect of gender; however, there was a significant main effect of grade level. Standard multiple regression analyses show that independent variables accounted for 63% to 70% of variability in the dependent variable. The results also indicate that not only the perceived enjoyment of mathematics, but also the enjoyment of the mathematics teaching method and help with mathematics from parents had a significant effect on mathematics anxiety. (Contains 2 tables.)

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