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Bu araştırmanın amacı yapılandırmacı öğrenme kuramı temelinde; farklı başarı ve matematiksel motivasyon düzeylerine sahip öğrencilerin, bilgiyi oluşturma ve pekiştirme süreçlerini incelemektir. Araştırma yöntemi olarak açımlayıcı sıralı desen kullanılmıştır. Çalışmanın yapılacağı okulun belirlenmesinde tipik durum örnekleme çalışma grubunun belirlemesinde ise maksimum çeşitlilik yöntemi kullanılmıştır. Araştırmanın nicel kısmında çalışılan öğrencilere uygulanan test ve ölçekler yardımıyla matematiksel başarı ve matematiksel motivasyon düzeylerine göre belirlenmiş altı öğrenci nitel bölümündeki çalışma grubunu oluşturmuştur. Nitel kısımda çalışma grubuna uygulanan veri toplama araçları; yapılandırmacı öğrenme kuramının ilkelerine uygun oluşturulmuş etkinlikler ile görüşme, gözlem ve doküman analizinden oluşmaktadır. Araştırma verileri RBC+C teorisi yardımıyla betimsel olarak analiz edilmiştir. Yapılan görüşmelerde araştırmacının yapılandırmacı yaklaşımı benimsemesi sebebiyle öğrencilerin tümünde oluşturma gerçekleşmesine rağmen, motivasyon düzeyi diğerlerine göre daha düşük olan öğrenciler pekiştirme süreçlerinde güçlük yaşamıştır. Ayrıca bu araştırmanın sonucunda motivasyonu yüksek olan öğrencilerin başarı düzeyleri fark etmeksizin motivasyon düzeyi daha düşük olan öğrencilere göre bilgiyi daha iyi içselleştirdikleri söylenebilir.

In this study, three hybrids of Origanum (Lamiaceae) were examined in detail using morphological, karyological, palynological and molecular approaches. One of the three hybrids, O. × aytacii, is he...

Bu çalışmanın amacı; matematik öğretiminde teknoloji kullanımının 6. sınıf öğrencilerinin matematik okuryazarlığına etkisini araştırmak ve öğrencilerin gerçekleştirilen öğretim uygulamalarına yönelik görüşlerini belirlemektir. 133 altıncı sınıf öğrencisi ile gerçekleştirilen çalışmada karma yöntem araştırma desenlerinden iç içe gömülü desen kullanılmıştır. Araştırmanın nicel verilerini toplamak için zayıf deneysel desenlerden tek grup ön-son test desen, nitel verilerini toplamak için durum çalışması yöntemi kullanılmıştır. Çalışmanın veri toplama aracını Matematik Okuryazarlığı Öz Yeterlik Ölçeği ve yarı yapılandırılmış görüşme formu oluşturmaktadır. Elde edilen veriler ön-son test toplam puanları ilişkili örneklemler t testi, aritmetik ortalama, yüzde, frekans hesaplamaları ve içerik analizi yapılarak analiz edilmiştir. Analiz sonucunda ön-test ile son-test arasında anlamlı fark bulunmuştur. Elde edilen bulgular ışığında matematik öğretiminde teknoloji kullanımının 6. sınıf öğrencilerinin matematik okuryazarlığı öz yeterliklerini arttırdığı, öğrenci görüşlerine göre matematik dersinin daha eğlenceli hale geldiği, öğrencilerin günlük hayattaki matematiksel ilişkileri anlama konusunda kendilerini yeterli görmelerini sağladığı ve teknoloji sayesinde görselleştirilen matematiksel kavramlar ile konuları daha iyi anladıkları sonuçlarına ulaşılmıştır.

This study reports errors and misconceptions about division operation in fractions made by eighth-grade students. To investigate these errors and misconceptions, the study examined students’ understanding of division operation in fractions using a questionnaire and expectation table. Students’ misconceptions were determined for each question and compared with the expectation table. Common misconceptions of this research are; misunderstanding of word problems, incorrectly generalization of learned rules for fractions, considering numerator and denominator as integer numbers, not conceptually learning of division operation in fractions, associating division with addition, subtraction and multiplication operations. Students made same misconceptions with the expectation table.

This study aimed at determining student opinions about teaching based on mathematical modelling were taken. Study was designed according to descriptive research model. Prospective mathematics teachers carried out the teaching based on mathematical modelling which was included in teacher practices class in elementary mathematics undergraduate program. Before the practice, prospective teachers had a 3 months length education process about learning-teaching applications based on modelling. They prepared classroom practices which include modelling tasks in order to ensure the acquisitions that are included in 6th, 7th and 8th grade mathematics curriculum based on mathematical modelling. During modelling process, the class was divided into groups made of 4-5 people and a homogenous distribution between groups was ensured. 14 voluntary students were chosen from these groups and semi-structured, modelling based interviews were made with them. Data analyzed with descriptive analysis method. When student views were analyzed, it was determined that most of the students have positive thoughts about the teaching. Students stated that they experienced a different class environment, and the study made a positive effect on them in terms of effective learning of mathematics. While some students expressed that the study was enjoyable and applicable, some others stated some negative ideas because of the test anxiety.

The purpose of this study has been to determine the views of elementary mathematics teachers on the applicability of modeling in mathematics courses. A case study was conducted with 17 elementary mathematics teachers working in various provinces in Turkey. An interview form consisting of open-ended questions was designed for the purpose of collecting data, which was obtained through semi-structured interviews. From the categories constituting the themes developed via the views of the teachers, four major conclusions and one minor conclusion were reached at the end of the study. Study results showed that the elementary mathematics teachers’ knowledge of the process and teaching performance had an impact on their views of the applicability of modeling.

Üzel, Devrim (Balikesir Author), The need of using and understanding mathematics is gaining importance in daily life and this importance is growing gradually. The most important goal of mathematics education is to obtain logical answers in response to questions 'why?' and 'how?'; in other words, the goal is to ensure the development of reasoning. It is observed in this study that whether there are any changes in the attitudes of the candidates towards proof and proofs based on mathematical modeling. This study consists of two parts which are to test pre-post attitudes. 60 students who are in their third year of BA education attended to this search. They are enrolled in Balikesir University Necatibey Education Faculty Elementary Mathematics Education in 2010-2011 Spring Term. Intentional sampling is used in selecting the sample. 'Attitude Scale to Proof', developed by Uzel and Ozdemir (2009)- five point Likert Scale-is used to explore the attitudes of the candidates. This scale Cronbach Alpha coefficient is found .897. The item-total correlations were between .50 - .82. The data is evaluated by SPSS 17.0 Programme to determine percentages, frequencies and t-test for correlated survey. Finally, 10 teachers are interviewed in order to examine the attitudes of teachers in greater depth. As a result of this study, teachers' attitude scores using traditional methods is very low towards the proofs and mathematical modeling show higher scores in the attitude towards the proofs. In addition it is revealed that the candidates think the proof with modeling more understanding, easy and effective than the traditional method. It is recommended to integrate the proof process and the modeling process. However, it may be suggested that different proofs in different areas of mathematics should be evaluated at different levels in mathematical modeling process.

The aim of this study is to investigate the achievements and attitudes of prospective teachers towards mathematics in problem based e-learning. Experimental research model was used to determine the achievements and attitudes of prospective teachers towards mathematics in Problem based e-learning. The participants of this research include 73 (36 in experiment and 37 in control group) prospective teachers, who take course from the first researcher. The assignment form and attitude scale which were developed by researchers was applies before and after the course at 2010-2011 spring semester. Data received by assignment form and attitude scale, were analysed with t test for dependent samples and t-test for independent samples. The differences between prospective teachers’ mean scores of assignment form and attitude scale were found statistically significant in the level of p=.05. These differences were found significant in favor of prospective teachers who took the course on problem based e-learning.