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In this study, it has been tried to develop a different perspective in the literature by determining the reflection of couple burnout of mothers, which is examined as a problem between couples or a personal problem, on the social development of children. The study was designed in the relational survey model, one of the general survey models. In the study, the Social Skills Assessment Scale was used to measure the social skills of children, and the Couple Burnout Scale Short Form was used to measure the mother's burnout level. According to the findings, a significant negative relationship was found between the Social Skills Scale's sub-dimensions of Initiating and Maintaining Relationships, Aggressive Behaviors and Coping Skills with Impulses, Planning, Group Communication and Conducting a Job Skills, and Social Skills Scale Total Score and Couple Burnout. It has been observed that couple burnout of mothers negatively and significantly predicts children's social skills and sub-dimensions of social skills, such as initiating and maintaining relationships, coping with aggressive behaviors and impulses, planning, communication with the group and running a business. It was concluded that the couple burnout of the mothers negatively predicted the social skills of the children.

Geometric habits of mind (GHoM) are the approaches that individuals use to solve geometry problems. This study aimed to determine the effect of dynamic geometry software (DGS) in activating the GHoM of pre-service mathematics teachers. The study was conducted with six teacher candidates who were enrolled in a semester-long course titled "Computer Assisted Mathematics Teaching" that entailed a focus on GHoM. In order to identify the impact of the DGS on their GHoM, clinical interviews were conducted with the participants before and after the course wherein they were asked questions relating to each habit. The preliminary interviews showed that, prior to the intervention, the pre-service teachers primarily used the software in the context of the habits of "exploration and reflection" and "visualizing geometric shapes" to find the solution of a given problem. On the other hand, the post-intervention interviews revealed that the DGS supported the habits of "investigating invariants," "reasoning with relationships" and "considering specific cases and generalizing geometric ideas." This paper discusses how the DGS supported each habit.

The extent to which the targeted outcomes in education are achieved can be determined by the educational assessment process. Although various alternative ways of assessment have arisen in recent decades, written examinations are still widely used by teachers. This study aims to determine the quality of the questions used by middle school mathematics teachers on exams. Program for International Student Assessment (PISA) proficiency levels framework constitutes the theoretical framework of the study, in which the document analysis method is adopted. In this study, where a total of 1252 written questions were examined, it was observed that teachers mostly preferred open-ended questions in terms of question types. The analysis of the questions in terms of proficiency level showed that teachers mostly preferred the questions at Level 1 and Level 2 at low cognitive level. Level 5 and Level 6 questions were never encountered at all grade levels. In the light of results, some suggestions are made for further research.

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 design of the flipped classroom (FC) as a pedagogical approach is becoming increasingly prevalent in mathematics education. However, although many studies have been conducted on whether FCs are more effective in improving mathematics achievement compared to traditional lectures, the results are not consistent. To address this issue, this meta-analysis examined the overall effect of flipped mathematics classrooms on student achievement, in addition to a set of moderating variables. Our analysis included thirty-seven experimental studies with forty effect sizes, comparing flipped and traditional classrooms in K-12 and tertiary mathematics education. The meta-analysis revealed an overall statistically significant FC effect of g = 0.402, indicating a marginally moderate effect size. The effect sizes were also significantly moderated by education level and mathematics content area. No evidence of publication bias was found in the data set. We concluded by discussing employment of the FC model in the contexts of mathematics education and offering suggestions for future research.

Although numerous studies have investigated how technology affects academic achievement, very few have focused on the purpose of the use of technology in mathematics education. This current study examines how student teachers (STs) benefit from GeoGebra as one of the Dynamic Geometry Software (DGS) while solving continuity problems. In order to have deeper insights and a better understanding of the intended purposes, a case study research design was adopted for this study. Participants in the study were seven mathematics STs. Six open-ended problems were used to collect data. Three themes were found to be relevant for understanding how STs use DGS in a problem solving process: visualize, verify, and calculate. The paper also shows the potential misconceptions of the STs.

The purpose of this study is to examine whether mother resilience has a mediating effect on the relationship between internalized sexism and couple burnout. The research participants of this study consist of 150 mothers whose children attended special education and rehabilitation centers in the central districts of Samsun, Konya, and Van in Turkey and who voluntarily agreed to participate in the study. Inventories included the Couple Burnout Scale Short Form, Internalized Sexism Scale, Mother Resilience Scale, and Personal Information Form. The package program and Process Macro for SPSS were used in the analysis of the data. The research findings showed that there were positive and significant relationships between the variables of internalized sexism, couple burnout, and mother resilience. According to the findings obtained from the mediation analysis, mother resilience mediates the relationship between internalized sexism and couple burnout, and the model tested in the study explains approximately 21.3% of the total variance in couple burnout. In line with the results of the research, counselors should focus on strengthening efforts to increase resilience based on gender equality in psychological interventions for mothers of children with disabilities.

This study aimed at examining the views of preschool teachers on preschool counselling program, was conducted with 113 teachers. In this study, a descriptive survey model was used. As a data collection tool, the questionnaire prepared by Yazgünoglu and Demirel (2012) taking into consideration the elements and principles of the Class Guidance Program of Primary and Secondary Education Institutions were used. Descriptive statistical techniques were used in the analysis of data collected through the questionnaire. As a result of the analyses, it has been found that preschool teachers and school counselors have more than average and above average values in terms of their views on the goals / achievements, teaching-learning process / activities, evaluation / testing situations and general characteristics of the program sub-dimensions except the content / competence sub-dimension of the pre-school guidance program. In line with the results obtained, suggestions have been made to increase the knowledge levels of the guidance services and to increase the time allocated for the activities. [This study was presented as an oral presentation at the 26th International Conference on Educational Sciences held on 20-23 April 2017.]

The technological developments of the twenty-first century have enabled the emergence of alternative teaching-learning models and instructional tools. One of the concepts brought about by such developments is mobile learning. The aim of this study was to test the effect of mobile learning on students' mathematics achievement. A systematic database search that included the Academic Search Complete, Education Resources Information Center (ERIC), EBSCO, JSTOR, ScienceDirect, Taylor & Francis Online, and Web of Science was carried out to examine peer-reviewed articles that met the inclusion criteria. A total of 22 quantitative research papers published between 2010 and 2020 were included in the meta-analysis. The results show that mobile learning has a medium-level positive effect (g = 0.476; p < 0.001; with a 95% confidence interval of 0.335-0.616) on students' mathematics achievement. Moderator analyses showed that the effect sizes were not significantly moderated by grade level and implementer, while content area was found to be a moderator. Based on the results, some suggestions are offered for future studies in designed learning environments.

The aim of the present study is to analyze the relationship between the social skills and creativity of children aged between 7 and 11 years. 312 children, aged 7-11 years and their mothers were the participants of the present study. Torrance Tests of Creative Thinking (TToCT) Verbal and Nonverbal tasks fluency Form A was administered to the children in decades. The participating mothers completed the Social Skill Assessment Scale (SSAS) to evaluate the social skills of the children. The administration of the test took 80 min and was evaluated by two experts who converted the results into standard scores. Whereas at the end of the study a positive relationship was determined between the sub-dimensions of TToCT and the subdimensions of the SSAS, the multiple regression analysis results have determined that the subdimensions of verbal flexibility and figural enrichment have interpreted the subdimension of problem solving of the SSAS with statistical significance.

This article discuss the algebra teaching knowledge of preservice elementary mathematics teachers in the context of CK and PCK as well as the relationship between them. The study was conducted with 101 preservice teachers sampled from a state university in Turkey. Rasch analysis was used to interpret the data. The results revealed that preservice teachers performed at mid-level for both CK and PCK tests. It was also found that there was a significant correlation between the CK and PCK test scores. Weaknesses of the preservice teachers in terms of knowledge of the learner component of PCK, in comparison with presentation of content, were identified.

This study attempts to determine whether gamification can be used as a pedagogical technique to overcome the challenges in teaching statistics. A post-test quasi-experimental design was carried out in gamified and non-gamified groups in order to reveal the effect of gamification elements in cultivating students' statistical literacy skills. Students in gamified group were also interviewed to understand the function of gamification process. The results suggest that; although gamifying the instructional process had a positive impact on developing students' statistical literacy in medium and high score students; surprisingly the influence of the gamification to the low- achieved scores were not positive. The positive impact was discussed in accordance with the gradual structure of statistical literacy and suggestions for successful gamification applications due to the context were included.

This article aims to examine the impact of an online learning environment enriched with computer activities on geometry achievement and geometric habits of mind (GHoM). The study includes reflections from an online application of a one-term computer-aided mathematics teaching course in which the participants were preservice teachers (PTs) enrolled in a faculty of education. A test was used to measure all participating PTs' learning outcome and determine their GHoM. In addition, clinical interviews were administered before and after the intervention to examine the opinions of the PTs regarding the online learning environment. The results revealed that the design provided for positive development in terms of both geometry achievement and GHoM. However, the impact was found to be very limited for some components of GHoM. The article presents a discussion of the effective aspects of the intervention.

Objective: This study examines the impact of surgical timing and suture materials on postoperative outcomes in penile fracture patients, particularly focusing on the development of penile curvature (PC). Specifically, it focuses on the role of delayed surgical intervention in the development of PC. Material and Methods: A retrospective analysis was conducted on 63 patients treated for penile fractures between 2015 and 2024. Data on the time to surgery, suture materials, and postoperative complications such as PC were collected. Results: PC occurred in 27% of patients, with a significantly longer surgical delay in those with PC compared to those without. Suture material type (2-0 Prolene vs. 3-0 Vicryl) had no significant effect on PC or nodule formation. Conclusion: Delayed surgical intervention is associated with an increased risk of PC. Early surgery is recommended to reduce complications, while suture material does not influence outcomes. [ABSTRACT FROM AUTHOR]

Although mathematical literacy skills have been emphasized in education, standardized test results show that students still struggle in this regard. Hypothesizing that both virtual and realistic mathematics education approaches may be useful, this article combines two approaches as Virtual Realistic Mathematics Education (VRME) to enhance mathematical literacy. A one-group experimental research design was adopted with the participation of 20 6th-grade middle school students. The qualitative data were also used to explain the improvements in mathematical literacy. The results revealed that all of the dimensions of mathematical literacy skills; employ, interpret and formulate were improved while the improvements in interpret dimension was the lowest. The results also indicated the importance of knowledge co-construction through discussion for the development of mathematical literacy, especially for the interpret dimension. Finally, the study demonstrated that virtual tools can be used to improve mathematical literacy by expanding RME. [ABSTRACT FROM AUTHOR]

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This article reports on the influence of three modalities used in three versions of instructional software designed for different learning styles. Students having visual, auditory, and kinesthetic learning styles are grouped and experimentally investigated through three different versions of the software. The results indicated that cognitive load (CL) perceptions of auditory learning style students were significantly higher than the visual and kinesthetic ones. The sources of the CL were generally perceived similarly in the groups. However, some senses by Auditory and Kinesthetic Group students were remarkable in terms of inducing CL. The study concludes with suggestions for practitioners and researchers.

Renal ischemia-reperfusion (I/R) injury is frequently observed in several clinical cases. In this study, we want to investigate that SCM-198 attenuates renal injury in the renal I/R model and find out the possible mechanisms. Wistar albino 40 male rats were classified into four groups (n=10): control, DMSO, I/R, and SCM-198 30 mg/kg. In the group 4, SCM-198 was administered intraperitoneally once at the doses of 30 mg/kg following the reperfusion. Glomerular associated proteins (PCX), tubular damage factors (NGAL, KIM-1), blood urea nitrogen (BUN), serum creatinine, inflammatory cytokines (IL-1β, IL-18, and TNF-α), Bax/Bcl-2, TLR4, LC3B, and Beclin-1 were evaluated. SCM-198 played an essential role in mitigating kidney damage. SCM-198 alleviated tubular damage and decreased IL-1β, IL-18, and TNF-α levels. SCM-198 reduced the apoptosis marker Bax/Bcl-2 ratio, immune system protein TLR4, and autophagy proteins LC3B and Beclin-1. In brief, our results support the notion that SCM-198 has protective effects on I/R-induced renal injury. SCM-198 therapy may be a new alternative for the prevention and treatment of renal I/R injury.

There is a large body of literature concerning the potential of dynamic geometry software (DGS) in the problem solving process. However, questions regarding how teaching should take place to prepare students to use DGS as a heuristic tool in non-routine problem situations seem to be overlooked. To address this gap in the literature, the current study aimed to investigate a teaching sequence designed to develop prospective mathematics teachers' competence to use DGS as a heuristic tool in investigating non-routine geometry problems. To assess the effectiveness of the approach adopted in the study, a homework assignment was used as a data collection tool following a five-week teaching sequence. The students provided three different authentic solutions, all of which exemplified how DGS can contribute to the development of students' problem-solving skills and support various problem-solving techniques. The study presents the analysis of the students' solutions, as well as the content of the teaching sequence.

There is a growing emphasis in the teaching profession on pedagogical content knowledge (PCK) as an important knowledge component. The study reported in this article investigates Turkish prospective mathematics teachers' mathematics teaching knowledge in the numbers content domain. A series of 10 open-ended scenario-type questions were adopted to challenge 83 prospective mathematics teachers' knowledge of the learner and presentation of content in the context of PCK. The participants' responses were analysed by means of rubrics and scoring guides developed by the researchers. The results showed that many of the future teachers performed well in determining what misconceptions students might express in the given scenarios. However, a majority of the participants performed poorly on presentation of content in terms of instructional strategies. In line with these results, the authors offer some suggestions for teacher training programmes.

Unemployment is the most important problem that countries need to solve in their economic development plans. The uncontrolled growth and unpredictability of unemployment are some of the biggest obstacles to economic development. Considering the benefits of technology to human life, the use of artificial intelligence is extremely important for a stable economic policy. This study aims to use machine learning methods to forecast unemployment rates in Turkey on a monthly basis. For this purpose, two different models are created. In the first model, monthly unemployment data obtained from TURKSTAT for the period between 2005 and 2023 are trained with Artificial Neural Networks (ANN) and Support Vector Machine (SVM) algorithms. The second model, which includes additional economic parameters such as inflation, exchange rate, and labor force data, is modeled with the XGBoost algorithm in addition to ANN and SVM models. The forecasting performance of both models is evaluated using various performance metrics such as Mean Absolute Error (MAE), Root Mean Square Error (RMSE), and Mean Absolute Percentage Error (MAPE). The findings of the study show how successful artificial intelligence methods are in forecasting economic developments and that these methods can be used in macroeconomic studies. They also highlight the effects of economic parameters such as exchange rates, inflation, and labor force on unemployment and reveal the potential of these methods to support economic decisions. As a result, this study shows that modeling and forecasting different parameter values during periods of economic uncertainty are possible with artificial intelligence technology. [ABSTRACT FROM AUTHOR]

Objective(s): Sepsis poses a significant threat to human life, rendering it a burdensome medical disease. Despite significant advancements, the current state of medical science still lacks a viable and efficacious cure. Costunolide (COST) is a multifaceted sesquiterpene lactone that exhibits a range of actions, including anti-inflammatory and antioxidant properties. We investigated the potential impacts of COST on a rat sepsis model caused by cecal ligation and puncture (CLP). Materials and Methods: We created an experimental rat model with the following groups: SHAM, CLP, CLP+low dose COST, and CLP+high dose COST. Blood, kidney, and lung samples were collected. Inflammatory mediators such as interleukin-1beta (IL-1β), IL-6, tumor necrosis factor-alpha (TNF- α), and nuclear factor kappa-B (NF-κB) were investigated. In addition, we assessed oxidative stress by measuring 8-Hydroxydeoxyguanosine (8-OHdG) immunopositivity, MDA levels, glutathione (GSH), and superoxide dismutase (SOD) activity. Histopathological and immunohistochemical examinations backed up our findings. Results: Compared to the CLP group, the COST group showed a reduction in inflammatory and oxidative stress indicators. The expression of inflammatory mediators was suppressed by COST, and histological examinations revealed improvements in kidney and lung tissues in the treatment groups. Conclusion: Our study highlights the preventive effects of COST against CLP-induced sepsis-related injury. Considering its beneficial effects against many diseases, COST is worthy as to be evaluated against sepsis. [ABSTRACT FROM AUTHOR]