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Copyright of Journal of Interdisciplinary Educational Research / Disiplinlerarası Eğitim Araştırmaları Dergisi is the property of Interdisciplinary Education & Research Association / Disiplinlerarasi Egitim ve Arastirma Dernegi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Interdisciplinary Education: Theory & Practice (JIETP) is the property of Journal of Interdisciplinary Education: Theory & Practice (JIETP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to examine the opinions of mathematics teachers comprehensively about measurement and evaluation. The study was conducted as a case study. The study group consists of 15 volunteer mathematics teachers working in schools in various regions of Turkey in the 2021-2022 academic year. Semi-structured interview method was used to collect research data, and content analysis technique was used to analyze the data. The results of the study showed that mathematics teachers do not have enough information about the purposes of measurement and evaluation, and they generally think product-oriented. It was determined that teachers mostly use multiple-choice and open-ended questions in written exams and they care most about in-class participation and homework while giving performance grades. Also, it was concluded that the teachers paid attention to one or a few issues in the evaluation of the project assignments and could not make the evaluation completely. It was determined that mathematics teachers used traditional measurement and evaluation techniques and did not have adequate knowledge about alternative measurement and evaluation techniques. Based on the results of the study, various suggestions were made to implementers and researchers.

Copyright of Journal of Ahmet Kelesoglu Educational Faculty is the property of Journal of Ahmet Kelesoglu Educational Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The COVID-19 pandemic has made distance education compulsory for all students in primary, secondary, and higher education in Turkey. This situation has brought about many changes in teaching methods, material use, assessment and evaluation processes, and course durations. This study investigates the effects of these changes on secondary school mathematics teachers and their adaptation processes. This study conducted using a qualitative approach as a case study, included 75 secondary school mathematics teachers working in Turkey in the 2020–2021 academic year. The data collection process was conducted online with a semi-structured interview form via Google Form. The obtained data were evaluated by content analysis. According to the findings of the research, teachers tend to provide skill-based questions as homework during the distance education process, rather than the lesson. Teachers who have negative judgments about assessment-evaluation processes find the course durations in distance education insufficient. Teachers who use different motivation tools in the distance education process, on the one hand, think that the process improves them; on the other hand, they expressed their concerns in terms of professional development. Teachers need more support and training to cope with the difficulties they face in the distance education process. In addition, they should be supported to improve themselves in online assessment and evaluation strategies and increase student participation.

Örnekler; bir kavrama ait tanımları açıklamak, kavrama ait olan ya da olmayan durumları detaylandırmak veya somutlaştırmak amacıyla, kavramın özel durumlarını oluşturan yapılardır. Bu araştırmada ortaokul matematik öğretmenlerinin; oran-orantı konusunda örnekleri nasıl belirlediklerini, derslerin farklı aşamalarında ne tür örnekleri kullandıklarını tespit etmek ve örnekleri kullanırken yararlandıkları kaynakların neler olduğunu ortaya çıkarmak amaçlanmıştır. Araştırmada tarama yöntemi türlerinden biri olan kesitsel tarama yöntemi kullanılmıştır. Araştırmanın katılımcıları, uygun örnekleme yöntemiyle belirlenen 97 ortaokul matematik öğretmeninden oluşmaktadır. Araştırmanın verileri, öğretmenlere uygulanan açık uçlu sorulardan oluşan anket ve yarı-yapılandırılmış mülakatlar yardımıyla toplanmıştır. Elde edilen veriler betimsel olarak analiz edilmiştir. Öğretmenlerin verdikleri cevaplara göre kategoriler oluşturulmuştur. Araştırma sonucunda öğretmenlerin kullandıkları örnek türlerinin dersin aşamalarına göre farklılık gösterdiği tespit edilmiştir. Bununla birlikte öğretmenlerin günlük hayatla ilişkili örnekleri dersin her aşamasında kullandıkları belirlenmiştir. Öğretmenlerin örnekleri kullanırken yararlandıkları kaynakların; “yardımcı kaynaklar”, “z-kitap”, “ders kitabı”, “internet” ve “EBA” ile “ÖDSGM” olduğu görülmüştür. Bazı öğretmenler ise herhangi bir kaynaktan yararlanmadan kendilerinin örnekler hazırladıklarını ifade etmişlerdir. Öğretmenlerin örnek seçiminde sadece bir kaynağa bağlı kalmadıkları, farklı kaynaklardan yararlandıkları tespit edilmiştir. Bunun yanı sıra öğretmenlerin mesleki kıdemi arttıkça EBA ve internet gibi dijital kaynaklar yerine daha çok ders kitaplarındaki örnekleri tercih ettikleri belirlenmiştir.

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Ahmet Kelesoglu Educational Faculty is the property of Journal of Ahmet Kelesoglu Educational Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anadolu University Journal of Education Faculty (AUJEF) is the property of Anadolu Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Eurasian Journal of Teacher Education (EJTE) is the property of Eurasian Journal of Teacher Education (EJTE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this phenomenology study, it was aimed to define middle-school mathematics teachers' perceptions about distance education. For this purpose, eight middle school mathematics teachers working in public schools in four different provinces of Turkey were included in the study. The data were obtained through a series of semi-structured interviews. The teachers' perceptions about the advantages and barriers of distance mathematics education and their feelings and general evaluations about this new method were defined by content analysis. As a result of the research, it was determined that the mathematics teachers believed that distance education offered some advantages for mathematics lessons, on the other hand, they highlighted the barriers it contained. They defined distance education as an inefficient method for mathematics lessons. In addition, it was determined that they have very negative feelings about distance education. In their distance mathematics lessons, it has been determined that they exhibit a teacher-centered teaching approach by using limited teaching material, yet they are generally satisfied with their distance mathematics teaching performance. It was determined that the teachers were not satisfied with the mathematics learning motivation and success exhibited by the students in the distance mathematics lessons. [ABSTRACT FROM AUTHOR]

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education & Science / Egitim ve Bilim is the property of Turkish Education Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Educational Studies in Mathematics (IJESIM) is the property of International Journal of Educational Studies in Mathematics (IJESIM) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Buçalışmanın amacı ortaokul matematik öğretmenlerinin öğrencilerde açı kavramıile ilgili var olan kavram yanılgıları ile ilgili farkındalık durumlarınıbelirlemektir. Çalışmanın örneklemini, çalışmaya katılmaya gönüllü olan 16matematik öğretmeni oluşturmaktadır. Veri toplama aracı olarak “demografikbilgiler” ve “kavram yanılgılarının farkındalıkları” olmak üzere iki anakısımdan oluşan bir form kullanılmıştır. Veriler üzerinde içerik analiziyapılmış, analiz sonuçları karşılaştırıldığında ise iki araştırmacınınkodlamaları arasındaki uyum indeksi 0.88 olarak bulunmuştur. Çalışmaya katılanöğretmenlerin tamamının, derslerde sadece açının statik tanımı üzerindedurdukları ve öğrencilerin açılar konusunda yaşadıkları kavram yanılgılarınıtespit etmede zorluklar yaşadıkları tespit edilmiştir. Çalışmaya katılanöğretmenler, kavram yanılgılarını gidermek için kavramları yeniden anlatma,açının statik tanımına ek olarak açı konusunda ki bazı yaygın kavramyanılgılarına vurguda bulunma ve somut materyal kullanma gibi öğretimyöntemlerine başvurabileceklerini belirtmişlerdir. Çalışmanınsonucuna dayalı olarak, öğretmenlere, öğrencilerde oluşabilecek kavram yanılgılarını gidermekiçin nasıl öğretim faaliyetleri tasarlayabileceklerine yönelik hizmet içieğitim kursları düzenlenebilir.

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study was conducted to present the views of middle school mathematics teachers about the FATIH Project, a project carried out by Ministry of Education, implemented in 2010. The scale developed by the researchers was applied to 115 middle school mathematics teachers in public schools throughout Mersin province, and the findings were analyzed using descriptive statistics, variance analysis, and t-test. According to the research results, the contribution of the project to mathematics education was useful, the use of dynamic mathematics and geometry software was poor, the use of in-service training and EBA was moderate, and the use of interactive boards was good. Views on the overall project were also moderately positive. An open-ended question has been added to the end of the scale to gain in-depth insight into the technical failures teachers face when using the project in teaching mathematics. According to the open-ended question, most teachers found the project hardware infrastructure and technical support service inadequate. Teachers believe that they can benefit more from the project if such technical difficulties are eliminated, and in-service training is made more qualified. [ABSTRACT FROM AUTHOR]

The aim of this study is to reveal mathematics teachers' suggestions regarding the learning difficulties of students in rational numbers. This is an example of a case study, which is a qualitative research approach. The participants of the study consisted of six mathematics teachers in state middle schools during the 2017-2018 academic year in Eastern Anatolia Region of Turkey. The maximum variation sampling method, one of the purposeful sampling methods, was used in determining the teachers. The data of the study was collected with a semi-structured interview form developed by the researcher. In the interviews, samples of student difficulties identified in the literature on ordering, addition, multiplication and division of rational numbers were introduced to the teachers respectively. The teachers were first asked to examine the learning difficulties. Teachers were asked to indicate how they would implement instruction to eliminate such learning difficulties when they have students with such learning difficulties in their classrooms. The data obtained from the interviews were analyzed through the content analysis. As a result of the study, it was revealed that the teachers mostly suggested the rule reminder method which was not suitable for the constructivist approach. [ABSTRACT FROM AUTHOR]

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to determine the opinions of teachers about TIMSS and to reveal their thoughts about whether the teaching methods they use in mathematics course are compatible with TIMSS. In the study, the case study method was used from qualitative research designs. Semi-structured interview form was used as data collection tool. When determining the study group, criterion sampling was used from purposive sampling methods depending on the purpose of the study. In criterion sampling, master's and junior high school math teachers were selected. ATLAS.ti 4.2 program was used for data analysis and content analysis was performed. Instructional models, strategies and methods were found to be appropriate for the scope of the TIMSS exam. The failure of Turkish students in TIMSS was determined to be due to the education system, teacher and student dimensions. Teachers stated that they were unable to prepare their students for TIMSS for various reasons. In general, the teachers have a positive attitude with the TIMSS exam. Teachers stated that graduate studies have contributed to raising awareness about international examinations such as TIMSS. [ABSTRACT FROM AUTHOR]

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Özet. Bu çalışmanın amacı, ortaokul beşinci sınıfta seçmeli Matematik Uygulamaları dersini seçen öğrencilerin derse ilişkin görüşlerini ortaya koymaktır. Temel yorumlamacı nitel araştırma olarak desenlenen çalışma İzmir ilinin Selçuk ilçesinde Matematik Uygulamaları dersini seçen 26 beşinci sınıf öğrencisiyle gerçekleştirilmiştir. Araştırmada veriler araştırmacılar tarafından geliştirilen açık uçlu sorulardan oluşan yarı-yapılandırılmış görüşme formuyla toplanmıştır. Yarı-yapılandırılmış görüşmelerle elde edilen veriler betimsel analiz yapılarak çözümlenmiştir. Betimlemeler için özgün “kategoriler” oluşturulmuştur. Araştırmanın önemli bulguları şunlardır: 1) Seçmeli Matematik Uygulamaları dersini seçen beşinci sınıf öğrencilerinin ağırlıklı olarak ya ailesi istediği için ya da matematiğe ilgisi olduğu için bu dersi seçmişlerdir. 2) Seçmeli Matematik Uygulamaları dersini seçen öğrencilerin ağırlıklı olarak beklentileri, matematik bilgi ve becerilerini geliştirmek ya da matematik sınavından daha yüksek not almaktır. 3) Seçmeli Matematik Uygulamaları dersini seçen beşinci sınıf öğrencilerinin hepsi bu dersi tekrar seçmeyi düşündüklerini belirtmiştir.

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ilkogretim Online is the property of Ilkogretim Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to examine the questioning approaches of a mathematics teacher participated in a lesson study model. The data of the study conducted through a qualitative case study were gathered from transcriptions of the mathematics teacher's four-hour lessons about trigonometry and field notes of the researchers. Based on the data analysis realized by content analysis, it was seen that the teacher asked questions to reveal students' prior knowlede, to understand their ideas and to ask them explain their corrrect responses. When examined the teacher's questioning in terms of socio-mathematical norms, it was determined that they were insufficient for the students to have metacognitive abilities even if they were such as to encourage the students to think mathematically. It is thougt that the questions which the teacher used in the context of the lessons related to trigonometry and the evaluation of these questions will guide mathematics educators and researchers. [ABSTRACT FROM AUTHOR]