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Ülkemizde farklı okul türlerinde öğrenim gören öğrencilerin matematik başarılarının karşılaştırıldığı çalışmalarda meslek lisesi öğrencilerinin başarılarının diğer okul türlerindeki öğrencilere göre düşük olduğu ve matematik öğrenmede sorun yaşadıkları görülmektedir. Bu çalışmada ulusal ve uluslararası düzeyde yapılan değerlendirmelerde matematik başarısı açısından okul türüne göre diğer okul türlerine nispeten düşük düzeyde başarı gösteren Meslekî ve Teknik Anadolu Lisesi matematik öğretmenlerinin dokuzuncu sınıf düzeyinde Matematik Dersi Öğretim Programı üzerine görüşlerinin incelenmesi amaçlanmıştır. Çalışmada nitel araştırma yöntemlerinden durum çalışması ve maksimum çeşitlilik örneklemesinden faydalanılmıştır. Çalışma grubu Eskişehir merkezinde görev yapan 14 matematik öğretmeninden oluşturulmuş ve veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmadan elde edilen bulgulara göre öğretmenlerin program geliştirme sürecinde paydaşlardan görüş alınmasını olumlu değerlendirdiği, programın uygulama aşamasında öğrencilerin bilgi eksikliklerinden kaynaklı sorun yaşadıkları, materyal olarak etkileşimli tahta ve Eğitim Bilişim Ağı (EBA)’nı yoğun olarak kullandıkları görülmektedir. Ayrıca öğretmenler; okulların fizikî ve donanımsal durumunu yeterli bulduklarını, öğrencilerin okula uyum sorunu yaşadıklarını, öğrencilerin matematik başarısının düşük olduğunu ve matematik dersine karşı olumsuz tutum sergilediklerini belirtmektedir. Bu çalışmada öğretmenler, “değerler eğitimi” kapsamında öğretmenlerin rollerinin belirginleştirilmesi, programın okul türlerine göre farklı hazırlanması, ünitelendirilmiş yıllık plan hazırlanmasında öğrencilerin öğrenme eksikliklerinin giderileceği şekilde esneklik sağlanması gibi önerilerde bulunmuşlardır.

This study aimed to design a digital game used in the teaching of identities and expansions and provide modelling by students. This game was designed according to the eighth-grade math curriculum. Unity3d game engine was used in designing the game. The software required to run the game was written by researchers using C# and java script. At the stage of designing, initially, the game was introduced to five mathematics teachers and various arrangements were made according to their opinions. Then, the game was evaluated and given the final form by two instructors who were experts in the field of mathematics education. In general, problems was designed that can be solved by dividing the rectangle given by 2 dimensional and given one edge like (ax + b) into the sub rectangles such as x^2, 2x and 1 and by writing the final result of how many sub-rectangles formed the whole rectangle. The teachers who participated in the evaluation of the game stated that the game was suitable for education and the students would gain interest in the game during the course. Teachers have criticised the game only on visual matters. For education to be more effective, the number of such games and materials should be increased. For design of more effective and more interesting games, we must collaborate with the experts in the field of fine arts. Keywords: digital game; game; expansions; mathematics education

In this study, the teacher candidates who learnt to find the algebraic equation corresponding to geometric structure of the ellipse in analytic geometry classes were requested to find the algebraic representations corresponding to the structures that contained ellipses in different positions. Thus, it would be possible to determine higher order thinking skills of the teacher candidates' ellipse knowledge in the applying, analyzing, evaluating and creating categories according to the Revised Bloom's Taxonomy. The results showed that the teacher candidates in the Applying category completed the Remembering and Understanding categories since the learning outcomes in cognitive learning domain regarding the ellipse knowledge are in hierarchical order. Therefore, the teacher candidates' overall achievement level was in the Applying category at minimum. In addition, the results revealed that about two-thirds of the teacher candidates were in Analyzing, Evaluating or Creating categories of higher-order cognitive learning domain in terms of analytically examining ellipses.

5th International Conference on New Horizons in Education (INTE) -- JUN 25-27, 2014 -- Paris, FRANCE, WOS: 000383740200025, Euclidean geometry, which is often covered in mathematics curriculum in primary and secondary education, fails to meet all the requirements in daily life. For example, a taxi driver cannot use Euclidean geometry in cities using a grid city plan At this point, what method should be used because distance 'as the crow flies' cannot be used? The solution of this problem requires the use of a non-Euclidean geometry, Taxicab geometry. The aim of this study is to raise awareness of non-Euclidean geometries by means of activities comprehensible to secondary education students, who are considered to have made a certain progress in terms of level of geometric thinking.

WebQuests incorporate technology with educational concepts through integrating online resources with student-centred and activity-based learning. In this study, we describe and evaluate a WebQuest based on conic sections, which we have used with a group of prospective mathematics teachers. The WebQuest entitled: 'Creating a Carpet Design Using Conic Sections Equations' incorporated structured activities as well as opportunities for creativity. We found that the students generally completed the tasks very well and that some of their designs were very creative

In Turkey, the content of the geometry course in the Primary School Mathematics Education, which is developed by The Council of Higher Education (YOK), comprises Euclidean and non-Euclidean types of geometry. In this study, primary mathematics teacher candidates compared these two geometries by focusing on Taxicab geometry among non-Euclidean geometries so that they could comprehend Euclidean geometry better. They were asked to perform this comparison through a project-based learning method, due to its student-centered and interdisciplinary nature and association with real life [10]. The findings were collected through the study groups' project reports and the teacher candidates' written opinion statements. By the end of the study period, the teacher candidates involved in the current study discovered that Taxicab geometry was a kind of geometry used in daily life. They further realized that the concept of distance used in real life sometimes emerged as Euclidean distance and sometimes as Taxicab...

The purpose of this study was to explore how a more effective lesson plan and teaching environment can be achieved so as to improve elementary mathematics teacher candidates’ achievement in analytical examination of planes in space. In order to improve achievement in expressing the relative positions of three planes not only algebraically but also visually the study used an action research approach as planned by the researchers. In Implementation 1, the teacher candidates were given the equations of three planes and they were asked to determine the relative positions of the planes so that their prior knowledge could be identified. In this stage, the candidate teachers tried to determine the relative positions of the planes in one direction by examining the plane equations in pairs. In Implementation 2, the candidate teachers were asked to find the solution set of the linear equation system consisting of three equations with three unknowns and to come up with geometric interpretation of this solution. In this stage, some of the candidate teachers were able to solve the equation, but they couldn’t interpret it geometrically. In Implementation 3, Maple, a computer algebra system, was used so that the candidate teachers could visualize and observe the relative positions of the three planes by using the plane equations. In this stage, the candidate teachers associated the set of solutions of the plane equations with the three-dimensional images obtained with Maple. The results of the implementation showed that the proposed plan improved the mathematics teacher candidates’ visualization of the relative positions of the three planes.Keywords: planes in space, analytic geometry, Maple, action researchÜç Düzlemin Birbirine Göre Konumunun Belirlenmesi: Eylem AraştırmasıÖzBu çalışmanın amacı, ilköğretim Matematik öğretmen adaylarının uzayda düzlemlerin analitik incelenmesi konusundaki başarısını arttırmak için daha etkili bir ders planının ve öğretim ortamının nasıl sağlanacağını araştırmaktır. Bu amaca ulaşabilmek için araştırmacıların hazırladığı plan dahilinde eylem araştırması yaklaşımı kullanılmıştır. Uygulamanın 1. aşamasında öğretmen adaylarına üç düzlemin denklemleri verilerek düzlemlerin birbirine göre konumlarının belirlenmesi istenmiştir. Bu aşamada öğretmen adayları düzlemlerin birbirine göre konumunu ikişer ikişer düzlem denklemlerini inceleyerek tek yönlü belirlemeye çalışmıştır. Uygulamanın ikinci aşamasında üç bilinmeyenli üç denklemden oluşan lineer denklem sistemlerinin çözümünü bulmaları ve bu çözümü geometrik olarak yorumlamaları istenmiştir. Bu aşamada ise öğretmen adaylarının bir kısmı denklem sistemini çözdüğü ancak geometrik olarak yorumlayamadığı gözlemlenmiştir. Üçüncü aşamada ise üç düzlemin birbirine göre konumunun görselleştirmesi ve düzlem denklemlerini kullanarak bu düzlemlerin birbirlerine göre konumlarını gözlemleyebilmeleri için bilgisayar cebir sistemlerinden Maple programı kullanılmıştır. Bu aşamada öğretmen adayları düzlem denklemlerinin oluşturduğu denklem sistemlerinin çözüm kümesi ile Maple da elde edilen üç boyutlu görselleri ilişkilendirmişlerdir. Uygulamadan elde edilen bulgulara göre hazırlanan planın matematik öğretmen adaylarının üç düzlemin birbirine göre konumunun görselleştirmesinde olumlu etkisi olmuştur.Anahtar kelimeler: Uzayda düzlemler, analitik geometri, Maple, eylem araştırması, Bu çalışmanın amacı, ilköğretim Matematik öğretmen adaylarının uzayda düzlemlerin analitik incelenmesi konusundaki başarısını arttırmak için daha etkili bir ders planının ve öğretim ortamının nasıl sağlanacağını araştırmaktır. Bu amaca ulaşabilmek için araştırmacıların hazırladığı plan dahilinde eylem araştırması yaklaşımı kullanılmıştır. Uygulamanın 1. aşamasında öğretmen adaylarına üç düzlemin denklemleri verilerek düzlemlerin birbirine göre konumlarının belirlenmesi istenmiştir. Bu aşamada öğretmen adayları düzlemlerin birbirine göre konumunu ikişer ikişer düzlem denklemlerini inceleyerek tek yönlü belirlemeye çalışmıştır. Uygulamanın ikinci aşamasında üç bilinmeyenli üç denklemden oluşan lineer denklem sistemlerinin çözümünü bulmaları ve bu çözümü geometrik olarak yorumlamaları istenmiştir. Bu aşamada ise öğretmen adaylarının bir kısmı denklem sistemini çözdüğü ancak geometrik olarak yorumlayamadığı gözlemlenmiştir. Üçüncü aşamada ise üç düzlemin birbirine göre konumunun görselleştirmesi ve düzlem denklemlerini kullanarak bu düzlemlerin birbirlerine göre konumlarını gözlemleyebilmeleri için bilgisayar cebir sistemlerinden Maple programı kullanılmıştır. Bu aşamada öğretmen adayları düzlem denklemlerinin oluşturduğu denklem sistemlerinin çözüm kümesi ile Maple da elde edilen üç boyutlu görselleri ilişkilendirmişlerdir. Uygulamadan elde edilen bulgulara göre hazırlanan planın matematik öğretmen adaylarının üç düzlemin birbirine göre konumunun görselleştirmesinde olumlu etkisi olmuştur.Anahtar kelimeler: Uzayda düzlemler, analitik geometri, Maple, eylem araştırmasıDetermination of the Relative Positions of Three Planes: Action ResearchAbstractThe purpose of this study was to explore how a more effective lesson plan and teaching environment can be achieved so as to improve elementary mathematics teacher candidates’ achievement in analytical examination of planes in space. In order to improve achievement in expressing the relative positions of three planes not only algebraically but also visually the study used an action research approach as planned by the researchers. In Implementation 1, the teacher candidates were given the equations of three planes and they were asked to determine the relative positions of the planes so that their prior knowledge could be identified. In this stage, the candidate teachers tried to determine the relative positions of the planes in one direction by examining the plane equations in pairs. In Implementation 2, the candidate teachers were asked to find the solution set of the linear equation system consisting of three equations with three unknowns and to come up with geometric interpretation of this solution. In this stage, some of the candidate teachers were able to solve the equation, but they couldn’t interpret it geometrically. In Implementation 3, Maple, a computer algebra system, was used so that the candidate teachers could visualize and observe the relative positions of the three planes by using the plane equations. In this stage, the candidate teachers associated the set of solutions of the plane equations with the three-dimensional images obtained with Maple. The results of the implementation showed that the proposed plan improved the mathematics teacher candidates’ visualization of the relative positions of the three planes.Keywords: planes in space, analytic geometry, Maple, action research

The aim of the study is to investigate the development of 7th Grade students’ skills to define, construct and classify polygons in geometry course with Cabri Geometry II Plus software geometry, an example of dynamic geometry software. The study used qualitative and quantitative research methods in accordance with the research objectives and focus, so it was designed as a mixed method research. The participants of the study were 21 7th Grade students, 11 girls and 10 boys, who were attending a secondary school in Eskişehir city center during 2012-2013 school year. As a source of qualitative data, four students in this class were selected for the interview. The data were collected with “Polygon Identification and Classification Scale”, one group pre-test and post-test in order to determine the level of development and significance level of the gender variable, and Cabri Geometry worksheets developed by the researchers. The quantitative data were analyzed with SPSS Statistics 20. Also, t-test and Wilcoxon test were used in data analysis. The data obtained from the interviews were analyzed through descriptive analysis. The qualitative data showed that the mean of correct answers given by the students to the questions in the Polygon Identification and Classification Scale was higher in the post-test than the pre-test. The ttest results for the pre-test and post-test mean scores and the results of the paired samples test showed a significant difference in favor of the post-test. There was no significant difference based on the gender variable. On the other hand, the data obtained from the interviews were coded under five different themes. The activities about the concept of formation showed that incorrect formations caused incorrect generalizations about the shapes. The study found that, as a result of the teaching practice in the study, hierarchical relations among polygons were expressed correctly. Finally, after the practice, the participants succeeded in defining polygons with their own words

WOS: 000354282000007, The aim of this study was to observe the development process of the concept of a parabola in Taxicab geometry. The study was carried out in two stages. First, some activities related to Euclidean geometry and Taxicab geometry were designed based on concept development and real-life applications, and they were administered to a ninth-grade student. According to the findings, once the student learnt the definition of a parabola in Euclidean geometry, she was able to define a Taxicab parabola using the distance function in Taxicab geometry. Also, she came up with an algebraic definition of a Taxicab parabola based on this geometric definition of the concept of a parabola. Moving from algebraic definition to geometric representation, she configured the concept of a parabola in Taxicab geometry. By means of this application activity, the student had the opportunity to observe and practise the concept of a parabola in a real-life situation based on Euclidean geometry and Taxicab geometry.

This study analyses the students’ performances in two-dimensional transformation geometry and explores the mistakes made by the students taking the analytic geometry course given by researchers. An examination was given to students of Education Faculties who have taken the analytic geometry course at Eskisehir Osmangazi University in Turkey. The subject of this study included 126 third-year students in the Department of Mathematics Education. Data were collected from a seven questions exam. This exam consisted of three procedural questions, two conceptual questions and two procedural–conceptual questions. In data analysis, a descriptor code key was used. When the students’ overall performances were considered for all seven questions, the results showed that they did not understand how to apply rotation transformation. The mostly observed mistakes showed that the students seemed to know the algebraic meaning of translation and also rotation but they did not seem to understand the geometric meaning of them.