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This study aimed to develop a specific Mathematical Content Knowledge (MCK) test focused on multiplication for pre-service mathematics teachers in Indonesia and Türkiye. No assessment tool exists to measure MCK related to multiplication among pre-service mathematics teachers. We used convenience sampling to obtain data from third- and fourth-year pre-service teachers in Indonesian and Turkish mathematics teacher education programs. The test items were administered to 423 Indonesian pre-service mathematics teachers and 413 Turkish pre-service mathematics teachers, and their responses were analyzed using factor analysis. The MCK test was found to be reliable, with 18 items that were grouped into four components: procedural knowledge of multiplication (C1), understanding of multiple representations (C2), conceptual knowledge of multiplication (C3), and anticipating students' thinking (C4). The study results suggest that a valid MCK test helps evaluate multiplication in these four components. Additionally, the study findings indicate that Indonesian pre-service teachers score higher in the C1 and C4 categories, while Turkish pre-service teachers score higher in the C2 and C3 categories.

The aim of this study is to reveal the effect of project use on students' self-efficacy beliefs towards programming and their computational thinking skills. A one-group pretest-posttest experimental design was used in the study. The research was conducted in 2018 with 14 12th-grade students in a Vocational and Technical High School in Izmir. In the research, the application of project use in programming teaching lasted 18 weeks. The research data were collected with the Self-Efficacy Scale for Programming (SESP) developed by Altun and Mazman (2012) and the Computer Thinking Skill Levels Scale (CTSLS) developed by Korkmaz, Çakır, Özden, Oluk, Sarıoğlu (2015). Wilcoxon Signed Ranks Test, one of the nonparametric tests, was used to analyze the research data. As a result of the study, it was observed that the use of projects in programming instruction had a positive effect on students' self-efficacy in programming, while it did not have a significant effect on their computational thinking skills. Based on the results of the research, it is recommended to teach block-based programming before text-based programming, to include game-themed activities, to ensure active participation of students, and to use multidimensional and alternative measurement tools to measure computational thinking skills to comprehend algorithm stages in programming instruction.

Appendicitis is the most common surgical emergency. It classically presents with periumbilical pain that localizes to the right lower quadrant and nausea, vomiting, anorexia, and fever. Acute appendicitis may result from an obstructing faecolith or some other mechanical blockage. However, appendicitis presenting with rare and misleading right upper quadrant pain may result in an initial false-negative diagnosis by the physician and even result in negative findings on computed tomography (CT) or ultrasound, increasing the risk of perforation/abscess formation and prolonged hospital stay. This report presents a case of atypical appendicitis during laparoscopic cholecystectomy where the correct diagnosis was not initially considered. Unusual localization was documented several times, otherwise known as classical localization of the appendix. Findings of acute appendicitis varied according to the localization of the appendix. The most common position was the retrocaecal region (65-70%). Other localizations were paraileal, postileal, promontoric, pelvic, subcaecal, paracolic and retrocaecal. These conditions were important to recognise, given that they may need additional specific management. This case report study showed atypical located incidental appendicitis during laparoscopic cholecystectomy.

Bir öğretim programında yer verilen öğrenme alanlarının bilgiyi ele alış biçimleri, öğrenme-öğretme stratejileri ve alışkanlıkları değişebildiği gibi bu öğrenme alanlarına ait konuların değerlendirme biçimleri ve bu değerlendirmelerde kullanılan araçlar da değişebilmektedir. Bu bağlamda şimdiki çalışmada; Türkiye’de ortaöğretime geçiş aşamasında uygulanan ulusal sınavlarda ve bir uluslararası karşılaştırmalı sınav olan PISA uygulamalarındaki matematik testlerinde kullanılan problemlerin sahip olduğu niteliklerin, problemin ilgili olduğu öğrenme alanına göre durumunu tespit etmek, ayrıca değerlendirmeler arasındaki benzerlik ve farklılıkları belirlemek amaçlanmıştır. Bu amaçla nitel araştırma yaklaşımlarından doküman analizinin kullanıldığı çalışmada, 2003-2019 yılları arasında yapılmış olan ulusal sınavlarda çıkmış 450 ve PISA uygulamalarında çıkmış ve açıklanmış 116 problem, tümdengelimsel yaklaşımla hazırlanan kodlama protokollerine göre içerik analizine tabi tutulmuştur. Çalışmanın sonucunda sayılar ve işlemler, cebir, veri işleme ve olasılık öğrenme alanı problemlerinin, her iki durumda da çoğunlukla ya da tamamen standart ya da sözel veri ağırlıklı problemler olduğu, geometri ve ölçme öğrenme alanı problemlerinin ise ulusal sınavlarda çoğunlukla standart, PISA’da ise yaklaşık dengeli bir şekilde olmak üzere çoğunlukla standart olmayan problemler olduğu, ayrıca PISA’daki tüm öğrenme alanı problemlerinin bağlamsal, ulusal sınavlarda ise sayılar ve işlemler, cebir ve geometri ve ölçme öğrenme alanlarında bağlam içermeyen problemlere daha fazla yer verildiği tespit edilmiştir. Bununla beraber problem çözmeye algoritmik ve kural temelli yaklaşılmaması, üst düzey becerilerin kullanılması, temsillerin etkin kullanımı gibi ortak perspektiflere, ulusal sınavlar ve PISA uygulamalarındaki bazı öğrenme alanlarındaki problemlerde yer verilmediği sonucuna ulaşılmıştır.

Mathematics teachers’ beliefs play an important role in the mathematics teaching practices. However, the instruments used to measure the mathematics on certain contents are still limited. Thus, this study was conducted to develop a Multiplication Beliefs Questionnaire (MBQ) to identify and examine the profile of Turkish pre-service mathematics teachers’ beliefs. The samples of this study consisted of 414 four-year pre-service primary mathematics teachers from 18 different universities in Turkey collected using a convenience sampling technique. The validity of the questionnaire was analyzed using an exploratory factor analysis (EFA). We obtained four components of beliefs in multiplication covering, remote belief in multiplication (C1), multiplication operation belief in mathematics textbooks (C2), dynamic belief in multiplication learning (C3), and self-efficacy belief in multiplication problems (C4). The results showed that the pre-service mathematics teachers’ beliefs in components C1, C3, and C4 were positive, while component C2 was neutral. This study had an essential contribution to the mathematics literature since developing a questionnaire on multiplication distributed to the pre-service teachers. The previous studies showed that belief was subjective yet objectively influenced knowledge. Thus, identifying the pre-service teachers’ beliefs in teacher education may provide various benefits in reforming mathematics teaching.

This study presents a model that aims to enable better understanding of local site-specific data in the context of architectural design using augmented reality. It is developed by considering the necessities of local data in architectural design and the potentials of the location based augmented reality. The classification of the local data is provided with the use of a framework, and the structure of the model is based on researches on location based augmented reality applications. The operability of the model is described by an integrated workflow that is explained under the stages of data acquisition, data query and data display. Lastly, it is conceptually presented by use cases that are focus on the necessities of local data from the architectural perspective. By bringing the architect into more direct contact with the site, the model facilitates to understand local data in situ and supports the reasoning process to design.

Introduction Autologous saphenous vein (SV) and internal mammary artery (IMA) are used as bypass conduits during coronary artery bypass graft surgery. Vasospasm of the arterial and venous grafts may constitute a significant clinical problem. Pretreatment with a vasodilator drug of the graft ex vivo or intraluminal injection before implantation may be used for spasm prophylaxis. This in vitro study was designed to assess the vasoactive effects and time-dependent changes of botulinum toxin A (BTX-A) and papaverine pretreatment on vasospasm of human SV and IMA grafts. Also, histomorphology of the vessels was assessed. Material and methods SV and IMA segments were suspended in organ baths, and isometric contraction responses to 2 different concentrations of 5-hydroxytryptamine (5-HT) and endothelin-1 (ET-1) were recorded after incubation with 2 different concentrations of BTX-A and papaverine at 2 time points (0 h and 2 h). Results The results revealed the following: 1) incubation with BTX-A and papaverine relaxes both SV and IMA rings contracted with 5-HT and ET-1; 2) the duration of the relaxant effect of BTX-A lasts longer than papaverine; and 3) no apparent histomorphological changes were observed in the grafts under light microscopy. Conclusions This study demonstrates that in human SV and IMA grafts, pretreatment with both BTX-A and papaverine are safe and have a potent inhibitory effect depending on the vessel and vasoconstrictor agent. The long-lasting vasodilatory effect of BTX-A on vascular smooth muscle may provide promising results in the prevention of venous and arterial graft spasm.

Turkey is vulnerable to disasters such as earthquakes, flood, and landslides. Millions of housing units are planned to be demolished and rebuilt in the next 15 years within the scope of urban transformation. The existing legal framework and implementations are hardly participatory and thus cause conflicts. The aims of this study are: 1) to address the weaknesses and strengths of urban transformation practices in Turkey critically with a focus on Istanbul, and 2) to develop a new participatory design model for urban transformation processes by making use of contextualised ICT-based participation tools and techniques. This paper critically maps and discusses urban transformation processes in Istanbul by tracing how these practices take place on the ground and considering the different perspectives of stakeholder groups. We present an applicable model that consists of a system of participatory actions, interaction environments such as an expert collaboration platform developed specifically for Istanbul’s urban transformation process.

Abstract Objective: To investigate the effects of Bretschneider’s histidine-tryptophan-ketoglutarate (HTK) solution and cold blood cardioplegia on systemic endothelial functions. Methods: A total of 50 patients who underwent isolated coronary artery bypass surgery between March 2018 and May 2018 were randomly divided into two groups - group 1 (Bretschneider’s HTK solution, n=25) and group 2 (cold blood cardioplegia, n=25). Data related to the indicators of endothelial dysfunction were recorded. Flow-mediated dilation was measured together with the assessment of the values of endothelin-1, von Willebrand factor, and asymmetric dimethylarginine to identify endothelial dysfunction. Then, the two groups were compared regarding these values. Results: The most significant result of our study was that the endothelin-1 level was significantly higher in group 2 than in group 1 (P

Purpose: The purpose of this study is to explore the mathematical values, mathematics educational values, and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives. Design/Approach/Methods: In this context, the present study is a qualitative research based on document analysis. The data were analyzed using semantic content analysis, and the selected modeling tasks based on different mathematical modeling perspectives were examined at the sentence level. Findings: Control, mystery, and openness mathematical values appeared in all mathematical modeling tasks, and rationalism and objectivism mathematical values appeared in realistic/applied and socio-critical modeling perspectives. Product, exploration, creating, relevance, pleasure, and application mathematics educational values also emerged in all modeling tasks. Educational values of social justice, equity, social welfare, humanity, and altruism were more important in the socio-critical modeling, while the value of individualism was more emphasized in the model-eliciting approach. Originality/Value: By determining mathematical, mathematics educational, and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives, an effective and more value-balanced mathematical modeling instruction can be provided.