In this study, the cognitive-linguistic features of teacher roles and word patterns were explored through imaginary mathematical dialogues constructed by preservice mathematics teachers. First, preservice mathematics teachers were given mathematical communication training. This training is a dialogic training on how to conduct mathematical dialogues from beginning to end by introducing mathematical dialogues to pre-service teachers. After 14-week communication lessons, preservice mathematics teachers were asked to write an imaginary mathematical dialogue. The preservice mathematics teachers wrote imaginary dialogues according to four discourse types (Teacher, Teacher-Students, Teacher-Student, Student-Student). The data of the study were analysed by content analysis. Content analysis was carried out in qualitative analysis software. It was concluded that pre-service teachers were able to create quality and different types of mathematical dialogues by using discourse types. Mathematical dialogues were found to be affected by the linguistic features used by the pre-service teachers. For this reason, it was revealed that the word patterns used by the teacher are important. Strong relationships were found between the teacher’s roles and the word patterns used in imaginary mathematical dialogues. It was also found that some of the word patterns were specific to the discourse type.

This study explores teachers' levels of statistical knowledge for teaching through the application of a novel model. The participants comprised ten experienced middle school mathematics teachers. Data were collected using two primary tools: an instrument designed to assess statistical knowledge for teaching and clinical interviews. Quantitative data were analyzed using the Rasch model, while qualitative data from the interviews provided deeper insights into teachers' responses. Results revealed that teachers' statistical knowledge for teaching was generally at an emerging level. An examination of components showed that many teachers demonstrated the competent level in key developmental understandings, while their knowledge of curriculum, understanding of students, and pedagogically powerful ideas remained at the emerging level. Their knowledge of teaching was found to be at the aware level. It is recommended to focus on the practices that enable preservice teachers to improve their statistical knowledge for teaching if they are to be well-informed teachers.

Teachers’ instructional practices play a crucial role in students’ understanding and application of statistical concepts. This study aimed to design an observation form to evaluate the quality of statistics teaching in classrooms. The form was developed around two key structures emphasized in the literature: statistical knowledge for teaching and the statistical process. Statistical knowledge for teaching was addressed in five components (knowledge of content and students, knowledge of content and teaching, curriculum knowledge, key developmental understandings, and pedagogically powerful ideas). The statistical process was represented through four components (formulating statistical investigative questions, data collection, data analysis/representation, and interpret the results). The development of the form followed a three-phase process: preparation, implementation, and evaluation. In the preparation phase, relevant models and reports were reviewed, and a draft form was created based on expert feedback. In the implementation phase, the form was tested in two stages: a preliminary review of its aspects and a classroom application involving six hours of lessons covering all stages of the statistical process. Finally, in the evaluation phase, the form was revised and finalized. The results indicated that the form demonstrated both validity and usability. It is expected to serve as a valuable tool for future research on statistics education.

Since it has become necessary for each individual to be statistically literate, statistical education research has taken teachers’ competencies into its agenda. The knowledge needed to teach statistics differs from the knowledge needed to teach mathematics since statistics is different from mathematics. Teachers and researchers need to consider these differences and be aware of the challenges of statistics teaching. This article focuses on the nature of statistical knowledge for teaching (SKT). Models of conceptualizing and measuring SKT from research literature were reviewed critically. The strengths and weaknesses of models were discussed. The article concludes with some implications for teacher education and research.

The aim of the study is to examine how lesson study activities affect pre-service classroom teachers' noticing of students' misconceptions. A qualitative research approach was adopted and action research method was used. The study was conducted with 9 pre-service teachers. The data were obtained from the observation form, video recordings, reflection reports and content notes in order to reveal how the lesson study model affected the noticing development of pre-service teachers. In addition to these, the "video exam" at the end of the Teaching Practicum-II course also constituted one of the data collection tools. Descriptive analysis was used in the study. The data obtained were analyzed by adapting the theoretical framework of "Levels of Noticing of Students' Mathematical Thinking" developed by van Es (2011) as "Levels of Noticing of Students' Misconceptions" in order to reveal pre-service teachers' noticing of students' mathematical thinking. As a result of the study, it was concluded that the noticing skills of the lesson study group pre-service teachers, were mainly level 3 or level 4, while the noticing skills of the comparison group pre-service teachers were mainly level 1 and level 2.

The discussion on the development of mathematical discourse plays a key role in the determination of the in-classroom interactions in mathematics learning and instruction. The present study aims to present a theoretical framework for the nature of mathematical discourse that addresses the teacher and student interaction in the classroom. Previous studies attempted to discuss the theoretical structure in mathematical discourse with the embedded theory approach. The findings revealed the core of mathematical discourse that reflected the structure of mathematical discourse based on open, axial and selective codes determined based on the embedded theory approach. The external structure of this core reflects the types of in-classroom interaction, while the internal structure reflects the development of the mathematical discourse. The external structure included four types of interaction: teacher, teacher-class, teacher-student, and student-student. The internal structure includes mathematical discourse movements associated with three stages: motivation, explanation of mathematical ideas, and achievement of mathematical ideas. The external structure of mathematical discourse core revealed the general state of in-classroom interaction core, and the internal structure revealed the specific mathematical discourse based on the mathematical content. It could be suggested that the discourse movements in the mathematical discourse core determined in the present study would provide guidelines for mathematical communications. The study also includes recommendations for future studies on the employment of this general and specific theoretical mathematical discourse framework.

The purpose of this study was to examine the mathematical creativity of gifted and non-gifted students through the indicators of creativity (fluency, flexibility, and originality). The study involved 12 secondary school students (six gifted and six non-gifted) from different cities in the Black Sea Region of Türkiye. The data were collected through clinical interviews regarding the solutions developed by the students for a problem-posing activity developed by Balka (1974). Each student was interviewed twice over a two-week period. Prior to the interviews, the students were asked to pose as many different and varied problems as possible. In the clinical interviews, the students' solutions were discussed deeply without evaluating their correctness. Using the theoretical framework developed by Taşkın (2016), data were analyzed using fluency, flexibility, and originality indicators of creativity. The results revealed no clear difference between gifted and non-gifted students in terms of fluency indicators, but gifted students generally pose problems more creatively and flexibly than their non-gifted peers. It has been suggested that problem-posing activities be used to compare the creativity of gifted and non-gifted students. The indicators of originality and flexibility can also be weighted differently for calculating students' final scores of mathematical creativity because they are more effective at distinguishing gifted from non-gifted students.

Bu çalışmada ortaokul matematik derslerindeki istatistik öğretimlerinin incelenmesi ve GAISE II raporunda yer verilen öğretimsel öneriler kapsamında genel bir resminin ortaya koyulması amaçlanmıştır. Araştırmanın örneklemini 6 ortaokul matematik öğretmeni oluşturmaktadır. Araştırmada öğretmenlerin istatistik öğretimlerinin değerlendirilmesinde nitel araştırma yöntemlerinden durum çalışması benimsenmiştir. Araştırmanın verileri 6 öğretmenin 30 ders saatlik gözlemleri, gözlemlerden yansımaları içeren alan notları ve derslerde dikkat çeken durumlar üzerine öğretmenlerle yapılan mülakatlardan elde edilmiştir. Gözlemlerden sonra, içerik analizi yapılmıştır. Bununla birlikte derslerde yer verilen öğretimsel uygulamalarda ortaya çıkan temaların istatistik öğretimi için önemli tavsiyeler sunan GAISE raporlarında yer verilen öğretimsel öneriler kapsamında da değerlendirmesi yapılmıştır. Çalışmanın sonucunda, öğretmenlerin öğretimsel uygulamalarında istatistik eğitimi için anahtar nitelik gösteren bağlam, değişim ve çıkarım gibi temel fikirlerin ön planda olmadığı görülmüştür. İstatistik öğretimlerinde işlemsel anlayıştan sıyrılarak kavramsal anlamayı merkeze alan, çıkarım, değişim ve temsil gibi anahtar fikirleri temel alan öğrenme ortamlarının tasarlanması ve yansımaların değerlendirilmesine yönelik çalışmalar yürütülebilir.

This study aims to determine the effect of the cognitive conflict approach on the elimination of misconceptions in square root numbers. For this purpose, this study was conducted with 8th-grade students of a secondary school in a region of Turkey. A three tiered diagnostic test was used to determine the impact of the 5-step cognitive conflict approach in the study. This test was used as a pre-test before applications and the same test was used as a post-test after applications in the same class. The test results of the students were divided into 4 groups called "misconception", "lack of knowledge", "lack of confidence", "scientific knowledge", and these groups were also divided into categories (A, B, ...). 5-step cognitive conflict approach made some transformations between categories. The greatest transformation was the transformation of misconceptions into scientific knowledge. However, it was seen that some misconceptions (B category) continued after the applications. In light of these findings, it is suggested that teachers pay attention to the mathematical language and mathematical representations they use during instruction. Moreover, the topic of root numbers should definitely be explained using the Pythagorean Theorem, and the guidebooks should be revised accordingly.

2010 yılında uygulanmaya başlanan geometri dersi öğretim programı konular, öğrenme-öğretme yaklaşımları açısından alışılagelmişin dışında ve oldukça dikkat çekici bir öğretim programıydı. Fakat geometri öğretim programı 9.sınıfta uygulanmaya başlanmasına rağmen, uygulanmasına kademeli olarak devam ederken 12. sınıfta uygulanmasının sonuçları beklenmeden kaldırılarak geometri ve matematik dersleri birleştirerek yeniden bir öğretim programı oluşturulmuştur. Bu çalışmada geometri dersi öğretim programı geliştirme çalışmasına katılan akademisyenler gözüyle, program değerlendirilmiş, öğretmenlerin neden bu programının yansıttığı değişimi kabul etmeleri gerektiğini ve buna karşın öğretmenlerin neden bu değişimi kabul etmedikleri, direndikleri belirlenmeye çalışılmıştır. Ayrıca geometri dersi öğretim programının uygulanmasına son verilerek oluşturulan yeni matematik dersi öğretim programı geliştirme çalışmalarına katılan akademisyenlere göre, geometri dersi öğretim programının neden uzun ömürlü olmadığının ortaya koyulması amaçlanmıştır. Sonuç olarak geometri dersi öğretim programı geliştirenlere göre öğretmenlerin değişime direnme nedenleri en çok politik nedenlere dayanırken, yapısal kaynaklı nedenler ise yeni matematik dersi öğretim programı geliştirme çalışmalarında bulunan akademisyenlere göre öğretmenlerin değişimi kabul etmeme nedenleri arasındadır.

The purpose of this study was to examine the existence of a relationship between statistical literacy levels and statistical literacy self-efficacy of high school students. A total of 163 high school students studying at two different high schools in the 10 th , 11 th and 12 th grades constituted the study sample. The “Statistical Literacy Self-Efficacy Instrument” and selected questions from the “Levels of Conceptual Understanding in Statistics (LOCUS)” project, adapted into Turkish, were utilized for data collection. The data were analyzed using both qualitative and quantitative methods according to a correlational research design. It was determined from the results that the statistical literacy of high school students was at a “Low” level and their statistical literacy self-efficacy was at an “Intermediate” level. Importantly, the statistical literacy self-efficacy of students was found to be a significant predictor of statistical literacy. It was determined that the strongest predictor of statistical literacy were factors regarding efficacy related to basic statistical concepts and confidence related to the statistical process that follows, while the weakest predictor was a factor regarding the belief related to statistical reasoning. Thus, it was important that this research emphasized the affective aspect of statistical literacy in particular and portrayed that this aspect was of great importance for students’ statistical literacy. As a result, as part of the statistical teaching and learning process, activities aimed at developing the statistical literacy self-efficacy of students parallel to the target of students’ statistical literacy is proposed.

This study intends to determine the statistical literacy levels of pre-service mathematics teachers and to evaluate the contribution of the statistics courses in the elementary mathematics education curriculum to statistical literacy. A mixed methods research design was adopted. The study group consisted of 202 pre-service mathematics teachers enrolled in the Statistics and Probability course. In the data collection process, a pre-test and post-test was administered to determine the pre-service teachers' statistical literacy before and after the statistical course, and classroom observations were performed to identify the contribution of the statistics course to statistical literacy. The Rasch model was used for validity-reliability analyses, and one-way ANOVA tests were used to analyze the quantitative data. Content analysis was utilized in the analysis of qualitative data, which revealed that statistical literacy levels of pre-service teachers are generally low, generally influencing the competence of pre-service teachers. The pre-service teachers failed in the sample selection component in the pretest and data interpretation in the post- test, while they were more successful with table and graphs in the pre-test and sample selection in the post-test. The comparative analysis of revealed statistically significant differences in favor of U4 in the pre- test, but in favor of U1 in the post-test. It was concluded that practices included in the statistics lessons could be effective on these differences.

The present study aimed to investigate the statistical literacy perceptions of instructors who teach undergraduate statistics courses in different disciplines. Instructors were asked questions on their statistical literacy definitions, organization of the course content, topics emphasized or avoided by instructors in teaching statistics, and instructors post-course expectations from their students. Qualitative data gathered from interviews were analyzed and categorized under five main themes. The instructors' ultimate expectations from the students and the topics they emphasized during the courses are mostly stated in relation with statistical literacy. They provided less information related statistical literacy about two themes: course content and the issues they avoid. Recommendations from this study include reviewing and revising statistics course content and methods to reveal the components of statistical literacy.

In this study, distance education practices of mathematics teachers during the COVID-19 epidemic period are examined with an ethnographic approach. The first-hand data were obtained and interpreted without affecting the natural environment about what mathematics teachers did and thought during the distance education applications. The study was initiated with 6 graduate students who took the MTE5100 Research in Mathematics Education course in the Fall Semester 2020-2021. A total of 19 mathematics teachers from 5 different provinces together with these six graduate students who are also the authors of this study constitute the social group of this ethnographic study. Since these six graduate students are also teachers, they conducted the fieldwork as natural members of the social group whose culture, experiences, perceptions and evaluations will be examined. Due to the nature of the ethnographic study, data were collected by six participant-observer graduate students over 12 weeks through interviews, observations, field notes and documents. Content analysis method was used in the analysis of the data. As a result of the content analysis, the data were interpreted under 5 main themes as teacher, student, technology, parent, assessment and evaluation. Teachers mostly addressed the issue of students' participation in the lesson as a problem in the virtual environment. In addition, it has been revealed that teachers have limitations in enriching the virtual environment in terms of teaching and learning mathematics using appropriate technologies and pedagogies. Many teachers also expressed their concerns about parent support and assessment and evaluation. Considering that distance education as an effective alternative method in the changing world, not only during epidemic periods, but also in other possible situations that may occur in the future, in this regard, the importance of educating teachers emerges in both theoretically and practically. In this respect, this study presents a detailed information of the process and puts light on the future course of distance education.

Perhaps the biggest obstacles to the effective implementation of the student-centred mathematics programs are mistakes. So it is very important to know that not every mistake is the same and that the same type of feedback cannot be used in every mistake type. In this study, firstly 870 mistakes and feedback encountered by 4 teachers in 120 hours were analysed. Then, which feedback technique was used in which type of mistake according to Türkdoğan’s clarification and discussed to what degree the feedback met the expectations of student-centred mathematics curricula. It was found that the use of the Ignoring the Mistake or Accepting it as Correct, Saying the True Answer and Saying the Answer is Wrong feedback techniques in the first type of mistake was more appropriate. The use of Creating Conflicts, Simplifying or Making Connections feedback techniques was insufficient. It is thought that organizing educational activities for teachers and teacher students about mistakes and feedbacks will be useful to establish a more effective student-centred environment.

Bu arastirmanin amaci, teknoloji donanimli bir sinifta mutlak deger konusunun ogretiminde sinif ortamindan yansimalari incelemektir. Arastirma bir aksiyon calismasidir. Arastirmanin katilimcilarini lise birinci sinif okuyan 34 ogrenci olusturmaktadir. Veri toplama araci olarak ogrencilerin ders notlari, arastirmacinin sinif ici gozlemleri ve mutlak deger sinavi kullanilmistir. Elde edilen veriler arastirma problemleri dogrultusunda betimsel olarak analiz edilmistir. Elde edilen sonuclar akilli tahtanin ogrencilerin mutlak deger konusundaki ogrenme gucluklerinin ortadan kaldirilmasi noktasinda olumlu bir etkiye sahip oldugunu gostermektedir.. Bunun yaninda teknoloji donanimli uygulamalarin ogrencilerin akademik basarilarini da artirdigi sonucu elde edilmistir. Ayrica akilli tahta etkinliklerinin ogrencilerin derslere yonelik motivasyonunu ve ilgilerini artirdigi bulunmustur. Arastirmada elde edilen sonuclar isigi altinda mutlak degerin ogretiminde, akilli tahta kullanimina yonelik onerilerde bulunulmustur.

The residual effect of eight herbicides (Pendimethalin, Pretilachlor, TriasulfuronEthoxysulfuron, Pyrazosulfuron Ethyl, Carfentrazone – ethyl, Carfentrazone – ethyl+ Isoproteuron, 2, 4 –D) used in wheat of Agronomy Field Laboratory during March to June 2014 was evaluated for the sunflower. The eighteen herbicide treatment combinations of the eight herbicides used in wheat. The experiment was conducted in Random Complete Block Design (RCBD) with three replications. The effect of herbicide residues on the sunflower was evaluated in terms of germination, the seedling root and shoot length, leaf chlorophyll content and seeding dry matter. The result showed that the seedling establishment of sunflower was not adversely affected by the herbicides applied to the previous wheat crop.