The aim of this study is to determine the effect of mathematics teaching with cartoons on the problem solving skills of primary school 2nd grade students based on addition and substraction. In the research, pretest-posttest control group design of the experimental model was used. In the classroom where the experimental group students were present, cartoon supported education was applied and the current program based teaching method was used in the control group class. The target population of the study consisted of 2nd grade students of all primary schools of the Ministry of National Education of Mersin. The population of the study consisted of 2nd grade students of all primary schools of the Ministry of National Education of Mersin. The study was conducted for 4 weeks in the fall semester of the 2015-2016 academic year. The experimental group consisted of 17 students and the control group consisted of 13 students. In order to determine the validity and reliability of the achievement test used in the study, item analysis was performed with the TAB program. The t-test was used to determine whether there was a significant difference between the pre-test and post-test scores of the groups. As a result of the research, it was observed that the success of the students in the problem solving in addition and substraction education has increased.

/pdf/cartoon-to-solve-teaching-problem-on-mathematics-1wssr8fppi.pdf

Cartoon to Solve Teaching Problem on Mathematics.

Bu calisma, Fen ve Teknoloji dersinin “Yasamimizdaki Surat” konusunda, Fen ve Teknoloji ogretmenlerinin ve 6. sinif ogrencilerinin, matematiksel kavramlari iceren konularin ogretiminde sorun yasayip yasamadiklarinin tespiti amaciyla yapilmistir. Arastirmada, Fen ve Teknoloji ogretmenlerinin “Yasamimizdaki Surat” konusundaki matematik ogretimi becerileriyle  ilgili gorusleri ile bu konuda 6. sinif ogrencilerinin Fen ve Teknoloji ogretmenlerinin matematik ogretimi becerilerine iliskin gorusleri ve bu goruslerin demografik degiskenlere gore farklilasip farklilasmadigi arastirilmistir. Ayrica ogretmen ve ogrenci gorusleri de karsilastirilmistir. Arastirmanin modeli “tarama” yontemidir. Arastirma, Erzincan ilinin merkeze bagli ilkogretim okullarinda (ortaokullarinda), 2009-2010 Egitim-Ogretim yilinda 6. siniflarda Fen ve Teknoloji dersini yuruten 41 ogretmen ve 6. sinifta ogrenim gormekte olan 346 ogrenci uzerinde gerceklestirilmistir. Arastirmada veri toplama araci olarak, Fen ve Teknoloji ogretmenleri ve 6. sinif ogrencileri icin arastirmacilar tarafindan gelistirilmis olan iki tur olcek kullanilmistir. Verilerin cozumlenmesinde ortalama, standart sapma, frekans dagilimi, bagimsiz gruplar arasi t-testi ve Kruskal-Wallis testinden yararlanilmistir. Elde edilen verilerin analizi sonucunda, arastirmaya katilan Fen ve Teknoloji ogretmenlerinin, matematik ogretimi becerileri acisindan kendilerini yeterli gordukleri ve 6. sinif ogrencilerinin de Fen ve Teknoloji ogretmenlerinin matematik ogretimi becerilerini yeterli bulduklari belirlenmistir. Fen ve Teknoloji ogretmenlerinin matematik ogretimi becerilerine iliskin goruslerinin, hizmet suresine ve mezun olunan alana gore, 6. sinif ogrencilerinin ise Fen ve Teknoloji ogretmenlerinin matematik ogretimi becerilerine iliskin goruslerinin Fen ve Teknoloji ogretmenlerinin goruslerinin mezun olunan yuksekogretim programina gore farklilastigi tespit edilmistir.

/pdf/ogrenci-ve-ogretmenlerin-fen-ve-teknoloji-dersinin-1q3vnasqkf.pdf

Öğrenci̇ ve öğretmenleri̇n fen ve teknoloji̇ dersi̇ni̇n yaşamimizdaki̇ sürat konusundaki̇ matemati̇k beceri̇leri̇ üzeri̇ne görüşleri̇

This study was carried out in order to determine how students’ attitudes towards mathematics changed according to their school and grade levels, and to examine which factors affected students’ attitudes from the views of students and teachers. This study was conducted with 698 primary third to eighth grade students, 367 of whom were male and 331 of whom were female and 6 mathematics teachers studying in those schools. Data of the study were collected by means of two instruments, Mathematics Attitudes Scale (MAS) and semi-structured interview. Obtained data were analyzed both statistically and descriptively. At the end of the study, it was observed that there is a meaningful difference in students’ attitudes towards mathematics according to schools. In addition, it was observed that attitudes of students enrolled to primary schools which consist of 3rd, 4th and 5th grades are meaningfully more positive than the attitudes of students enrolled to secondary schools consisting of 6th, 7th and 8th grades. In spite of this, it was found that there has not occurred a meaningful difference among 3rd, 4th and 5th grade students’ attitudes and 6th, 7th and 8th grade students’ attitudes in the same way. Finally, according to students and teachers factors affecting attitudes towards mathematics are teacher, friend, individual characteristics, family, mathematics issues, achievement and perception of mathematics difficulty and its importance.

The Examination of the Attitudes of Students Enrolled from the 3rd to 8th Year towards Mathematics

The purpose of this study is to reveal how prospective primary school math teachers perceive rectangular prisms through models. The survey model was employed for the study. The data were collected through the interviews protocol, consisting of four models and two open-ended questions concerning the models, with 113 students of Mathematics Teaching, the department of primary school teaching, the faculty of education at a university located in a middle-sized province in Eastern Anatolia, Turkey, during the Fall Term of the Educational Year 2010-2011. The data were descriptively analyzed. The findings suggest that most of the students are successful in naming the three models they frequently encounter in a proper way and explaining the characteristics and connections concerning the models but they are less successful in the model “skeleton”, which they rarely encounter. In this sense, it is recommended that the teaching process should include the “skeletons” of geometrical objects. Key-words: prospective teachers, rectangular prism, model Ozet Bu calismanin amaci ilkogretim matematik ogretmen adaylarinin modeller yardimiyla dikdortgenler prizmasi algilarini belirlemektir. Calismada tarama modeli kullanilmistir. Veriler, 2010–2011 egitim-ogretim yili guz yariyilinda Dogu Anadolu Bolgesi’nin nufus acisindan orta olcekli bir ilinde bulunan egitim fakultesinin ilkogretim bolumu, Matematik Egitimi ABD’de ogrenim goren toplam 113 ogrenciden, dort farkli model ve bu modellerle ilgili iki acik uclu sorudan olusan gorusme protokolu kullanilarak toplanmistir. Elde edilen veriler betimsel olarak analiz edilmistir. Sonuclar, ogrencilerin cogunlugunun siklikla karsilastiklari uc modeli dogru isimlendirme ve modellerle ilgili ozellikleri, iliskileri ortaya koymada basarili olduklarini fakat nadiren karsilastiklari “iskelet” seklindeki modelde ise daha dusuk duzeyde basarili olduklari gostermektedir. Bu baglamda ogretim surecinde geometrik cisimlerin “iskelet”lerinin kullanilmasi tavsiye edilmektedir. Anahtar Sozcukler: Ogretmen adayi, dikdortgenler prizmasi, model Prospective Primary School Teachers’ Perceptions of Rectangular Prism Through Models © Educational Research Association, All rights reserved. (IJRTE) Sayfa 15 Introduction One of the most essential tools to acquire such high-level thinking skills as analysis, evaluation and synthesis, math enables one to learn concepts, to make sense of them, to work up meaningful connections between them and thus to produce new concepts and knowledge (Nakiboglu, 1999). Furthermore, math helps one realize his/her mental liberty during the organization of his/her ideas (Busbridge & Ozcelik, 1997). Besides math, geometry, a sub-branch of math, also plays a key role in developing one’s thinking skill and enabling him/her to solve most of the problems he/she encounters. Geometry deals with point, straight line, plane, plane figures, space, spatial figures and connections among them as well as the length, angle, area and volume of geometric figures and their measurement. Geometry is among the crucial elements of school math. Its concepts and rules are commonly used in other branches of art and disciplines (Baykul, 2009). Geometry makes a great contribution to students’ logical and affective development (Akuysal, 2007) by presenting different ways of thinking about and commenting on physical environment in a detailed way (NCTM, 2000). Thanks to these characteristics, geometry is included in all curricula in Turkey, as is the case for most countries throughout the world (Altun, 2006). Despite the high level of importance attached to geometry and geometry teaching, many studies found that students have a low level of achievement in geometry and they do not even know some basic geometrical concepts (Melemezoglu, 2005; Akuysal, 2007; Mullis et al., 2000; NCTM, 2000; Okur & Dikici 2006; Prescott, Mitchelmore & White, 2002). In the case of Turkey, the results of national examinations and a number of international studies suggest that primary school students have a low level of achievement in subjects based on geometry (Bekdemir & Isik, 2007; Olkun & Aydogdu, 2003; Ardahan & Ersoy, 2004; MEB-EARGED, 2003). Since attempts are generally focused on teaching geometry on the basis of memorizing certain formulas and rules (Yilmaz, Turgut & Kabakci, 2008), it is thought that teachers are also responsible for the fact that students are ignorant about the basic concepts and they have a low level of achievement (Olkun & Aydogdu, 2003). As teachers develop their knowledge of geometry and pedagogy, a corresponding change is observed in what and how they teach (Swafford, Jones & Thornton, 1997; Mistretta, 2000). In order to improve geometry teaching, it is necessary for teachers to have enough knowledge of and experience in the process of geometry teaching and to enjoy a level of content knowledge higher than that of the group of students they work with (Toluk, Oklun & Durmus, 2002). Teachers gain their content knowledge and teaching experience primarily through the programs at faculties of education. Research suggests that these programs fail to enable prospective teachers to gain enough knowledge and skills. For instance, Cetin and Dane (2004) discovered that prospective teachers use the geometric concepts that are defined dependent on each other as though they are independent of one another. Dane (2008) found that prospective teachers have rather insufficient knowledge or even misconceptions about point, straight line and plane. Similarly, Uzel and Ozdemir (2009) maintained that half of the final grade students of Primary School Math Teaching do not have a sufficient level of geometric thinking. In 2006, The Curriculum for Primary School Math Teaching, Faculty of Education, was gradually changed by the Council of Higher Education in order to train competent teachers that can implement the 2005 Curriculum for Primary School Mathematics Teaching (2005 CPMT), which had been modified owing to the reasons mentioned above. Focusing on learning through discovery and comprehension, 2005 CPMT requests Prospective Primary School Teachers’ Perceptions of Rectangular Prism Through Models © Educational Research Association, All rights reserved. (IJRTE) Sayfa 16 teachers to employ concrete models and instruments in geometry teaching (MEB, 2005), for instructional materials play a key role in enabling students to concretize abstract concepts and connections among them. Furthermore, the more numerous and varied instructional materials are used in teaching-learning process, the greater contribution is made (Bulut, 2004; Toptas, 2008). In consistent with 2005 CPMT, the 2006 Curriculum for Primary School Math Teaching included courses on knowledge of geometry and geometry teaching as of the first term. In this way, it is expected that prospective teachers will have increased content knowledge and teaching experience and developed skills in designing and using materials. In our daily life, we encounter a number of concrete objects that can be associated with a prism, the most basic and fundamental element of space geometry, a sub-branch of geometry. Knowing the geometrical characteristics of concrete objects similar to a prism will enable students to put this knowledge into practice in their daily life and facilitate their future learning. It is essential that teachers, the leading factors in enabling students to acquire this knowledge and skills, should have a sufficient level of knowledge about a prism, give examples from daily life and be skilled enough to design and use appropriate materials. Therefore, it is necessary to study whether the prospective teachers at the Department of Primary School Math Teaching have such knowledge and skills. Methodology The purpose of the Study The purpose of this study is to reveal how prospective primary school math teachers perceive rectangular prisms through models. In consistent with the purpose, answers are sought for the following questions: 1. How do prospective teachers name different models similar to rectangular prism? 2. What is their justification for the names they propose for different models? 3. How can the correct, partially correct and incorrect naming of prospective teachers be distributed across grades? The Population The population is comprised of 113 students of Math Teaching, the department of primary school teaching, the faculty of education at a university located in a middle-sized province in Eastern Anatolia, Turkey, during the Fall Term of the Educational Year 2010-2011. Table 1 presents the distribution of students by grade. Table 1. The number and percentage of students by grade Grade n % First Grade 35 31 Second Grade 31 27.4 Third Grade 25 22.1 Fourth Grade Total 22 113 19.5 100 The Curriculum for Primary School Math Teaching, for which the students are registered, includes the course Geometry in the second term, Instructional Technologies and Material Design in the fourth term, Prospective Primary School Teachers’ Perceptions of Rectangular Prism Through Models © Educational Research Association, All rights reserved. (IJRTE) Sayfa 17 Analytical Geometry I-II and Special Teaching Methods I-II in the sixth and seventh terms. At the time the present study was conducted, none of the first grade students had taken any of these courses. Second grade students had taken only Geometry. Third grade students had taken Geometry, Instructional Technologies and Material Design and were continuing Analytical Geometry I. Fourth grade students had taken all the courses involved.

http://ijrte.eab.org.tr/media/volume3/issue2/o_f_cetin.pdf

Prospective Primary School Teachers’ Perceptions of Rectangular Prism Through Models

http://dergipark.ulakbim.gov.tr/erzifbed/article/download/5000034047/5000038322

Öğrenci̇ ve öğretmenleri̇n fen ve teknoloji̇ dersi̇ni̇n yaşamimizdaki̇ sürat konusundaki̇ matemati̇k beceri̇leri̇ üzeri̇ne görüşleri̇ student and teachers' views about mathematics skills in science classes: speed in our lives

Bu arastirmanin amaci, ilkogretim birinci kademede gorev yapan sinif ogretmenleri ile universitelerin egitim fakultelerinde ogrenim goren sinif ogretmeni adaylarinin almis olduklari Matematik Ogretimi dersinin mesleki yasamlarindaki etkililigine yonelik gorusleri ile bununla iliskili olabilecek demografik degiskenler arasindaki iliskileri belirlemektir. Arastirma, ilkogretim birinci kademede gorev yapan sinif ogretmenlerinin ve sinif ogretmeni adaylarinin almis olduklari Matematik Ogretimi dersinin mesleki yasamdaki etkililigine yonelik goruslerinin cinsiyet, mezun olunan okul, mesleki kidem, matematige karsi ilgi duzeyi, basari durumu ve bolumlerini tercih etme nedenleri gibi degiskenler acisindan farklilasip farklilasmadigini belirlemek amaciyla gerceklestirilmistir. Arastirmanin orneklemini; Eskisehir'in ilcelerindeki ilkogretim okullarinda gorev yapan ogretmenler arasindan rastlantisal olarak secilen 34 sinif ogretmeni ile Eskisehir Osmangazi Universitesi Egitim Fakultesi Sinif Ogretmenligi Bolumu'nde ogrenim gormekte olan 42 ogrenci olusturmaktadir. Verilerin toplanmasi asamasinda, ogretmen ve ogrencilere "Matematik Ogretimi Dersinin Mesleki Yasamdaki Etkililigine Dayali Ogretmen ve Ogrenci Gorusleri" olcegi ve arastirmacilar tarafindan hazirlanan demografik bilgi formu kullanilmistir. Toplanan verilerin analizinde; frekans tablolari ve t-testinden yararlanilmistir. Ogretmen goruslerine dayali arastirmanin sonuclarina gore; cinsiyet, mezun olunan okul ve matematige karsi ilgi gruplari arasinda matematik ogretimi dersinin mesleki yasamdaki etkililigine iliskin gorusler acisindan farkliliklar ortaya cikarken, kidem durumu acisindan farklilik bulunmadigi belirlenmistir. Ogrenci goruslerine dayali arastirma sonuclarina gore ise, basari durumu ve matematige karsi ilgi gruplari arasinda matematik ogretimi dersinin mesleki yasamdaki etkililigine iliskin dusunceler farklilasirken, cinsiyet ve bulunduklari bolumu tercih etme nedenleri bakimindan farklilik bulunmadigi belirlenmistir. Elde edilen sonuclara dayali olarak Matematik Ogretimi dersinin icerik, program ve islenisine yonelik oneriler gelistirilmistir.

/pdf/matematik-ogretimi-dersine-yonelik-gorusler-4cyvvgd2ad.pdf

Matematik Öğretimi Dersine Yönelik Görüşler

Proje Yaklaşımına Dayalı Eğitim Programının Okul Öncesi Dönem Çocuklarının Görsel Algı ve Matematik Becerilerine Etkisinin İncelenmesi

Okul Öncesi Öğretmenlerinin Psikolojik Sağlamlığına Yönelik Algılarının Odak Grup Görüşmesiyle İncelenmesi

Okul Öncesi Öğretmenlerinin Matematik Etkinliklerine Yönelik Görüşlerinin İncelenmesi

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Matematik Öğretimi Dersine Yönelik Görüşler

Proje Yaklaşımına Dayalı Eğitim Programının Okul Öncesi Dönem Çocuklarının Görsel Algı ve Matematik Becerilerine Etkisinin İncelenmesi

Okul Öncesi Öğretmenlerinin Psikolojik Sağlamlığına Yönelik Algılarının Odak Grup Görüşmesiyle İncelenmesi

Okul Öncesi Öğretmenlerinin Matematik Etkinliklerine Yönelik Görüşlerinin İncelenmesi