The study compared the effects of dynamic geometry software and physical manipulatives on the spatial visualisation skills of first-year pre-service mathematics teachers. A pre-and post-test quasi-experimental design was used. The Purdue Spatial Visualisation Test (PSVT) was used for the pre-and post-test. There were three treatment groups. The first group (n = 34) used Dynamic Geometry Software (DGS) Cabri 3D as a virtual manipulative and the second group (n = 32) used physical manipulatives. In the control group (n = 30), the students received traditional instruction. The results of the study showed that physical manipulatives and DGS-based types of instruction are more effective in developing the students' spatial visualisation skills than traditional instruction. In addition, students in the DGS-based group performed better than the physical manipulative-based group in the views section of the PSVT.

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<span>This study examines the effect of dynamic geometry software (DGS) on students' learning of transformation geometry. A pre- and post-test quasi-experimental design was used. Participants in the study were 68 eighth grade students (36 in the experimental group and 32 in the control group). While the experimental group students were studying the transformation geometry in a (DGE), the same instruction was carried out with dotted and isometric worksheets with the control group students. A 15 multiple choice</span><em>Transformation Geometry Achievement Test</em><span> and a 15 open ended item </span><em>Learning Levels of Transformation Geometry Test</em><span>were used as pre and post-test. The result of covariance analysis showed that the experimental group outperformed the control group not only in academic achievement but also in levels of learning of transformation geometry.</span>

Previous research focused on graphical skills of the students, which remains a gap that exists, and there has not been comprehensive research on students' graphical literacy abilities. The present study aims to picture graphical literacy levels of the 8th grade students concerning the reading, interpreting, drawing, comparing and evaluating aspects. Method: Participants in this study consisted of 46 students at 8th-grade from two different middle

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Problem solving is not simply a process that ends when an answer is found; it is a scientific process that evolves from understanding the problem to evaluating the solution. This process is affected by several factors. Among these, one of the most substantial is belief. The purpose of this study was to evaluate the beliefs of high school students according to their explanations in the problem solving process. A case study was carried out with five students. Each of the students' problem solving processes was examined by means of clinical interviews and three problems were presented to the students. The results illustrate that the students who thought problem solving should be a short process and that they could address it by memorization of rules also believed that problem solving is difficult. This study concludes that not only beliefs affect the problem solving process, but also personal factors such as life experiences.

Özet: Bu çalışmanın amacı öğretmen adaylarının uzaktan eğitime yönelik algılarının metaforlar yoluyla belirlenmesidir. Araştırmanın örneklemini Bayburt Üniversitesi Eğitim Fakültesi İlköğretim Bölümü Fen Bilgisi ve Sınıf öğretmenliği bölümlerinde okumakta olan 150 öğretmen adayı oluşturmaktadır. Bu öğretmen adaylarından 70'i lisans eğitimleri sırasında uzaktan eğitim yoluyla ders almış olan sınıf öğretmeni adaylarıdır. 80'i ise seçmeli ders olarak uzaktan eğitim isimli teorik dersi almış olan fen bilgisi öğretmeni adaylarıdır. Verilerin toplanması için araştırmaya katılan öğretmen adaylarından "Uzaktan eğitim… gibidir çünkü …" cümlesini tamamlamaları istenmiştir. Araştırmada veriler nitel veri analizi yöntemleri içerisinde yer alan içerik analizi tekniği kullanılarak analiz edilmiştir. Yapılan analizler sonucunda, öğretmen adaylarının uzaktan eğitime yönelik oluşturdukları metaforların ihtiyaca yönelik, çeşitlilik, isteğe bağlılık, gereklilik gibi farklı kategoriler altında toplandığı görülmüştür. Ayrıca bulgular incelendiğinde eş-zamanlı uzaktan eğitim yoluyla ders alan sınıf öğretmeni adaylarının, fen bilgisi öğretmeni adaylarına kıyasla daha olumsuz algılara sahip oldukları tespit edilmiştir. Eş-zamanlı uzaktan eğitim derslerinin 90 dakikalık blok dersler halinde yürütülmesi, öğretmen adaylarının ders dışında öğretmene soru sorma imkânı bulamayışı, derslerde zaman zaman teknik problemlerin yaşanması gibi faktörlerin olumsuz algıya neden olduğu fark edilmiştir. Uzaktan eğitime yönelik olumlu algı geliştirilebilmesi için; kısa süreli, uygulama öncesinde katılımcıların uzaktan eğitim uygulamaları hakkında bilgilendirildiği, öğretmen ve öğrencinin ders dışında da iletişim kurabildiği ve teknik problemlerin en aza indirildiği uzaktan eğitim ortamlarının tasarlanması önerilmektedir.Anahtar Kelimeler: Algı, metafor, öğretmen adayları, uzaktan eğitim Abstract: The aim of this study is to determine teachers candidates' perceptions on 'distance education' via metaphors. The sample consisted of 150 teacher candidates' drawn from departments of science teacher and primary teacher at Faculty of Education in Bayburt University. 70 of the sample are primary teacher candidates that attended courses via distance education in their undergraduate programme. 80 of them are science teacher candidates that took 'distance education' elective course. To collect the data the teacher candidates' were asked to complete this sentence: 'Distance education is like......because....'. Data was analysed by using content analysis technique one of the qualitative data analysis methods. The results indicate that the teacher candidates' metaphors referred to such different issues as need-aimed, variety, arbitrary, requirement. Moreover, when the findings are searched, it was determined that the primary teacher candidates take lesson by means of synchron distance education have more negative perception in contrast with science teacher candidates. It was noticed that some factors such as carrying out the synchron distance lessons as 90 min blocks, ...

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