The aim of this research is to examine the effect of Math worksheets based on the Multiple Intelligences Theory on the academic achievement of students in the 4 th grade primary school. The sample of the research consists of 64 (32 experimental and 32 control) students who are studying in the 4 th grade in a primary school affiliated to the Ministry of National Education in the province of Bağlar, Diyarbakır in the academic year of 2016-2017. Experimental design with pre-test and post-test control group was used in the study. The obtained pre-test and post-test data were analyzed with SPSS 22.00 package program. Content analysis of interview data was conducted. According to the results of the research, it is shown that Math worksheets prepared on the basis of the Multiple Intelligences Theory has increased the academic achievements of the students in general. According to these results, it can be said that the preparation of Math worksheets according to students' different intelligence fields can positively influence the academic achievement of the students.
Digital storytelling technique is based on a presentation of course content in a story form using multimedia tools. In this study, digital stories were designed for mathematics instruction with preschool pre-service teachers. At the end of the six-week study, preschool students viewed the digital stories created. The study aimed to determine the effects of digital storytelling technique on the views of preschool pre-service teachers on the course of mathematics and the reactions of preschool students, who viewed the digital stories to the mathematics course. It was observed that pre-service teachers and preschool students considered the above-mentioned technique as interesting, funny but timeconsuming.
The study aimed to scrutinize the perceptions of middle school students on the course of mathematics by using the pictures they drew. In the study conducted with 211 students attending two middle schools in Diyarbakır district center and in a village in 2014-2015 academic year, qualitative research design and phenomenology model were utilized. Content analysis was conducted in the study and at the end of the study, the following categories in the perceptions of the students on the course of mathematics were found: "numbers-infinity, functionality, improvement of mental capacity, requirement for acquiring a profession, basic science containing logic, hard and confusing, created by figures and patterns, requiring effort to learn." The pictures drawn by students were mostly in "functionality in life" category and in "requiring an effort to learn" category the least, respectively. As a result, the common theme that there was a positive perception for mathematics and the attention and the experience of teachers were the basic reasons for that perception was reflected in most drawings.
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