Visualization is an effective method for students to internalize concepts and to establish correlations between concepts. Visualization method is especially more important in mathematics which is perceived as the combination of abstract concepts. In this study, whether 6th grade students can solve questions about 'Fractions' by using visual model and whether they can utilize visualization or not was searched. A literature scan about the visualization in teaching mathematics and an achievement test involving 10 questions were implemented for this study. The participants are 50 6th grade students who are studying at public and private schools in various parts of Istanbul. They were asked to solve questions by using visual model method. In accordance with the findings, it can be said that 6th grade students have difficulties in using visual model while studying on fractions and they prefer calculation by considering rules without using.

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The aim of this study is to examine the mathematical creativity of individuals who think they have creative thinking skills. Forty-four teachers who work in private schools participated in this study and they have their pedagogical formation training from a public university in order to be a public teacher. Also participants have at least one year of experience. Mixed method research is defined as combining qualitative and quantitative methods, approaches and concepts in successive studies (Creswell, 2003). This study was determined as a mixed method research since data first analyzed by content analysis (qualitative) and then relationship and comparison analysis (quantitative). In order to analyse problem situation of the study, two testing instruments one of which is ready to use were utilized. Problem solving and problem posing test as two items was developed by the researcher. On item was given to participants as a geometry problem in the testing instrument and they were asked to solve this problem by using as many different methods as they can. The other item was given to participants as a semi-structured geometry situation. They were asked to pose as many problems as they can by using this situation. Data obtained from solving draft were divided into categories in terms of flexibility, fluency and originality according to content analysis from qualitative data analyses for each participants.As a result of the study, according to the teachers' creativity that they stated, we can talk about their mathematical creativity only if they can pose an authentic problem.

The purpose of this study is to analyze whether prospective teachers believe solving a mathematics problem involves in using different solution methods. 60 mathematics prospective teachers who take the pedagogic training program in a state university were participated in this study. Five open-ended questions were asked. The study was carried out by collecting data through interviews among qualitative research methods and content analysis technique through analyzing the data. The study started with a pre-implementation. In pre-implementation, prospective teachers solved a geometry problem at class with multiple methods and then they exchanged their ideas with each other. Findings of the study revealed that while 90 % of the prospective teachers stated that they believe the importance of solving problems with multiple methods, 10 % of them stated that they preferred solving many problems with a single method rather solving a problem by using multiple methods.

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As communication technology develops rapidly in the 21st century, it is easy to reach knowledge. At this point students should be able to create their own knowledge by researching, analyzing and synthesizing rather than asking the questions they can reach via internet. Real life problems may not be solved according to a single discipline. Therefore, it would be beneficial for us to transfer the climate and teamwork to the disciplines as a whole for the students. The purpose of this study is to present the importance and unexplained parts of STEM education through literature scan and especially to suggest STEM practices which mostly deal with mathematics classes. This study is a theoretical study and document analysis technique from qualitative research methods was used in the study. The study was prepared in terms of theory and it was presented to be an example for the other researchers. There are two sample practices together with their objectives in this study. While SCRATCH coding program was used in one of the applications and the other application was structured on isoperimetric theorem. ÖZ: 21. Yüz yılda iletişim teknolojisi hızla geliştiği için bilgiye ulaşmak kolaylaşmaktadır bu noktada öğrencilere internet üzerinden ulaşabilecekleri sorular sormak yerine araştırarak analiz ederek ve sentezleyerek kendi bilgilerin oluşturmalarına fırsat verilmelidir. Gerçek yaşamda birçok değişkenden oluşan bir problemle karşılaşan öğrencilere, derslerde tek bir değişken üzerinden problem çözmeyi öğretmek gerçek yaşamla okul dersleri arasında uçurum oluşturacaktır. Gerçek yaşam problemleri tek bir disipline göre de çözülemeyebilir. Dolayısıyla öğrencilere disiplinleri bir bütün olarak ele alma iklimini ve ekip çalışmasını aktarmamız faydalı olacaktır. Bu çalışmanın amacı, STEM eğitiminin önemini ve açıklanamayan kısımlarını literatür taraması ile sunmak ve özellikle matematik dersleriyle ilgilenen STEM uygulamalarını önermektir. Bu çalışma teorik bir çalışmadır ve çalışmada nitel araştırma yöntemlerinden elde edilen doküman analiz tekniği kullanılmıştır. Çalışma teorik açıdan hazırlanmış ve diğer araştırmacılar için örnek teşkil etmesi adına sunulmuştur. Çalışmada iki örnek uygulama kazanımları ile birlikte yer almaktadır. Uygulamalardan birinde SCRATCH kodlama programı kullanılmış ve diğer uygulama izoperimetrik teoride yapılandırılmıştır.

The aim of this study is to analyze the mistakes that have been made in the group theory underlying the algebra mathematics. The 100 students taking algebra math 1 class and studying at the 2nd grade at a state university in Istanbul participated in this study. The related findings were prepared as a classical exam of 6 questions which have been presented by 3 academic members working at the same university and these questions were presented to the students accordingly. After findings were put into codes as Correct/Wrong answers, solutions coded as "Wrong" were analyzed according to the content analysis method. Classifying the mistakes made in the solutions by students, suggestions about how to rectify these mistakes were carefully offered.

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