The present study aimed to determine views the middle school students' located a province of Turkey towards the Class Dojo education technology used in mathematic courses. A questionnaire based on expert opinions was used for the collection of research data. The participants of the study consisted of 206 students; 5 th , 6 th , 7 th and 8 th grade students who have used Class Dojo Education technology. The study is conducted survey model. Descriptive statistical methods, independent samples t test, one way analysis of variance were used for the analysis of research data.Findings of the research revealed that middle school students generally had a positive opinion on the application of Class Dojo training and that the opinions of the students did not vary according to the gender factor and that the students in the lower grades expressed more positive opinions than the students in the upper grades. As a conclusion that suggestions have been made to teacher and teacher candidates, how to use this education technology that enables classroom management to continue outside the school and pros of application.
Many related studies have studied many different models in the teaching of the concept of integer, which have reported that counters failed to completely help with the understanding of the concept of and operation modeling in integers. The purpose of the present research is presenting the "opposite model", which is a quantitative model, unlike thermometer, elevator, sea level, or number line, which are directional models. Additionally, it presents solutions to the problem of learning the concept of and operations in integers through models used in teaching integers for primary school 6 th grade students. Opposite model is an integer model, which is based on theory and enables the easy learning of the concept of integers and addition and subtraction operations tested with experimental study by [9]. The present research is believed to contribute students' meaningful learning of the concept and operations of integers and alternative thinking through opposite model. The present research discusses the necessity of opposite model, which is to be offered as an alternative mathematical model for teaching the concept of integers and addition-subtraction operations, in light of the findings obtained through literature review.
Bu çalışmada, ortaokul matematik öğretmenlerinin matematik derslerinde somut ve sanal manipülatif kullanımına ilişkin tutumlarının farklı değişkenler açısından incelenmesi ayrıca manipülatif kullanma ile ilgili ihtiyaçlarının belirlenmesi amaçlanmaktadır. Çalışmanın araştırma yöntemi tarama modelidir. Katılımcılar, farklı illerde görev yapan 152 ortaokul matematik öğretmeninden oluşmaktadır. Veri toplama aracı olarak, öğretmenlerin manipülatif kullanımına ilişkin tutumlarını belirlemek amacıyla Matematik Derslerinde Manipülatif Kullanımına ilişkin Tutum (MDMKİT) ölçeği kullanılmıştır. Ölçek, beş maddeden oluşan tek faktörlü bir yapıdadır. Veriler, betimsel ve anlam çıkartıcı istatistik yoluyla analiz edilmiştir. Verilerin normallik analizi yapılarak normal dağılım gösterdiği görülmüştür. Bu nedenle, t testi (ilişkisiz örneklemler için t testi), F testi (ilişkisiz örneklemler için iki faktörlü ANOVA) yapılarak problem cümlelerine yanıt aranmıştır. Yapılan analizler sonucunda elde edilen bulgular neticesinde, öğretmenlerin % 65,8'i manipülatif kullandıklarını belirtmişlerdir. Öğretmenler, en çok Sayılar ve İşlemler öğrenme alanında-Tamsayılar ve Kesirler alt öğrenme alanında (%30,2), daha sonra Geometri ve Ölçme öğrenme alanında-Geometrik Cisimler alt öğrenme alanında (%24,6) ve Cebir öğrenme alanında Cebirsel İfadeler-Eşitlik Denklem alt öğrenme alanlarında (%8,7) somut ve sanal manipülatiflere ihtiyaç duyduklarını ifade etmişlerdir. Bununla birlikte, öğretmenlerin hizmet içi eğitim alma durumlarına göre manipülatif kullanma ile ilgili tutumları arasında manidar bir fark saptanmamıştır (t=.503, p>.05). Ortaokul matematik öğretmenlerinin görev yeri ve kıdem yılı değişkenlerinin ortaokul matematik öğretmenlerinin manipülatif ile ilgili tutumlarını etkileyen bir faktör olarak bulunmamıştır (140 =.667; p>.05
The aim of this study is to determine the overall effect of multiple representation based instruction on mathematical achievement. Meta-analysis method was used for this aim. The sample of the study consisted of 33 experimental studies within 10 publications which were selected according to certain criteria. In data analysis, mean effect size of the selected studies was examined. The effect size distribution of the selected studies demonstrated a heterogeneous structure which led to a preference for random effects model (Q=66.320; p=.000).The data of the current study were analyzed using Comprehensive Meta-Analysis (CMA), which is a specialized statistical software. The result of the Z-test revealed a statistically significant effect size (Z=7.015; p<.05). In order to find evidence for reliability, both a graphic approach (funnel plot) and Orwin's fail-safe N method were used to assess the potential publication bias. Findings of these tests suggested no bias in the data. As a result, the current investigation revealed that there was an overall medium and positive relationship between multiple representation based instruction and mathematical achievement.
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