The aim of this research is to examine the mathematical thinking skills of licensed athletes engaged in individual and team sports. The research is designed as a survey model. The sample of the research is composed of 59 female and 170 male licensed athletes (n = 229) and (aged 14 to 52) licensed who do the sports of shooting, billiards, archery, tennis, basketball, football, volleyball in various clubs in Turkey. The "Mathematical Thinking Scale" developed by Ersoy (2012) has been employed in the research. Individual sports athletes are more likely to have higher mathematical thinking scores than team athletes. In sports types; those who play billiards and archery have higher scores of mathematical thinking skills compared to other sports types. According to the type of sports the lowest scores of thinking skills were obtained by basketball players. These differences are valid for higher-level thinking tendencies, reasoning, mathematical thinking skills and problem-solving skills, which are sub-dimensions of the mathematical thinking scale.

The current study was conducted for the purpose of examining the mathematical skills in preschool children in terms of some variables. The sample group of the study consisted of 131, five or six years old children who were attending to three public schools' kindergartens in districts of Diyarbakır, Siverek city center in 2015-2016 academic year. The data were collected by using "Personal Information Questionnaire" and "Test of Early Learning Skills -TELS" which was developed by Somwari (1977) to determine children's mathematical skills levels. At the end of the research following findings obtained. In terms of mathematics skills, there were statistically significant differences between the groups according to gender, mathematics study in the home, birth order, parents education level and the socio-economical level. Moreover, no difference was found among the age and handedness variables for the mathematics skills scores.

Self-assessment is described as the students' decision about their own development and study according to some criteria. The sample group consists of 170 students of the 3rd graders of the Primary School Teachers Training Department. The data collection tools are a "SelfAssessment Checklist" and the students' academic grades of the related course. The student teachers seem to perceive that they need some development in all skill areas except "the communication skills". The female subjects have more positive perception about their competency compared to males. As a result of the research, it has been determined that except contributing to the quality of the teaching, self-assessment has no effect on the "product", in other words "class achievement".

The purpose of this study was to examine the differences between the responses to the digital and the active version of Angry Birds . Participants of this study were comprised of 26 secondary school students who enrolled in a state or a private school. The data for the study were collected during the 2012-2013 school years by using a three question semi-structured interview. The responses to the interviews were analyzed with the qualitative method of content analysis. 6 categories and 31 codes were emerged from the responses of the students. According to responses of the students, entertainment was the most cited category and mostly referred to active games. Negative emotions were controllable in the active game play even students found it more challenging. This study has implications to design game based educational programs.

ÖZBu araştırmanın amacı, spor paydaşlarının (antrenör, sporcu, öğretim elemanı, yönetici ve öğrenci) "fairplay" ifadesine ilişkin kavramların, metaforlar aracılığı ile ortaya çıkarılmasıdır. Katılımcılar 402 kişiden oluşmaktadır. Verilerin toplanabilmesi için her katılımcıya "Fairplay ___________ gibidir, çünkü _________ " cümlesini içeren bilgi formu verilmiş ve akıllarına gelen ilk metaforu gerekçesiyle yazarak boşlukları doldurmaları istenmiştir. Bu araştırmada karma araştırma yöntemi kullanılmıştır. Nitel veriler içerik analizi kullanılarak çözümlenmiş, nicel veriler ise betimsel istatistikler kullanılarak sunulmuştur. Elde edilen bulgularına göre katılımcılar 23 adet geçerli metafor üretmişlerdir. Bu metaforlar ortak özellikleri bakımından üç farklı kavramsal kategori altında toplanmıştır. Bunlar sırasıyla: "bir değer olarak fairplay", "sosyal etkileşim olarak fairplay" ve "bir hak olarak fairplay" kategorileridir. Analiz sonuçlarına göre fairplay ifadesi ile katılımcıların çoğunlukla değerler sisteminde yer alabilecek kavramlar ürettiği sonucu ortaya çıkmıştır. Ayrıca, fairplay ifadesinin uğraşı alanları ve cinsiyetlere göre farklı olarak algılandığı ve buna göre kavramlaştırıldığı belirlenmiştir. Metaforların fairplay kavramını anlamak için etkili bir araç olduğu söylenebilir. ABSTRACTThe purpose of this study was to examine the mataphoric conceptualization of fairplay by sports stakeholders Participants were 402 individuals from sport related professions such as coach, athlete, instructor, manager, and student. Participants were asked to reveal the single metaphor they had in their minds in terms of the concept of fairplay by the prompt "Fairplay is like ___________ because ________ ." A mixed research design was used in this study. Quantitative data were reported descriptively. 23 valid metaphors were analyzed by content analysis and 3 conceptual categories were identified. The conceptual categories were: "fairplay as a value", "fairplay as social interaction", and "fairplay as a right", respectively. Content analysis revealed that participants mostly used metaphors related to values in life. In addition, there were differences in conceptualization of fairplay according to profession and gender. Metaphors seem to be an effective tool to comprehend the concept of fairplay. GİRİŞMetaforlar dünyayı anlama çabamızı ortaya koyar. Bu yüzden anlaşılmaya çalışılan yeni kavramları, daha önce bildiğimiz kavramlarla bağdaştırılarak zihnimizce tanımlanabilmeye çalışılır. Metaforlar bir kavramın sahip olduğu asıl anlamından daha fazlasını temsil ederler ve daha önce var olmayan anlamların oluşturulmasını sağlarlar (Thornborrow ve Wareing, 1998). Saban (2010) metaforların yeni bir şey ortaya koymadığını aslında var olan şeyleri başka bir açıdan görebilmemizi sağladığını belirtir. Mojtabai (2000) da zihnimizce henüz aydınlatılmamış kavramların metaforlarla anlaşılabileceği konusuna vurgu yapmıştır. Metaforlar, ilk kez deneyimlediğimiz ya da farkına vardığımız farklı kavramları eşleştirerek bu konuda bir anlayış gelişti...