ARTICLE INFO In this study, mathematics teacher candidates' problem posing skills appropriate to the nature of PISA were investigated in this study. The case study method, one of the qualitative research methods, was used in the study. Participants of the study are constituted of 55 mathematics teacher candidates studying in education faculty of a university. In the study, initially, teacher candidates were educated about PISA exam. During the education, knowledge about the purpose of PISA and held by whom, which skills are assessed, how the questions are prepared and evaluated, which features the questions have and information about the performances of the other countries were given. Later the questions which were placed in PISA were analyzed under categories of context, content, process skills and question types. Teacher candidates were also given detailed information on how these questions were evaluated. After this training, teacher candidates were given a research project to prepare three questions appropriate to the nature of PISA. The problems that teacher candidates have prepared are analyzed by two researchers with the data analysis framework developed by the researchers. As a result of the study, it has been found that many of the problems that teacher candidates have posed are appropriate to the nature of PISA. In addition, it has been seen that the teacher candidates usually posed openended problems, but they less prefer to pose multiple-choice and shortanswer problems. When teacher candidates' problems are examined in terms of content, context and process skills, it has been determined that they most posed problems in the content of quantity (Numbers and Operations), in the personal and occupational context and generative skill oriented. In addition, most of the teacher candidates made an explanation for the exactly correct category and the zero categories for evaluating the problems they posed, but not for the partially correct category.
The aim of this study is to reveal the general trends in studies on mathematics textbooks. In this context, 50 theses and 68 articles on mathematics textbooks between 2006 and 2018 were examined. Studies on mathematics textbooks were examined in terms of different variables such as year of publication, language, level of textbooks, learning area, subject, research design, data collection tool, sample, data analysis, validityreliability methods, and the number of sources used. In order to evaluate the studies, the publication classification forms in the relevant literature were used. The findings obtained from the analysis of the studies were presented with the help of tables and graphs. As a result of the study, it was determined that researchers mostly used the Turkish language in publications and used domestic sources, and mostly examined textbooks at the secondary school level. Moreover, researchers mostly used the document analysis method, which is one of the qualitative research methods, and preferred the descriptive analysis technique in data analysis. It was found out that, in order to ensure validity and reliability, researchers mostly used direct citations, sources in the relevant literature, coding reliability and data analysis framework, respectively.
The aim of this study was to investigate pre-service primary school teachers’ (PPSTs) pedagogical content knowledge (PCK) on quadrilaterals. In this study, the PCK components of knowledge of understanding students (KUS) and knowledge of instructional strategies (KIS) were used. The participants of the study consisted of 83 PPSTs studying at the primary education department of a university in Turkey. The illustrative case study method was used, while six scenarios were used as the data collection tool developed by researchers. The data obtained from open-ended scenarios were analyzed by using the summative content analysis technique. As a result of the study, it was observed that the KUS of the PPSTs about quadrilaterals was not on the desired level. Moreover, the KIS of the PPSTs was also not on the desired level. As a result of the study, it was observed that, in the process of eliminating the mistakes of students, the PPSTs preferred mainly the "Direct Instructional" method, which is based on traditional approaches and centers the teacher.
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