The aim of this study is to evaluate the elementary mathematics teacher undergraduate program, which started to be implemented as of the 2018-2019 academic year, in line with the opinions of the lecturers. The participants of the study, in which a qualitative research approach was adopted and designed with a holistic single case study design, are 12 lecturers working in the department of mathematics education at a state university in the Eastern Anatolia Region. In the study, a semi-structured interview form developed by the researchers was used as the data collection tool, and the descriptive analysis technique was used in the analysis of the data. The findings were presented under the themes of opinions about the lessons, views about the problems that were / may be experienced and opinions about the program's competencies. The results reached in this direction: There are opposite views about the courses closed in the renewed program; The appropriateness of newly opened courses, elective courses and courses to the grade level is generally considered positive; The credits and contents of the courses are seen negatively in terms of field knowledge courses; that many problems in institutional, student and material dimensions are experienced / can be experienced; the program is found sufficient in terms of the teaching profession; Most of the participants indicate that the program has some deficiencies in terms of the integration of technology into education and the ability to learn and teach mathematics. In this context, it was determined that the renewed program focuses more on field education rather than field knowledge.

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Nihal DEMİR * Öz Ömer Zülfe tarafından hazırlanan Hecrí Dívān'ının tanıtımını yaptığımız bu yazıda öncelikle çalışmanın ana hatlarına değinilmiş daha sonra çalışmada yazarının görüşünden ayrıldığım bazı noktalara dikkat çekilmiştir. Bu yolla çalışmaya katkıda bulunmuştur.

The opinions of mathematics teachers about using mathematical modeling (MM) in daily life problems and their use of MM in solving a daily life problem were examined within the scope of the graduate-level MM course in this study. The research was designed as a case study. Participants are five mathematics teachers selected by the purposive sampling method. The data were obtained through a structured form containing questions about a daily life problem and using MM in a daily life problem. Teachers were given one week to answer the questions on this form. Descriptive analysis was performed on the data obtained from the teachers’ problem solving, and content analysis was carried out on the data containing the teachers’ opinions. The findings determined that although the modeling processes were generally used appropriately by the teachers in solving a daily life problem, the process of understanding the problem was quickly mentioned, the teachers had difficulties in giving the most effective solution during the evaluation stage, and the communication stage was mostly ignored. It was also found out that MM could be beneficial in many ways in solving daily life problems. On the other hand, it was indicated that there may be difficulties in terms of student-teacher-environment and that teachers give very limited space to MM in classroom practices. It can be stated that the tendency of teachers to use the approaches they are accustomed to instead of MM in the solution of daily life problems is effective in the emergence of this situation.