ÖZ. Bu araştırmanın amacı, ortaokul matematik dersi öğretim programındaki kazanımlarının bilişsel niteliklerini sınıf düzeyinde ve öğrenme alanları ekseninde analiz etmektir. Çalışma doküman analizi olarak gerçekleştirilmiş olup, 2013 yılında Talim Terbiye Kurulunca yayımlanan ortaokul (5, 6, 7, 8) matematik dersi öğretim programı, TIMSS 2015 matematik çerçevesinde ifade edilen bilişsel alanlar ve alt boyutlar dâhilinde analiz edilmiştir. Araştırma bulgularına göre müfredat kazanımlarının bilişsel özellikleri sınıflara göre değişim göstermektedir. Bilme bilişsel alanının en fazla oranda beşinci sınıf kazanımlarında yer aldığı, diğer sınıf seviyelerinde daha düşük ama fazla bir değişiklik göstermediği görülmektedir. Uygulama alanı tüm sınıflar içinde en sık olarak yedinci sınıf müfredatında yer bulmaktadır. Bilme bilişsel alanında olduğu gibi, uygulama alanının dağılımı da yedinci sınıf dışındaki sınıf seviyelerinde daha düşük olduğu ama fazla bir değişiklik göstermediği görülmektedir. Muhakeme alanına ise müfredatında en fazla yer veren sınıf düzeyi altıncı sınıftır ve en az yedinci sınıftadır. Müfredat kazanımlarının bilişsel özelliklerinin öğrenme alanlarına göre dağılımında ise sayılar ve işlemler alanında bilme bilişsel boyutu, cebir, geometri ve ölçme alanlarında uygulama boyutu, veri işleme ve olasılık alanlarında ise muhakeme boyutuyla ilişkili olan kazanımlar yoğunluktadır. Hatırlama, karar verme, genelleme ve doğrulama alt boyutları ile ilişkili kazanım(lar) hiçbir sınıf düzeyinde ve paralel olarak öğrenme alanında yer almamaktadır. Anahtar Kelimeler. Ortaokul Matematik Dersi Öğretim Programı, Bilişsel Alanlar, Matematik Öğretimi, TIMSS ABSTRACT. The aim of the current study was to analyse the cognitive qualifications of the behaviours defined in the middle school mathematics teaching program in terms of grade level and content domains. Being conducted as document analysis, the current study evaluated middle school mathematics teaching program (grades five through eight), approved by Board of Education and Discipline in Turkey, according to the cognitive domains with their sub-domains that were defined in TIMSS 2015 mathematics framework. According to the results of the study, distribution of the cognitive properties of the curriculum behaviours differs by the grade levels. Knowing cognitive domain is highly stated in the fifth grade behaviours, while its inclusion was gradually decreased without a significant change across the other grade levels. Among the grade levels, seventh grade curriculum was one that was stressed applying domain at most. Being similar to the distribution of knowing domain, applying skill were also included less in the seventh grade level, but the distribution did not change to much at the other grade levels. On the other hand, reasoning cognitive skill was mostly represented in the sixth grade curriculum, while it was least in the seventh grade curriculum. Results regarding distribution of the cognitive skills across the content domains indicated that numbers and operations con...

The purpose of this study is to assess preservice teachers' mathematical knowledge for teaching statistics (MKT-S) and identify the relationship between the components of this knowledge. For this purpose, MKT-S instrument consisting of two dimensions, 'content knowledge' (CK) and 'pedagogical content knowledge' (PCK) was developed, and applied to 659 preservice middle school mathematics teachers (PTs). Confirmatory factor analysis showed that CK and PCK are two different dimensions of mathematical knowledge of teaching statistics. Third year and fourth year preservice teachers' factor scores were significantly different and fourth year preservice teachers' factor scores were slightly higher. It was found that CK factor scores were highly correlated with PCK factor scores. The reliability levels were 0.65 for CK factor scores and 0.76 for PCK factor scores. MKT-S instrument developed in this study has several implications for teacher education. MKT-S instrument can be used to evaluate efficiency of PTs' mathematical knowledge for teaching statistics. Instrument can be adapted for in-service teachers.

-The purpose of this study was to determine teacher candidates' reasons for and their expectations fro m the mathematics teacher education program and to reveal the situation in the context of gender and academic success. Being descriptive in nature, the data was analyzed through the content analysis. 102 fourth grade students attending Kastamonu University primary school mathematics teacher education program participated in the research. According to research findings, external factors such as family, university entrance exam score, teacher influence were found to be effective among the reasons for preference of prospective teachers. Similarly, both low and high achieving teacher candidates were mainly attributed their reasons' for selecting mathematics teachers education programmes to the external factors. It has been seen that the expectations of the prospective teachers concentrate on the themes of professional development, academic development and social development.. Male teacher candidates emphasized professional development while female candidates highlighted academic improvement, and social imp rovement factors. Mathematics teacher candidates fro m different level of success more adverted the expectancy of gaining of mathematics teaching skill.

Öz