Bu çalışmanın amacı ortaokul matematik ders kitaplarında yer alan sosyal değerlerin incelenmesidir. Araştırmanın amacı doğrultusunda nitel araştırma yöntemlerinden birisi olan durum çalışması kullanılmıştır. Bu çalışmanın veri toplama sürecinde nitel veri toplama tekniklerinden doküman incelemesi yöntemi tercih edilmiştir. Bu bağlamda bu çalışmada veri toplama sürecinde Milli Eğitim Bakanlığının öğretmenlere elektronik doküman sağlayan www.eba.gov.tr sitesinde yer verilen matematik ders kitapları incelenmiştir. Ders kitaplarında yer alan sosyal değerlerin analiz edilmesinde nitel veri analiz tekniklerinden betimsel analiz tekniği kullanılmıştır. Çalışmada kullanılacak sosyal değerlerin belirlenmesi için literatürde yer alan sosyal değerlere ait sınıflandırmalardan (

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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.

In this study, we used the case study to determine the views of mathematics teachers towards history of mathematics. The participants consisted of 21 mathematics teachers who worked in different provinces in Turkey and were determined by purposeful sampling. A structured interview form was used as a data collection tool. The data obtained from interview were analyzed through the content analysis technique. As a result, the participants usually stated that, considering the history of mathematics, they mostly thought about the famous mathematicians and the emergence of mathematics. It was found that they felt inadequate in utilizing the history of mathematics, and as a result, they did not sufficiently include it in their classes. The participants also stated that there is no sufficient amount of materials that would allow them to utilize the history of mathematics. Moreover, they reported that they used history of mathematics usually in developing the affective characteristics of their students.

ÖzetBu çalışmanın amacı, tamsayılar konusunun öğretiminde yaşanan zorluklara ilişkin ortaokul matematik öğretmenlerinin görüşlerini incelemek ve çözüm önerileri sunmaktır. Çalışma, Adıyaman il merkezindeki farklı okullarda görev yapan 38 ortaokul matematik öğretmeninin katılımıyla yürütülmüştür. Veri toplama aracı olarak, araştırmanın amacına uygun olarak hazırlanan iki açık uçlu sorudan oluşan bir form kullanılmıştır. Verilerin analizinde içerik analizi tekniği kullanılmıştır. Yapılan analizler sonucunda; öğrencilerin eksi (-) işaretine anlam vermede, tam sayılarda çıkarma işlemi yapmada, tam sayılarda sıralama yapmada, sayma pullarını anlamada ve tamsayıları günlük hayatla ilişkilendirmede sıkıntı çektikleri, öğretmenlerin ise negatif tamsayının ne anlama geldiğini ve tam sayılarda çıkarma işlemini öğretmede ve sayma pullarını kullanmada zorluk yaşadıkları tespit edilmiştir. Öğrenciler ortaokul yıllarında hala somut işlemler döneminde oldukları için tamsayılar konusunun öğretiminde uygun somut modeller kullanılabilir ve günlük hayattaki örneklerle sıkça ilişkilendirilebilir. Ayrıca, tamsayılarda özellikle çarpma ve bölme işlemlerinin öğretiminde sayma pullarının tercih edilmemesi gerektiği söylenebilir.Anahtar Sözcük: Tamsayılar, zorluk, ortaokul matematik öğretmenleri Abstract * Bu çalışma, Uluslararası Öğretmen Eğitiminde Yeni Yönelimler konferansın-da bildiri olarak sunulmuştur.

Modelling can be considered as an effective way of ensuring permanent learning in the 'Fractions' topic, as well as the other topics of mathematics. When the effect of teacher's knowledge on students' learning is considered, it is important to investigate modelling skills of tomorrow's teachers regarding fractions. Within this context in the present study, prospective middle school mathematics teachers' modelling skills of multiplication and division in fractions were examined. The study was carried out with a total of 104 prospective middle school mathematics teachers who study at the Faculties of Education at two different universities in Turkey. The Modelling Fractions Test (MFT) with six items, three of which were on multiplication and three of which were on division in fractions, was used as a data collection tool. In analyzing the data, descriptive statistics was used and items were evaluated one by one. The findings indicated that the participants showed better performance on modelling with operations in multiplication than with the ones in division, created better models regarding operations requiring multiplication and division of a whole number and unit fraction, and also half of the participants answered questions in MFT as completely correct.

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The purpose of the study was to investigate assessment knowledge developments of prospective mathematics teachers during the undergraduate education. The explanatory-confirmatory research design, one of the mixed research designs, was used in this study. The participants of the study consist of 176 prospective teachers in total, 44 of them being first-grade, 44 second-grade, 44 third-grade, and 44 fourth-grade students studying at the department of elementary school mathematics education of a university in Turkey. In this study, the assessment knowledge test consisting of ten questions, the interview, the observation were used as data collection tools to examine the assessment knowledge development of prospective teachers. Both qualitative and quantitative data analysis techniques were used during the data analysis process. The data on the classroom observations, interviews and knowledge test were presented in the study as direct quotations. As a result, it was found that the assessment knowledge of the prospective teachers was developed as directly proportional depending on the class level but this development was insufficient. Moreover, prospective teachers preferred traditional measurement-evaluation approaches more in their lesson practices. At the same time, it was observed prospective teachers did not benefit sufficiently from alternative measurement-evaluation approaches.