This study aims to investigate the impact that teaching incorporating free problem posing activities has on elementary freshmen's attitudes toward mathematics. As such, this study employs an embedded mixed methods design which includes quasi-experimental design. The participants of this study consisted of 33 elementary freshmen at a university in the Marmara region of Turkey during the fall semester of the 2017-2018 school year. The participants were selected using convenience sampling. The study's data were collected using two instruments: the mathematical problem posing performance file and the mathematics attitudes scale. Quantitative data of the study were analyzed using descriptive and inferential statistic while qualitative data were analyzed using content analysis. Quantitative findings revealed there to be a statistically significant difference between the pretest and the posttest scores for the entire mathematics attitudes scale and for the interest-love sub factor. The qualitative findings, however, indicated that freshmen's opinions could be grouped into two main categories: the affective dimension and the cognitive dimension.
The aim of this study is to determine the views of mathematics teachers to evaluate students' mathematical understanding. For this purpose, holistic multi-case design, one of the qualitative research methods, was used in the study. In this context, the participants of the study consisted of 12 mathematics teachers who were determined by convenience sampling method. Research data were collected through a mathematical understanding evaluation form and semi-structured interviews prepared by the researchers. The analysis of the data was conducted using a directed content analysis method based on skills, properties, uses and representations [SPUR] approach. The results of the study revealed that mathematics teachers partly consider the dimensions of the SPUR approach when evaluating students' mathematical understanding. Also, the results of the study demonstrated that mathematics teachers mostly included the "skill" dimension of the SPUR approach in their evaluations, and although they wanted to include other SPUR dimensions in their evaluations, they could not do this adequately.
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