Problem Statement: Throughout history, many changes have occurred in the field of mathematics education. These changes have also occurred concerning special topics that mathematics educators have constantly been searching. The significance of problem posing in mathematics teaching has increased recently with respect to its contributions to the teacher and the student. Thus, the problem posing approach is examined with respect to special topics. Study Purpose: The effect of teaching integers through the problem posing approach on sixth grade students' academic achievement and mathematics attitudes.

Problem Statement: The present study is of importance for designing a differentiation approach, which enables gifted students to use their present potential in mathematics effectively and enables them to develop their achievement, while looking at the effect of the approach on both gifted and non-gifted students. Within the scope of the developed differentiation approach concerning mathematics education of gifted students, the present study is one of the limited studies with such a focus, which is why it is thought that it will contribute to the literature. By the results of the study, it is of great importance. Purpose of the Study:The purpose of this research is to determine the effect of a newly-developed differentiation approach for the mathematics education of gifted middle school students on the achievements of both gifted and non-gifted students.Method: Within the scope of this current study, the model with pre-test and post-test control group among real research models in accordance with quantitative research method was used. The sample of the study was composed of 57 gifted and 60 non-gifted 5th and 6th grade students from a public school and a private school in Maltepe and Cekmekoy districts of Istanbul. Convenience and purposeful sampling were conducted within the scope of quantitative sampling in this study. 'Mathematics Achievement Test' and 'Multiple-Intelligences Domains Inventory' were used within the scope of this study. The lessons carried out using activities stated in the National Education curriculum about the related subjects were compared with lessons carried out with the activities designed

Çalışmanın amacı öğrencilerin matematik dersindeki öğrenme yaklaşımlarını belirlemeye yarayan bir ölçme aracı geliştirmek ve geliştirilen ölçek aracılığıyla ortaokul öğrencilerinin matematiği öğrenme yaklaşımlarını incelemektir. Bu araştırma hem bir ölçek geliştirme çalışması olup geliştirilen Matematik Öğrenme Yaklaşımları Ölçeği'nin geçerlik ve güvenilirlik çalışmalarını sunmaktadır hem de betimsel bir çalışma olup öğrencilerin matematik dersindeki öğrenme yaklaşımlarını araştırmaktadır. Araştırma 790 ortaokul öğrencisi ile gerçekleştirilmiştir. Açımlayıcı faktör analizi ile öğrencilerin öğrenme yaklaşımları için 3 faktör ortaya çıkmıştır: derinlemesine, yüzeysel ve stratejik. Doğrulayıcı faktör analizi ile bu üç faktör ile uyum gösteren bir model elde edilmiştir. Ölçeğin tümüne ait Cronbach alfa güvenirlik katsayısı .789 olarak bulunmuştur. Gerçekleştirilen analizler 33 maddeden ve 3 faktörden oluşan Matematik Öğrenme Yaklaşımları Ölçeği'nin geçerli ve güvenilir bir ölçek olduğunu göstermektedir. Ayrıca çalışmaya katılan ortaokul öğrencilerinin (6, 7 ve 8. sınıf) matematik öğrenme yaklaşımları sınıf düzeylerine göre anlamlı farklılık göstermektedir.

Purpose: Textbooks can directly or indirectly affect gender stereotypes. In this study, text characters and pictures of textbooks were examined to find out how the messages were given about gender. This study examined text characters and the pictures in the primary school Turkish textbooks respectively in terms of Bem's Sex-Role Inventory and gender stereotypes. Research Methods: This paper explored the roles of text characters and pictures in the primary school Turkish textbooks through document analysis. The material for this study consisted of twelve primary school Turkish textbooks from the 1 st to the 4 th grades. Textbooks were selected out of the ones used in Burdur in the 2015-2016 academic years. A "Text Character Evaluation Form" arranged in line with Bem's Sex-role Inventory and "Picture Evaluation Form" was used in the study.

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