Suggested Citation:Bal, A. P. (2016). The effect of the differentiated teaching approach in the algebraic learning field on students' academic achievements.Eurasian Journal of Educational Research, 63, 185-204, http://dx.doi.org/ 10.14689/ejer.2016.63.11 AbstractProblem Statement: Algebra, which is one of the basic principles of mathematical learning, still maintains its importance in mathematics programmes. However, especially starting from the primary school years, algebra represents a complex mathematical factor in the operational stage for many students. In this scope, a differentiated teaching approach that accounts for personal differences within a class, considers different students' different skills and learning needs, and draws on students' strengths gains importance. Purpose of the Study:This study was done with the aim of determining the effect of a differentiated teaching approach in sixth grade mathematics lessons in the algebraic learning field on students' academic successes.Method: This study was designed according to equal status, sequenced, mixed methods research. The sixth grade students of a lower socioeconomic level were chosen from a state secondary school in Saricam County in Adana. Fifty-seven randomly chosen students who were close to each other in terms of gender distribution and first term final grade formed the study group for the research. The research used the data collection tools "Algebraic Success Test" and "Semi-Structured Interview Form Regarding the Differentiated Teaching Approach," which were developed by the researcher. The quantitative data that were obtained were tested by covariance analysis, and the qualitative data were analyzed by content analysis. Ayten Pinar BalFindings and Results: At the end of study, it was revealed that the differentiated teaching approach in a sixth grade algebra lesson increases student success, and during this period, students showed positive cognitive and affective developments. Conclusion and Recommendations:In sum, based on the results, it evident that a differentiated teaching approach applied to sixth grade algebra lessons increases students' academic success, and during this period, such an approach provides positive cognitive and affective developments. Since this study is limited in terms of student dimensions, more studies should be conducted on different subjects and at class levels in which teachers' opinions about application stages can also be investigated. Additionally, this study examined multiple teaching methods of differentiated teaching. In future research, experimental studies regarding the application or comparison of different techniques can be pursued.

Bu araştırma, İlköğretim Matematik Dersi 5., 6., 7. ve 8. Sınıflar öğretim programında yer alan öğrenme alanlarıyla, 2018 yılı Liseye Geçiş Sınavı'nda sorulan Matematik dersi soru alanları arasındaki ilişkinin belirlenmesi ve bu sorular ile Yenilenmiş Bloom Taksonomisine göre hangi düzeyde bilişsel süreçlerin ölçüldüğünün ortaya çıkarılması amaçlanmıştır. Araştırma verileri nitel araştırma yöntemi çerçevesinde doküman incelenmesi ile elde edilmiştir. Sınav toplam 20 matematik sorusu içermektedir. Verilerin analizinde betimsel istatistikten yararlanılmıştır. Bu bağlamda öncelikle soru tipleri Yenilenmiş Bloom taksonomisi kapsamında incelenerek, sorular çeşitli alt başlıklar altında toplanmıştır. Ayrıca, uzman görüşlerinden de yararlanılarak, yapılan analizin güvenirliği kontrol edilmiştir. Araştırmanın sonucunda ise LGS soru tiplerinin, Yenilenmiş Bloom Taksonomisinin sadece uygulama ve analiz etme basamaklarındaki bilişsel süreçleri ölçtüğü sonucuna ulaşılmıştır.

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This study was designed according to the mixed research method in which quantitative and qualitative research methods were used in order to identify the challenges confronted by classroom teacher candidates in solving mathematical problems and the factors affecting how they choose these representations. The population of this study consisted of 100 3rd year students attending the primary teaching department of Çukurova University during the 2012-2013 academic year. In identifying the samples, the criterion sampling method, a purposeful sampling method, was used. The data collection tools consisted of The Use of Multiple-Representations in Problem Solving Test and a semi-structured interview form prepared by the researcher. At the end of the research it was discovered that classroom teacher candidates could use different types of multiple representations in solving mathematical problems. However, they used spoken language and algebraic representations the most. During the interviews, teacher candidates emphasized that experience and the content of the problem are the most important factors in identifying which multiple representations to use. Another important result obtained from the research is that teacher candidates can have problems forming a suitable theme for problems and shifting between representations. For this situation, it can be suggested that giving importance to the concept of multiple representations in the teaching of mathematics as well as doing in-class application studies intended to solve and associate problems using the concept of multiple representations would be beneficial. In that way, teacher candidates can guide their students towards different points of view while solving problems.

This study will find out student misconceptions about geometrical figures, particularly polygons and quadrilaterals. Thus, it will offer insights into teaching these concepts. The objective of this study, the question of "What are the misconceptions of seventh grade students on polygons and quadrilaterals?" constitutes the problem sentence of the research. Research Methods: The study was conducted in five different schools in Gaziantep, and the data consist of 229 students who are in the seventh grade. In the quantitative part, descriptive statistics, t-tests and one-way ANOVA tests were applied by using SPSS 17.0 software. Findings: The results indicate that students display various misconceptions about polygons and special quadrilaterals. When the students were asked to draw