The aim of this research is to determine eighth grade students' learning styles and attitudes toward math class and to show the relationship between their learning styles and attitudes toward math class. Sample of the research consists of 100 eighth grade students having education in a school in the Central Anatolia of our country. As data collection tool, Kolb Learning Style Inventory and attitude scale toward math class. According to the data obtained, it has been seen that attitude level to math lesson of eighth grade students who have participated in the research and their learning style are related.

A continuous map f of the interval is chaotic iff there is an increasing of nonnegative integers T such that the topological sequence entropy of f relative to T, hT(f), is positive [4]. On the other hand, for any increasing sequence of nonnegative integers T there is a chaotic map f of the interval such that hT(f)=0 [7]. We prove that the same results hold for maps of the circle. We also prove some preliminary results concerning statistical convergent topological sequence entropy for maps of general compact metric spaces

We examined the observations of preservice mathematics teachers in relation to mathematics teaching and teaching methods at vocational high schools and also their thoughts about vocational high school student attitudes and approaches towards this course in this qualitative study which is a case study of a descriptive type. With this aim, a total of 50 preservice teachers were addressed two research problems. The data reached within the context of the study was analyzed through the content analysis method. The research data were broadly analyzed by using the methods of categorical analysis and the frequency analysis. The findings showed that the preservice teachers thought that the way of teaching mathematics at vocational high schools and the vocational high school student attitudes and approaches towards this course were mostly

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In this research, it was aimed to compare the meta-cognitive awareness and ability levels with non-routine problem solving success of eighth and ninth grade students who were continued their education in Kosovo and Turkey. Additionally, it was examined the relationships among the meta-cognitive awareness, meta-cognitive ability and non-routine problem solving success levels of eighth and ninth grade students. The data of the research was obtained from the applications of the metacognitive awareness and ability surveys and non-routine problem solving tests. The analysis indicated that there was statistically significant difference between Kosovan and Turkish eighth grade students' levels of cognition regulation-ability within the scope of meta-cognitive awareness and their success in solving non-routine problems. However, there were no significant differences between Kosovan and Turkish ninth grade students' meta-cognitive awareness and ability levels, and non-routine problems. Besides, there was no statistically significant relationships between students' success in solving nonroutine problems and their meta-cognitive awareness and abilities.