ÖzBu araştırmada ilkokulda gerçekçi matematik eğitimi ile gerçekleştirilen öğretimin öğrencilerin görsel matematik okuryazarlığına ve problem çözme becerilerine etkisini incelemek amaçlanmıştır. Bu amaçla bir devlet ilkokulunun dördüncü sınıfına devam eden 46 öğrencisi ile çalışılmıştır. Araştırmanın modeli karma desendir. Nicel kısmında, "Geometrik şekiller ve ölçme" konusu deney grubunda gerçekçi matematik eğitiminin gerektirdiği gibi işlenmesi, kontrol grubunda normal ders seyri devam ettirilmesi şeklinde oluşan öntest ve sontest kontrol gruplu yarı deneysel desen kullanılmıştır. Nitel kısmında ise görüşme tekniği kullanılmıştır. Veri toplama aracı olarak görsel matematik okuryazarlık algı ölçeği, problem çözmeye karşı tutum ölçeği, araştırmacılar tarafından hazırlanan başarı testi ön test ve son test ve görüşme formu kullanılmıştır. Çalışma 5 hafta sürmüştür. Nicel veriler Mann-Whitney U ve Wilcoxon Testleri ile nitel veriler özel durum analizi ile incelenmiştir. Analiz sonucunda deney grubundaki öğrencilerin kontrol grubundaki öğrencilere göre problem çözme başarıları bakımından daha fazla ilerlediği görülmüştür. Anahtar Kelimeler: Gerçekçi Matematik Eğitimi, Görsel Matematik Okuryazarlığı, Problem Çözme AbstractThe aim of this study was to investigate the effects of realistic mathematics education based instruction in the elementary mathematics curriculum of the fourth grade on the visual mathematics literacy self efficiency perceptions and problem-solving achievement. The research was conducted with 46 students at fourth grade of a public elementary school. The research has

The present research aims to examine the relationship between the spatial thinking skills of fourthgrade primary school students and their abilities pertaining to puzzle games. Spatial thinking refers to the mental manipulation of object sand thus the ability to move physically over space, time, and distance. The term also connotes a range of mental skills including intelligence with regard to the associations that stem from objects, their shapes, their paths, and how they move over distance. Spatial thinking skills are thought to be both innate and acquired. Humans are born with a fundamental cognition of space and distance and as children grow and experience their environment, they hone their spatial thinking capabilities. In this context, it is thought that the spatial thinking skills of children who frequently play with visual games and puzzles, such as locating patterns, finding symmetry, matching shapes or objects, identifying, combining and breaking up shapes, and working on jigsaws, are much more evolved. Based on this hypothesis, the correlational method was used in the study. In total, 117 students from a state school in Adana participated. Two measuring instruments were used. A geometry test was used to measure the spatial visualization skills of the students in two-dimensional geometry and another test was used to measure their proficiency in the puzzle games. The results revealed a positive and significant relationship between the puzzle test and the spatial visualization tests.© 2018 IOJES. All rights reserved Keywords: 1 Spatial thinking, puzzle, spatial visualization Extended Summary PurposeScience, Technology, Engineering and Mathematics (STEM) education ensures that students develop various aptitudes such as self-reliance, problem-solving, and critical thinking. It also helps students gain life experience, hones their spatial skills, and aids them in becoming more inventive and innovative. STEM education aims to meet the requirements of the present age and facilitate economic progress by training individuals to meet the needs of the business world and develop the ability of technological innovation. Studies show that spatial skills are important for STEM education. As mentioned above, spatial thinking refers to the mental manipulation of objects and thus, the ability to move physically over space, or to a range of mental skills, including intelligence about spatial thinking, space, and space associations. For example, these skills are used to find a route using a map, store excess items, select containers of the appropriate size for leftovers of meals, replace a car seat in the same way, or use a diagram. Spatial thinking skills are thought to be both innate and later acquired. In addition, some studies state that spatial thinking can be developed through suitable working environments, activities, and equipment. In this context, it is thought that the spatial thinking skills of children who frequently play visual games and puzzles, such as locating patterns, finding symmetry, matching shapes or...

Self-efficacy and spatial anxiety towards geometry are stated to be effective to improve teachers' attitudes towards geometry. Therefore, it is necessary to determine the effect of geometry self-efficacy and spatial anxiety on attitude towards geometry. This determines the extent to which the pre-service primary school teachers’ geometry self-efficacy and spatial anxiety predict their attitudes towards geometry. The study used the cross-sectional survey model and the sample was determined with the convenience sampling method. The sample consists of 165 pre-service primary school teachers attending a state university. To collect the data, the geometry self-efficacy scale, the spatial anxiety scale, and the geometry attitude scale were used. Multiple regression analysis was conducted in the data analysis to explain the predictors of the attitude towards geometry. It was found that the pre-service teachers’ geometry self-efficacy beliefs and spatial anxiety were high while their geometry attitude was medium. Their geometry self-efficacy positively and significantly correlated with the attitude towards geometry and negatively and significantly correlated with spatial anxiety. While the sub-dimensions of geometry self-efficacy; positive self-efficacy beliefs, use of geometry knowledge, and negative self-efficacy beliefs had positive effects on the attitude towards geometry, spatial anxiety had a negative effect on the attitude towards geometry.

Place value concept that learns especially in primary school ages is also the basis of many issues students will encounter throughout their learning lives. This research aims to developmentally determine understanding of the place value concept in early childhood. The model of research is a case study from qualitative research methods. The study group consists of 171 children (84 at the age of 7 and 87 at the age of 8) who study in three different public schools in January, in the 2020-2021 academic year in Ankara, Turkey, selected by criteria sampling from purposeful sampling methods. As a data collection tool, “place value worksheets” consisting of 25 questions developed by researchers were used. Data was collected online by classroom teachers through “EBA”. The content analysis method was used in the analysis of the data. Looking at the research results, it was observed that children gave meaning to the place value concept in seven categories. It was seen that seven years olds reached the lowest correct answer rate in the code "the ability to express the number whose resolution is given in terms of ones" in the category of "the ability to resolve". It was concluded that "the ability to write numbers between two numbers" code in "the ability to compare" category has the lowest correct response rate for eight years old children. Lower levels of seven years old student's understanding of the place value concept suggest that students' readiness levels are not sufficient at this age.

Araştırmanın amacı, öğrencilerin problem çözerken kullandığı görsel ve görsel olmayan temsilleri belirlemek ve bu temsiller arasındaki varsayılan farklılıkların sözel problem çözme performansını yordayıp yordamadığını incelemektir. Araştırmada iç içe karma desen kullanılmıştır. Tematik ve ilişkisel desen kullanılmıştır.  Türkiye’nin Ankara ve Adana illerinde bulunan ilkokullarındaki 4. sınıf öğrencilerinden veriler toplanmıştır. Matematiksel İşlem Testi’ne verilen doğru ve yanlış cevaplar ve bu teste verilen çözümler incelenerek tercih edilen temsil türleri belirlenmiştir. Analizler sonuncunda testteki her bir problemin çözümünde sembolik temsil türü tercih edilmesine rağmen şematik temsil ile çözülmüş soruların doğru cevaplanma oranlarının daha yüksek olduğu görülmüştür. Bunun yanında araştırmadaki temsil türlerinden sadece şematik temsili tercih etmenin problem çözme performansını yordadığı belirlenmiştir. Bu doğrultuda ilkokul öğretmenlerinin sınıflarında matematiksel problem çözerken görsel temsilleri de çözüm yollarına dâhil etmeleri konusunda öğretmenlere eğitim verilebilir.