ABSTRACT:The purpose of this research is to examine the relationship between self-efficacy perceptions of visual mathematics literacy and perceptions of problem-solving skill of middle school students. Students' self-efficacy perceptions of visual mathematics literacy are determined with a scale developed by Bekdemir and Duran (2012); and, an inventory, developed by Serin, Bulut Serin and Saygılı (2010), was administered to establish their perceptions towards problem-solving skill. Scales were applied on 338 randomly selected middle school students studying on 3 rd and 4 th grades of three state schools including one from Kars and two from Erzurum provinces. According to the results of the research, there is a positive directional, low and significant correlation between self-efficacy perception of visual mathematics literacy and perception of problem-solving skill. About % 9 of the differentiation in perception of problem-solving skill of students originate from self-efficacy perception of visual mathematics literacy. Selfefficacy perceptions of visual mathematics literacy of students significantly differ on gender, in favor of girls. Howewer students' perceptions of problem-solving skill did not significantly differ on gender.

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The aim of this study is to examine the problem-solving processes and problem-posing skills of pre-service mathematics teachers, which consists of four stages (understanding the problem, preparing a plan for the solution, applying the plan, evaluating) defined by Polya (1997) with the progressive scoring scale based on the alternative assessment approach. Qualitative research approach has been adopted in the study. Participants of the study consist of 71 pre-service teachers studying at the department of primary education mathematics teaching at the education faculty of a state university in the Southeastern Anatolia region of Turkey. Since the problem solving and problem posing behaviors of the participants were examined separately in the study, the gradual scoring scale developed by Baki (2008) was used. As a result of the analysis, it was determined that the participants showed the highest performance in the category of understanding the problem, and the lowest performance in the category of evaluation and problem posing. It was determined that participants who failed in the problem posing phase either wrote the same problem or could not write a problem. Another result reached in the study is that the participants had difficulties in expressing the operations in mathematical language.

The aim of this study is to examine the problem-solving processes and problem-posing skills of pre-service mathematics teachers, which consists of four stages (understanding the problem, preparing a plan for the solution, applying the plan, evaluating) defined by Polya (1997) with the progressive scoring scale based on the alternative assessment approach. Qualitative research approach has been adopted in the study. Participants of the study consist of 71 pre-service teachers studying at the department of primary education mathematics teaching at the education faculty of a state university in the Southeastern Anatolia region of Turkey. Since the problem solving and problem posing behaviors of the participants were examined separately in the study, the gradual scoring scale developed by Baki (2008) was used. As a result of the analysis, it was determined that the participants showed the highest performance in the category of understanding the problem, and the lowest performance in the category of evaluation and problem posing. It was determined that participants who failed in the problem posing phase either wrote the same problem or could not write a problem. Another result reached in the study is that the participants had difficulties in expressing the operations in mathematical language.

Bu araştırmanın amacı, olasılık konularının öğretimi sürecinde probleme dayalı öğrenme bileşenlerine yönelik öğrenci algılarındaki farklılaşmayı ortaya çıkarmak ve öğrenci görüşlerini belirlemektir. Araştırmada nicel ve nitel verileri bir arada kullanma imkânı veren karma yöntemin açıklayıcı deseni kullanılmıştır. Araştırmanın örneklemi 2013-2014 öğretim yılı güz döneminde Kars ilindeki bir devlet okulunun ortaokul 8.sınıfında öğrenim gören basit rastgele örnekleme yöntemiyle seçilmiş 32 öğrencidir. Araştırmanın nicel verileri Dokuz Eylül Üniversitesi Tıp Fakültesi (2002) tarafından geliştirilen eğitim yönlendiricisini değerlendirme formu ve öğrenenin kendini değerlendirme formu ile Biber (2012) tarafından geliştirilen probleme dayalı öğrenmede matematik kazanımları ölçeğidir. Araştırmanın nitel verileri Eski (2011) tarafından geliştirilen eğitim yönlendiricisini değerlendirme formu, öz değerlendirme formu ve etkinlik sürecini değerlendirme formu ile araştırmacılar tarafından geliştirilen senaryolardır. Araştırmanın nicel verilerinin analizinde friedman testi, wilcoxon işaretli sıralar testi, tek yönlü varyans analizi ve bağımlı örneklem t-testi kullanılmıştır. Araştırmanın nitel verileri ise betimsel analiz tekniğiyle analiz edilmiştir. Araştırmanın nicel sonuçlarına göre öğrenenlerin kendilerine, eğitim yönlendiricisine ve öğretim sürecine yönelik değerlendirme algıları anlamlı şekilde farklılaşmıştır. Araştırmanın nitel sonuçlarına göre öğrenenlerin derse yönelik olumsuz düşünceleri terk ettikleri ve öğretim amaçlarına ulaştıkları görülmüştür.