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The aim of this study is to examine studies on mathematics teaching anxiety thematically. For this purpose, 44 research articles on mathematics teaching anxiety published between 2000-2020 were examined. Studies were collected through document review and evaluated in terms of publication year, sample type, method, data collection tools, purpose and results. The data obtained was analyzed with the method of content analysis and presented in tables and graphs together with their frequencies. As a result of the study, it was determined that the most studies on mathematics teaching anxiety were conducted between 2018-2020, more studies were carried out with pre-service teachers, quantitative research methods were used more, and scale was mostly preferred as a measurement tool. The differences and similarities between the studies were determined by their purposes and results, and suggestions were made for further studies.

The need for special education is gaining importance each passing day with increasing the number of children in need of special education. Since self-efficacy perceptions of teachers of children in need of special education which is related their field will shape the education given, the identifying current situation is seen important for resolving deficienciens. Therefore, the purpose of the study is to develop "The Special Education Teachers' Sense of Professional Self-Efficacy Scale (SET-SPSES)" (Study I) and reveal whether the level of professional self-efficacy perceptions of the special education teachers show differences depending on a variety of variables (gender, age, educational background, professional experience, and special needs of students) (Study II). SET-SPSES was found to be a suitable instrument in accordance with Study II that was made the validity and the reliability. The research was carried out with 464 teachers graduating from a special education program and working in the academic year of 2013-2014 in Istanbul. According to the research findings; it was determined that the special education

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Abstract The aim of this study is to investigate the concept images of 8th grade students for algebraic expressions, equations and identities. In this direction, the students’ concept images, their explanations and the consistency of their answers to the application questions were investigated. The participants of the research, which is designed as a case study from qualitative research methods, consist of 36 8th grade students in Sakarya in 2020-2021 academic year. In order to determine the concept images of the students as data collection tools, the Concept Information Form (CSF) consisting of 4 open-ended questions and the Application Form (UF) consisting of 2 sample questions were used. The obtained data were analyzed according to the content analysis method. In this context, the explanations of the students about the concepts were coded, then the themes were created and the findings were defined and interpreted. According to this; The majority of the students participating in the research had difficulty in using verbal expressions while defining the concepts, and expressed their explanations about the concepts on mathematical operations. In addition, it was determined that the students made explanations about the concept images in the applications in the examples.