Purpose: The purpose of this study is to explore the mathematical values, mathematics educational values, and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives. Design/Approach/Methods: In this context, the present study is a qualitative research based on document analysis. The data were analyzed using semantic content analysis, and the selected modeling tasks based on different mathematical modeling perspectives were examined at the sentence level. Findings: Control, mystery, openness mathematical values appeared in all mathematical modeling tasks, and rationalism and objectivism mathematical values appeared in realistic/applied and socio-critical modeling perspectives. Product, exploration, creating, relevance, pleasure, and application mathematics educational values also emerged in all modeling tasks. Educational values of social justice, equity, social welfare, humanity, and altruism were more important in the socio-critical modeling, while the value of individualism was more emphasized in the model eliciting approach. Originality/Value: By determining mathematical, mathematics educational, and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives, an effective and more value-balanced mathematical modeling instruction can be provided.

The aim of this study is to examine the effects of GeoGebra on third grade primary students' academic achievement in fractions concept. This study was conducted with 40 students in two intact classes in Ankara. One of the classes was randomly selected as an experimental group and other for control group. There were 19 students in the experimental group, while 21 students in control group. The matching-only posttestonly control group quasi-experimental design was employed. As a pretest, student's first term mathematics scores were used. Data were collected with post-test about fractions. The post-test consisted of 22 short ended questions. Thanks to the scores weren't violated the normality, independent t test was employed. The findings of the study showed that there were significant differences in favor of the experimental group. According to findings of this study, it was recommended that GeoGebra supporting teaching methods can be used on teaching fractions in third grade.

The aim of this study is to determine the mathematical modeling competencies of pre-service middle school mathematics teacher. In accordance with this purpose; in this study, which is designed as a causal comparison study, the mathematical modeling competencies of the preservice middle school mathematics teacher were examined and it was determined whether these competency make a statistically significant difference according to the gender. Participants of the study consisted of 207 pre-service middle school mathematics teacher, 144 female and 63 male, determined by convenient sampling method. The results of the research show that the general mathematical modeling competencies, problem simplifying, identifying variables and interpreting/validation modelling subcompetencies of the pre-service middle school mathematics teachers have negative logit values and mathematizing and mathematical analysis modelling sub-competencies have positive logit values. It was determined that the pre-service teachers had the highest logit value of mathematical analysis sub-competency and the lowest logit value of interpretation and validation sub-competency. Moreover, there was no significant difference between the general modeling competence and the other modeling subcompetency scores of pre-service teachers according to gender.

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This cross-sectional study investigates mathematical and mathematics educational values of students across grade levels in Turkey. The sample of the study consisted of 970 students, including 511 fifth-grade and 459 ninth-grade students who received education in seven geographical regions of Turkey which were determined via a proportional stratified random sampling method. The data of the study were obtained with a bipolar scale developed within the scope of the What I Find Important [WIFI] (in maths learning) project. The results revealed a statistically significant difference in the value pairs of process-product, pleasurehardship, application-computation, facts-ideas, expositionexploration, recalling-creating, rationalism-objectism, whereas results revealed no statistically significant difference in terms of value pairs of ability-effort, openness-mystery and control-progress. Additionally, it was determined that at the end of middle school, the pleasure-hardship value pair evolved into hardship value, the application-computation value pair evolved into computation value and finally the exposition-exploration value pair evolved into exposition value. RESUMENEn este estudio transversal se investigan los valores matemáticos y de la didáctica matemática de estudiantes de distintos niveles académicos en Turquía. La muestra del estudio estaba compuesta por 970 estudiantes, 511 de Grado 5 y 459 de Grado 9, de centros escolares de siete regiones distintas del país, seleccionados mediante un método de muestreo aleatorio estratificado proporcional. Los datos utilizados en el estudio se obtuvieron a partir de una escala bipolar desarrollada en el marco del proyecto WIFI (What I Find Important, Qué considero importante). Los resultados revelan diferencias estadísticamente significativas en los siguientes pares de valores: proceso-producto, satisfacción-dificultad, aplicacióncómputo, hechos-ideas, exposición-exploración, recordar-crear, ARTICLE HISTORY