Abstract The purpose of this study is to determine the distribution of talented and gifted students’ course achievements in the fields of mathematics and science according to the learning styles. General screening method was used in this research. The universe of the research consists of Ninth grade students who study at Bornova Anatolian High School that is the project school in 2016-2017 education academic year. The sample of the study was composed of 11 talented and gifted students who were selected by convenience sampling method. In order to determine learning styles of the students, Learning Style Inventory, which was developed by Kolb(1985) and adapted into Turkish by Aşkar and Akkoyunlu (1993), and students mathematics and physics end of term grade point averages’ were utilized as data collections. Learning style inventory norms developed by Kolb (1985) were taken into consideration in determining students’ learning styles. After determining learning styles, the distribution of the students according to the learning styles was determined by getting frequency and percentage.  In the analysis of the data related to the students’ course achievemets in the fields of mathematics and science, descriptive statistics which are frequency (f), percentage (%) were used. At the end of the study, it was detected that, mathematics course achievements average of the students who have assimilator learning style is higher than averages of the other students’s who have other learning styles. It was found that physics course achievements average of the students who have assimilator learning style is higher than averages of the other students’s who have other learning styles. It was detected that chemistry course achievements average of the students who have converger learning style is higher than averages of the other students’s who have other learning styles. It was found that biology course achievements average of the students who have assimilator learning style is higher than averages of the other students’s who have other learning styles.

The aim of this study is to investigate high school students’ geometry course achievement according to their learning styles. 11th grade students in İzmir constitute the general universe of the research and the sampling of the research comprises of 11th grade students in Karabağlar district. Sampling of the research consists of total 50 high school students, determined by using appropriate sampling method. 60% (n=30) of these students are female and 40% (n=20) of them are males. Both quantitative and qualitative research methods were used depending on the main and sub-questions of the research. Kolb’s Learning Style Inventory was used in order to determine the learning styles of the students. As a result of the research, it was found out that most of the students who have diverging learning style were female students (77.8%), most of the students who have accommodating learning style were female students (75%), the number of male students (47.4%) and the number of female students (52.6%) who have assimilating learning styles are close and it was found out that, among the students who have converging learning style, female students (55.6%) were more than males. It was determined that there was no statistically significant difference between the geometry achievement scores according to learning styles and that the students' geometric achievement means were statistically significant according to gender. It was proposed that taking learning styles into account in the regulation of education environments can help to increase achievement.

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Bu çalışmada, ilköğretim matematik öğretmen adaylarının türev konusundaki akademik başarılarının öğrenme stillerine göre incelemesi amaçlanmıştır. Çalışmada genel tarama modeli kullanılmıştır. Çalışmanın örneklemini, 2015-2016 eğitim-öğretim döneminde Buca Eğitim Fakültesi İlköğretim Matematik Öğretmenliği Anabilim Dalı'nda öğrenim gören %75,86'sı (n=154) kadın, %24,14'ü (n=49) erkek olmak üzere toplam 203 öğretmen adayı oluşturmaktadır. Araştırmada veri toplama aracı olarak, öğretmen adaylarının türev konusundaki akademik başarılarını belirlemek için 25 soruluk çoktan seçmeli başarı testi ve öğrenme stillerini belirlemek için Kolb (1976) tarafından geliştirilen ve Aşkar ve Akkoyunlu (1993) tarafından Türkçe uyarlaması yapılan Kolb Öğrenme Stili Envanteri kullanılmıştır. Araştırmada sonucunda öğrencilerin %39,90'ının özümseyen, %17,24'inin değiştiren, %31,52'ünün ayrıştıran ve %11,34'inin yerleştiren öğrenme stiline sahip olduklarını göstermektedir. İlköğretim matematik öğretmenliği öğrencilerinin türev konusundaki akademik başarılarının sınıf bağımsız değişkenine göre istatistiksel olarak anlamlı bir farklılaştığı saptanmıştır. İlköğretim matematik öğretmenliği öğrencilerinin sınıf bağımsız değişkenine göre Kolb öğrenme stilleri arasında istatistiksel olarak anlamlı farklılaşmaların olduğu saptanmıştır. İlköğretim matematik öğretmenliği öğrencilerinin Kolb öğrenme stillerinin cinsiyet bağımsız değişkenin etkilenmediği, cinsiyete göre istatistiksel olarak anlamlı bir farklılaşmanın olmadığı bulunmuştur. Anahtar sözcükler: öğrenme stilleri, türev, Kolb öğrenme stili, akademik başarı, başarı testi i Bu makale birinci yazarın Prof. Dr. Süha YILMAZ danışmanlığında yürütülen"İlköğretim Matematik Öğretmenliği Lisans Öğrencilerinin Türev Konusundaki Akademik Başarıları İle Öğrenme Stilleri Arasındaki İlişkilerin İncelenmesi" adlı doktora tezinin bir bölümünden hazırlanmış ve Uluslararası Kıbrıs Üniversitesi I. Uluslararası Geleceğin Eğitimine Bakış (UGEB' 18) kongresinde sözlü bildiri olarak sunulmuştur.

This study aimed to extend the use of video-based Instructions (VBI) by using point-of-view video modeling (POVM), schema based-word problem solving method and peer tutoring to teach addition-subtraction word problem solving to students with ADHD. When core mathematic instruction is not enough to address skill deficits of students with ADHD, more intensive interventions are required to support student learning and comprehensive interventions with strong instructional components may use to help improve achievement of students with mathematics difficulties. The video presentation of the instruction via POVM allows for development of procedural knowledge as participants can view instruction of problem-solving steps. A single-case multiple probe across participants, experimental design was used with three participants. As shown on the single subject graphic all three participants not only demonstrated mastery of the skill, but also maintained the skill several weeks after the intervention ended and they were able to teach the skill to their tutees. This means participants completed the three different types of word addition and subtraction problems independently. All participants were successful and shared that they enjoyed learning about word problem solving using the video instruction, supporting the social validity of this intervention.