The purpose of this study is to investigate the effects of cooperative learning methods and collaborative learning technique on 9th grade students' achievement in mathematics lesson. Worksheet developed for this purpose were applied to 9th grade of students in a secondary school for 4 hours in the second semester. In this experimental study, a pre-test and a post-test were used with an experimental group and a control group. There were 25 students in the control group and 25 students in the experimental group. While the classes were conducted by learning together technique which is based on cooperative learning method in the experimental group, they were conducted by the traditional learning method in the control group. Achievement Test consisting of 10 questions was used as data collection tool. Achievement scores acquired from pre-test and post-test scores were analyzed by using independent t-test in SPSS package program. As a result of this research, it was seen in secondary school 9th grade mathematics class that there is a significant difference between the levels of achievement between the experimental group wh ere learning together was applied and the control group where traditional methods of learning were applied.

The aim of this study is to examine the views of primary school mathematics teachers on mathematical modelling. This study, in which phenomenological design has been used, has been conducted with the participation of 11 primary school mathematics teachers in Erzurum city center. The data of the study have been obtained via the semi-structured interviews made with the teachers and in-class observations made with four teachers following these interviews. Upon the analysis of the data, it has been found out that the teachers, who have been interviewed and observed in the class, do not have enough knowledge about the mathematical modelling; also confuse the concepts of model, modelling, mathematical model and mathematical modelling; and do not sufficiently use the mathematical modelling in their courses.

No abstract

Bu araştırmanın amacı, ortaöğretim matematik öğretmenlerinin matematiksel modelleme yöntemine ve bu yöntemin sınıf içi uygulamalarına yönelik görüşlerini belirlemektir. Çalışma Ağrı il merkezindeki dört farklı lise türünde görev yapan 13 matematik öğretmeni ile yürütülmüştür. Araştırmada olgu bilim deseni kullanılmıştır. Veriler yarı yapılandırılmış ön ve son görüşme formları ile toplanmıştır. Elde edilen veriler içerik analizi ile analiz edilmiştir. Öğretmenlerin matematiksel modelleme yöntemiyle ilgili önbilgilerini belirlemek amacıyla ön görüşmeler yapılmıştır. Yapılan ön görüşmelerden sonra matematiksel modelleme yöntemi tanıtılmıştır. Öğretmenlerden modelleme etkinlikleri tasarlamaları ve bu etkinlikleri sınıflarında uygulamaları istenmiştir. Tasarlanan etkinlikler sınıflarda uygulandıktan sonra öğretmenler ile matematiksel modelleme yöntemi ve yapılan uygulamalar ile ilgili son görüşmeler yapılmıştır. Öğretmenler, matematiksel modellemeyi uygulama süreci sayesinde model oluşturma etkinliklerini tasarlayabilme ve uygulayabilme becerisini kazandıklarını belirtmişlerdir.

ABSTRACT. Mathematics learning difficulties (MLD) is a specific learning disability which induviduals have the insufficiency of the acquisition of arithmetic skills. The definition, causes and prevalence rates of MLD are debate and there isn't any available agreed method in diagnosing MLD. In this study, the strengths and weaknesses of diagnostic methods of MLD examined and after analysing the definitions of MLD was determined some inclusive and exclusive criteria. In the light of these criteria Multi Filter Model (MFM) was designed. Teachers' views, Dyscalculia Preliminary Assessment Test, Dyscalculia Screening Tool, Student Recognition Form and WISC-R intelligence test were used as a filter in MFM. Three students were determined by using MFM. The practice verify to get more robust results using MFM in determining students with MLD. Keywords: Mathematics Learning Difficulties, Dyscalculia, Learning Difficulties, Diagnostic Methods, Multifilter Model SUMMARYPurpose and Significance: Mathematics learning difficulties (MLD) is a specific learning disability which induviduals have the insufficiency of the acquisition of arithmetic skills. The definition, causes and prevalence rates of MLD are debate and there isn't any available agreed method in diagnosing MLD. Therefore, this study is important for researching a diagnostic method students with MLD.