The aim of this study is to examine the geometric thinking levels of middle school mathematics preservice teachers regarding the problem situations regarding the concept of social distance according to the SOLO taxonomy. The research was conducted using the special case method, one of the qualitative research methods. The working group, studying at a state university in Turkey in middle school mathematics teaching department consists of 80 preservice teachers. While determining the participants, purposeful sampling method was used because the preservice teachers who took "Basics of Mathematics II" and "Special Teaching Methods II" courses were selected. In the study, semi-structured interviews were conducted with 15 preservice teachers since it was aimed to examine remarkable situations from the answers given to open-ended questions. Descriptive analysis technique was used while analyzing the data. Most of the answers given in the study were found to be below the relational geometric thinking level. As a result, it was determined that most of the answers given reflected quantitative learning. In line with this result obtained in the study, it is suggested that open-ended questions about life should be included frequently in teaching in order to reach the relational and extended abstract level answers that reflect qualitative learning.

Öz: Bu çalışmanın amacı ortaokul matematik öğretmenlerinin üçgenler ve dörtgenler konusuna ilişkin pedagojik alan bilgilerini; konu alanı ve öğrenciyi tanıma bilgisi bağlamında incelemektir. Araştırma, nitel araştırma yöntemlerinden biri olan özel durum çalışması olarak yürütülmüştür. Örneklem, 0-5 yıl, 6-10 yıl ve 11yıl ve üzeri mesleki deneyim gruplarından eşit sayıda seçilen toplam 12 ortaokul matematik öğretmeninden oluşmaktadır. Çalışmanın verileri, üçgenler ve dörtgenler konusundaki çeşitli senaryo durumlarını içeren 9 açık uçlu soruya verilen cevaplardan ve yarı yapılandırmış mülakatlardan elde edilmiştir. Elde edilen veriler, içerik analizi yöntemiyle analiz edilmiştir. Bulgular, ortaokul matematik öğretmenlerinin üçgenler ve dörtgenlere yönelik pedagojik alan bilgisinin konu alanı bileşeninde istenilen düzeyde olmadıklarını; buna karşın öğrenciyi tanıma bilgisi bileşeninde, konu alanı bilgisi bileşenine nispeten daha iyi düzeyde olduklarını göstermektedir. Ayrıca öğretmenlerin çoğunun üçgenler ve dörtgenler konularına yönelik konu alanı bilgilerinde ortaokul öğrencileri ile benzeyen kavram yanılgılarına sahip oldukları belirlenmiştir.

The aim of the study is to examine the graphing skills of prospective elementary mathematics teachers for a socioscientific problem situation related to Covid-19. The research is a qualitative research and was carried out with the case study method.The participants consisted of 43 prospective elementary mathematics teachers studying in the third year of a state university in Turkey.  Typical case sampling, one of the purposive sampling methods, was used to determine the participants. In the research, an open-ended question that requires drawing three graphs with vital aspects based on a socio-scientific situation-based scenario was used as a data collection tool. Data analysis consists of two stages. First, the graphs drawn by the prospective elementary mathematics teachers were scored with the descriptive analysis method.Then, the errors in the graphics drawn using the content analysis method were grouped and determined. When the data were analyzed, it was observed that a significant portion of prospective elementary mathematics teachers had deficiencies in their ability to draw graphs about the problem situation in the context of Covid-19. For this reason, when teaching graphics, drawing activities that require more context-based qualitative understanding or technology-assisted teaching applications can be used.

The aim of this study is to examine the reflections from the practices prepared for teaching the subject of "Thales' Intercept Theorem" according to the REACT+G teaching strategy proposed as a different alternative to the REACT teaching strategy. In the study, action research method, one of the qualitative research methods, was used. The sample of the study consists of 10 high school students studying in the 11th grade. The study group was determined by an easily accessible sampling method. Content analysis was used in the analysis of the data obtained through observation, video-sound recording and student worksheets. The "Generalization Stage (+G)" proposed in the research gave the teacher the opportunity to overcome the shortcomings of the students in accordance with the constructivist learning approach, different from the REACT teaching strategy. In order to examine the effects of the REACT+G teaching strategy, researchers are recommended experimental studies at different levels.