Problem Statement: Throughout history, many changes have occurred in the field of mathematics education. These changes have also occurred concerning special topics that mathematics educators have constantly been searching. The significance of problem posing in mathematics teaching has increased recently with respect to its contributions to the teacher and the student. Thus, the problem posing approach is examined with respect to special topics. Study Purpose: The effect of teaching integers through the problem posing approach on sixth grade students' academic achievement and mathematics attitudes.

Pre-service teachers who are future practitioners of the curriculum cannot be considered independent of their views on education and technology. The goal of this study is to determine the use of technology and the opinions of pre-service primary teachers (PPTs) regarding the use of technology in classroom activities in mathematics lessons. The research was conducted with 62 PPTs studying in a state university. The study is based on a case study. The PPTs designed and implemented activities with respect to the objective(s) in the primary school mathematics-teaching programme. These activities were observed and recorded in video. At the end of the semester, the opinion form prepared by the researchers was applied to the PPTs. Descriptive statistics, descriptive analysis and content analysis methods were used in the analysis of the data. According to the findings of the research, almost all of the PPTs expressed opinions about the positive and negative aspects of technology usage related to education. Furthermore, while 83.86% of the PPTs indicated that they wanted to use technology effectively in their professional lives in the future, only 19.35% of the observed activities benefited from the technology. PPTs advocated two main reasons for not using technology in classroom activities. The first was that concrete material is more effective where physical conditions are inadequate and the difficulty in accessing materials, especially at schools in rural areas. The second main reason concerned time constraints while following the curriculum.

This study aims to examine whether there is a relationship between abstract thinking skills, self-efficacy perceptions and attitude towards mathematics and how these variables predict mathematics achievement. The study was conducted with 198 eighth-grade students who were selected by random sampling and the relational screening model was used. For data collection, the tools of "Abstract Thinking Test in Mathematics", "Self-Efficacy Perception Scale towards Mathematics", "Mathematics Attitude Scale" and Mathematics course notes of students were resorted to. According to the findings, it was concluded that there were significant relationships between students' abstract thinking skills, self-efficacy perceptions and attitudes towards mathematics, and these variables explained 37% of the variance in mathematics achievement. There was no significant difference in mathematics achievement between the groups according to the type of school, while it was found that the scores of the students' abstract thinking skills, attitude towards mathematics and self-efficacy perceptions differed in favor of the students studying in non-boarding secondary school. In addition, no significant difference was observed between the groups in terms of students' mathematics achievement according to their boarding status. It was found that there were significant differences in terms of the other three variables. Suggestions were made to increase mathematics achievement, especially in boarding secondary schools, and it was also offered to increase the feasibility of the environment of the boarding secondary schools.

In this study, it was tried to determine teaching activities that elementary preservice mathematics teachers exhibited in a micro teaching session. Preservice teachers are required to prepare and later present a sample micro teaching session. First of all, they were advised to freely select a topic (or an attainment) of their own intention within 5-8 middle school mathematics subjects. Then, every one of them planned their own special session. While they were planning the sessions, they were advised to take into account of all perspectives and practices of the theoretical subjects covered via the course of Special Teaching Methods 1 and the experiences that they gained during the other courses of the mathematics teacher education program. After that, each one performed tasks in the classroom environment related to their own planning. No intervention was made to the preservice mathematics teachers by the lecturer during the sessions. After each session, the remaining candidates and the lecturer made critique about the candidate’s performance. The study was conducted with 50 preservice teachers who take Special Teaching Methods II course. A systematic observation form has been prepared and used for data collection. Descriptive analysis and content analysis based on observations were used as mixed methods in the study. Findings show that preservice mathematics teachers have some misconceptions regarding the lectured subject, besides the deficiencies and mistakes in the course planning and performance.

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