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The purpose of this study was to investigate teachers’ beliefs about the implementation of STEM (Science Technology Engineering and Mathematics) approach in secondary (6-12 grades) mathematics classes and identify intervening belief aspects. A questionnaire was developed regarding practicing secondary level mathematics teachers’ beliefs about the implementation of STEM in mathematics classes. An online form of the questionnaire was created and sent to all secondary math teachers in two counties in the state of Florida. Eighty-two were received back from teachers. The results of factor analysis confirmed that items were distributed under five major aspects. Finally, the results of the data analysis disclosed that although most teachers believe that the implementation of STEM education is necessary, some have concerns about the effectiveness of the implementation because of shortages of materials, resources, and equipment needed for implementation of STEM. Another important finding is that teachers don’t have appropriate and sufficient knowledge for the implementation of STEM activities.

Bu çalışmanın amacı, TIMSS 8. sınıf matematik testlerine katılan öğrencilerimizin dünyanın başka yerlerinde yaşayan akranlarına göre doğru cevaplamada güçlük çektikleri madde gruplarını ve bu gruplarını oluşturan maddelerin özelliklerini ortaya çıkarmaktır. Bu amaç dahilinde, ilk olarak, Türkiye'nin 1999, 2007 ve 2011 yıllarında katıldığı TIMSS 8. sınıf matematik testlerinin International Association for the Evaluation of Educational Achievement (İEA) tarafından yayınlanan bütün maddeleri (toplam 260 adet), yine IEA tarafından yayınlanan değerlendirme çerçevesi dokümanları ve belirtke tabloları takip edilerek içerik, bilişsel alan ve konu alanı itibariyle gruplara ayrılmıştır. Ardından, IEA'nın bir yıllık olarak hazırladığı almanaklar kullanılarak bu maddelere ait ortalama doğru cevaplama oranları ve bu oranların TIMSS katılımcıları arası dağılımları çıkarılmıştır. Son olarak, elde edilen veriler aşamalı doğrusal ölçme modelleri ile analiz edilerek madde grupları bağlamında Türkiye ile diğer TIMSS katılımcıları arası başarı düzeyi farklılıkları tahmin edilip test edilmiştir. Bulgular öğrencilerimizin "Sayılar" içerik alanı altında bulunan "Kesirler ve Ondalıklı Sayılar" konusu ile ilgili olgular, kavramlar ve yöntemlere ait bilgi düzeylerinin diğer ülkelerde yaşayan akranlarına göre oldukça düşük olduğunu göstermekte ve bu farklılık istatistiksel olarak anlamlı bulunmaktadır.

The purpose of this study is to analyze a new measurement method in the examination of the creative thinking abilities of prospective mathematics teachers. CPPA (Creative Problem Posing Activity) is a method that is revealed with the aim of measuring the creativity of teacher candidates in mathematical problem posing. CPPA has made it possible for the teacher candidates to measure creativity components of individual mathematical creativity (fluency, flexibility, originality) separately by establishing a new scoring scheme. With participating 305 mathematics teacher candidates, this research has revealed the relationship between CPPA performances and TTCT (Torrance Creative Thinking Test) performances of teacher candidates. The findings of the research show a statistically significant relationship between teacher candidates' scores on the Torrance Test of Creative Thinking (TTCT) and their scores on the CPPA.

PurposeThis study aims to identify the main motivational factors that led practicing teachers to choose teaching as a profession in the United States and Turkey. Another purpose of this research is to investigate the possible significant difference between male and female teachers from the United States and Turkey considering motivational factors that lead them to choose teaching as a profession.Design/methodology/approachQualitative and quantitative methods were used to collect and analyze the data. First, randomly selected middle grades teachers were asked to write personal statements where they explain their main reasons for choosing teaching as a career. Then, qualitative data obtained from personal statements were coded. The coding process allowed the researcher to create factors. Then, cross-tabular representation was produced by descriptive data. Finally, ANOVA was run in order to identify significant differences among groups of participants in terms of all motivational factors.FindingsResults indicated that (1) female teachers are motivated mostly by “Leisure and Comfort”; (2) “Enjoyment of subject” is a big motivator for US male teachers; (3) Turkish male teachers are motivated mostly by “Necessities” (4) male teachers have no strong desire to work with kids; (5) female teachers enjoy teaching more comparing the male teachers; (6) US Female teachers feel more personal fulfillment in teaching.Practical implicationsMotivational factors and reasons for choosing a teaching career can be further investigated by qualitative case studies with selected male and female teachers in order to better understand the reasons that derived both male and female teachers to specific kinds of motivational factors. That may provide a tick description of how motivation for the teaching profession develops over time starting from early memories and experiences in education and schooling. Through the lens of these kinds of qualitative studies, we may better understand how lived experiences are affecting decision-making by developing interest in specific areas.Originality/valueAlthough there is a considerable amount of studies conducted to examine preservice teachers' reasons given for joining the teaching profession, limited research has been done with practicing teachers to better understand the factors that motivated them to join the teaching profession.