in faculty of education journals and in ulakbim.gov.tr, and to determine the trends of related studies. Within this scope, 284 articles in the selected journals have been reached and classified. In this process a paper classification form, developed by Sozbilir, Kutu and Yasar (2012) was revised and used for the analysis. Each publication has been subjected to content analysis through this form and eight components which provide descriptive information for the identification of the paper, sub-disciplinary area and learning domain of the paper, subject (title) of the paper, methods employed in the study, data collection tools used, sampling and sample sizes, authors and data analysis methods. As a result of the analysis of the obtained data, the articles are not generally focused on the learning areas clearly and that the subject of teacher training is predominantly performed as non-experimental studies. In addition to these, undergraduate students mostly preferred as a target sample. Also it was determined that the achievement tests and interview forms come to the fore as data collection tools.

Introduction: Textbook tasks are considered as tools for implementing, endorsing mathematical thinking and thereby creating chances for mathematics learning. Therefore, textbook tasks can potentially influence and structure the way students think and can serve to limit or to broaden their views of the subject matter with which they are engaged. Among the essential sources of textbook tasks include worked examples and exercises. Because these worked examples and exercises in the textbooks are mostly used by students either in the classroom or at home, they definitely affect students’ conceptual understanding of mathematics and may inspire students to work individually or collaboratively with their peers. Thus, given the importance of mathematical literacy for learning and understanding of math, one should investigate the chances students can have through it. This study aims to reveal the inclusion of the mathematical literacy demands in the fifth-grade mathematics textbooks from Turkey, Singapore, and Australia. Methods: Being qualitative in nature, the current study employed a document analysis method to examine the textbooks. The cycle of mathematical literacy processes, defined in PISA framework, was used as a framework during the analysis to investigate mathematical literacy demands. Results: Findings of the analysis of mathematical literacy demand in real life problems indicated that textbooks from all three countries had provided more opportunities for the competencies of two mathematical literacy processes, formulating and employing, while a small portion of these problems requires higher level cognitive skills to interpret/evaluate their mathematical solutions and make decisions for real life, which is the third process in the cycle; therefore, most of the real-life problems in the textbooks could not provide the chances for completing the whole mathematical literacy cycle. Moreover, textbooks from all three countries provided more chances for experiencing mathematical literacy processes in to-be-solved questions rather than worked examples. Discussion: In general, textbooks from all three countries have included a small portion of the problems relating real life. Related literature also proves evidence for lack of real-life opportunities in the mathematics textbook tasks. Moreover, textbooks from all countries had provided more opportunities for the competencies of formulating and employing while a small portion of these problems requires higher level cognitive skills to interpret/evaluate their mathematical solutions and make decisions for real life. These results are not in accordance with the mathematics education calls voiced in national and international standards of mathematics education: Raising individuals with both mathematical thinking and reasoning skills and a useful foundation of mathematical knowledge and skills needed in all areas of life. Most of the real-life questions in the textbooks could not provide the chances for completing the whole mathematical literacy cycle. Textbooks’ weaknesses in their inclusion of MLP may also cause impediments in the development of students’ skills of handling the problems that they confronted in daily life. Limitations: The present study only included one textbook from each country while these textbooks were representing the authenticity of the other textbooks in these countries. Moreover, this study examined the opportunities of mathematical literacy only provided in the textbooks while the actual implications of these opportunities may differ across classrooms in these countries. Conclusions: Students’ inappropriate practices with the real-life problems may cause them to not successfully solving these kinds of problems. Instead, employing more real-life problems in the classroom activities may result in higher student understanding. Moreover, examples and tasks from daily life are helpful to provide students with meaningful contexts and enable students to relate to their familiar experiences. The absence of providing necessary problem-solving opportunities in a range of different types in the textbooks may cause students to not solve specific types of problems. Moreover, textbooks should also include these problem-solving opportunities to construct students’ conceptual appreciations of problem structures. Thus, one implication this study can make is that Singaporean and Australian textbook creators should include more sufficient practices of the whole MLP cycle in their problems to make sure students acquire the principal latent components of the problems.

Kastamonu Üniversitesi, Kastamonu, Türkiye. Bu çalışma, "Ortaokul matematik ders kitaplarının farklı temsilleri kullanım biçimlerinin araştırılması" başlıklı yüksek lisans tezinden üretilmiştir. ÖzBu çalışmanın amacı, ortaokul matematik ders kitaplarındaki kullanılan temsil türlerini belirlemek ve temsil türleri arasında yer verilen ilişkilendirmeleri ortaya koymaktır. Bu araştırma nitel bir araştırma olup, ortaokul matematik ders kitaplarında yer alan temsil türlerini analiz etmek için doküman analizi yöntemi kullanıla-rak matematik ders kitapları, matematikte kullanılan sözel, cebirsel, model, tablo, grafik ve gerçek yaşam temsilleri dikkate alınarak incelenmiştir. Çalışmada MEB komisyonu tarafından hazırlanmış ve 2015-2016 akademik yılında kullanımda olan ders kitaplarında yer alan etkinlikler, çözümü kitapta verilen sorular ve çözülecek sorular analiz edilmiştir. Verilerin kodlama sürecinde birbirinden bağımsız çalışan iki araştırmacı yer almıştır. Araştırma bulgularına göre ders kitaplarında yer verilen temsiller arası geçiş en fazla cebirsel, sözel ve model temsiller ile cebirsel, sözel, model ve açık temsiller arasında gerçekleşmiştir. Diğer ikili eşleşmelerin oldukça düşük oranlarda kalması dikkat çekicidir. AbstractThe purpose of this study is to identify the types of representation used in the middle school mathematics textbooks and to establish associations among representation types. This research is a qualitative research and document analysis method is used to analyze the representation types in secondary school mathematics textbooks. In this study, mathematics textbooks were examined by considering verbal, algebraic, model, table, graphic and real life representations. In the study, the activities in the textbooks, prepared by the MoNE commission and used in the academic year of 2015-2016, the solutions given in the book and the questions to be solved were analyzed. During the coding process of the data, two researchers working independently were involved. According to research findings, the transition between representations in textbooks was mostly realized among algebraic, verbal, model and open representations. It is striking that the other pairings remain at very low rates.

Abstract:Mathematics educators have reported on many issues regarding students' mathematical education, particularly students who received mathematics education at different departments such as engineering, science or primary school, including their difficulties with mathematical concepts, their understanding of and preferences for mathematical concepts. This study aimed to investigate the opinions of primary-school teacher education students in terms of their perceptions of difficulty level of the mathematics courses, change in their achievement, if there is any, and interest in mathematics after completing these courses, and factors affecting their achievement and interest level in these courses. Being qualitative in nature, this study was a case study. The data were analyzed using the content analysis and descriptive methods. According to the results, most students stated that they faced mathematics course content with unexpected level of difficulty. After taking basic mathematics courses, the percentage of students with decreased level of interest and achievement in mathematics was found higher than the students who experienced an increase in their interest and achievement. Students underlined such significant factors for the change of their interest and achievement in mathematics as prior knowledge, lecturer(s), and content coverage. Finally, most of the students viewed mathematics courses as a beneficiary tool for their professional development.

Bu çalışmanın amacı ders kitaplarında yer alan sorularda kullanılan temsillerin ortaokul matematik dersi öğretim programında belirlenen öğrenme alanlarına ve sınıflara göre dağılımlarını analiz etmektir. Araştırma nitel bir araştırma olup, çalışmada MEB komisyonu tarafından hazırlanmış ortaokul ve 2015-2016 akademik yılında kullanımda olan ders kitaplarında yer alan sorular analiz edilmiştir. Araştırmanın bulgularına göre öğrenme alanları bazında dağılıma bakıldığında, "sayılar ve işlemler" ve "cebir" öğrenme alanında en çok cebirsel temsillere yer verilmekte iken "geometri ve ölçme" alanına ait sorular en çok model temsillerle ilişkilenmiştir. Diğer taraftan ders kitaplarında daha az dağılıma sahip olan "olasılık" ve "veri işleme" öğrenme alanlarına ait sorularda ise sözel temsiller daha fazla tercih edilmiştir. Temsillerin sınıflara göre dağılımına ait bulgular, cebirsel, sözel ve model temsillere, ortaokulun her kademesindeki ders kitaplarında daha fazla yer verildiğini, tablo, grafik ve gerçek yaşam temsillerinin ise her sınıf seviyesinde düşük oranlarda yer aldığını göstermektedir. Bulgulara ilgili tartışmaya yer verilmiştir ve bulgular önerilere yer verilmiştir.