http://tujme.org/index.php/tujme/issue/feed Turkish Journal of Mathematics Education 2021-07-05T14:55:02+00:00 Adnan Baki abaki@trabzon.edu.tr Open Journal Systems <p>Turkish Journal of Mathematics Education (TUJME) is an international refereed (peer-reviewed) journal and published three issues per year (April, August and December) by TURKBILMAT Education Services. The Journal publishes educational researches in the field of mathematics education. The journal is devoted to action researcher mathematics teachers, teacher educators, researchers, computer education and mathematics teacher candidates, foundations and people who are interested in mathematics education.</p> http://tujme.org/index.php/tujme/article/view/30 An Ethnographic Study on the Adaptation Process of Mathematics Teachers to Distance Education 2021-07-05T13:29:55+00:00 Adnan Baki abaki@trabzon.edu.tr Devrim Yaşar Aktaş abaki@trabzon.edu.tr Ahmet Bayrak abaki@trabzon.edu.tr Meryem Tuvana Çınarcık abaki@trabzon.edu.tr Semiha Memişoğlu abaki@trabzon.edu.tr Elif Şeker abaki@trabzon.edu.tr Reyhan Vahapoğlu abaki@trabzon.edu.tr <p>In this study, distance education practices of mathematics teachers during the COVID-19 epidemic period are examined with an ethnographic approach. The first-hand data were obtained and interpreted without affecting the natural environment about what mathematics teachers did and thought during the distance education applications. The study was initiated with 6 graduate students who took the MTE5100 Research in Mathematics Education course in the Fall Semester 2020-2021. A total of 19 mathematics teachers from 5 different provinces together with these six graduate students who are also the authors of this study constitute the social group of this ethnographic study. Since these six graduate students are also teachers, they conducted the fieldwork as natural members of the social group whose culture, experiences, perceptions and evaluations will be examined. Due to the nature of the ethnographic study, data were collected by six participant-observer graduate students over 12 weeks through interviews, observations, field notes and documents. Content analysis method was used in the analysis of the data. As a result of the content analysis, the data were interpreted under 5 main themes as teacher, student, technology, parent, assessment and evaluation. Teachers mostly addressed the issue of students' participation in the lesson as a problem in the virtual environment. In addition, it has been revealed that teachers have limitations in enriching the virtual environment in terms of teaching and learning mathematics using appropriate technologies and pedagogies. Many teachers also expressed their concerns about parent support and assessment and evaluation. Considering that distance education as an effective alternative method in the changing world, not only during epidemic periods, but also in other possible situations that may occur in the future, in this regard, the importance of educating teachers emerges in both theoretically and practically. In this respect, this study presents a detailed information of the process and puts light on the future course of distance education.</p> 2021-04-30T00:00:00+00:00 Copyright (c) 2021 Turkish Journal of Mathematics Education http://tujme.org/index.php/tujme/article/view/21 Which Teacher, Which Example Type? 2021-04-13T12:38:29+00:00 Sevilay Alkan svlyalkn@gmail.com Bülent Güven bguven@trabzon.edu.tr <p>This study aims to examine the roles that secondary education mathematics teachers adopted in the teaching process and the example types they use in this process. The study, in which the case study approach was employed, was carried out with four mathematics teachers. Semi-structured interviews were conducted to determine teachers' beliefs about learning and teaching mathematics; each teacher's one-year education-training process was observed to depict these beliefs' reflections in the classroom, determine their roles, and identify the example types they used during the lessons. The example types used were analyzed according to the example classification developed by Alkan (2016). The framework created by Ernest (1991) was used in the analysis of teachers' roles. One of the teachers participating in the study was observed to play the role of <em>explainer</em>, and the other three teachers adopted the role of <em>instructor</em>. Besides, regarding the teachers' examples used in the lessons, improving and standard examples are used more; very few non-example and extreme examples were used, and no counterexample was used. Instructor teachers were found to use standard examples in their explanations throughout the lesson frequently. The teacher who adopted the explainer role used improving examples more than standard examples. Besides, explainer teacher uses more non-examples than instructor teachers. It is recommended to provide in-service training on teachers' beliefs about learning and teaching mathematics and examine teachers' roles and the example types used in these roles in detail in this training.</p> 2021-04-30T00:00:00+00:00 Copyright (c) 2021 Turkish Journal of Mathematics Education http://tujme.org/index.php/tujme/article/view/25 Analysis of Realistic Mathematics Education Studies Carried Out In Turkey: A Document Analysis Research 2021-05-07T19:16:37+00:00 Gül Kaleli Yılmaz gulkaleli@uludag.edu.tr Damla Sönmez damlasonmez91@gmail.com <p>The goal of this research is to analyze the Realistic Mathematics Education (RME) studies conducted in Turkey through document analysis and to reveal what a trend is.&nbsp;In the research, 89 studies, including 18 articles, 71 theses, selected with a purposeful sampling method, published between 2002 and 2020, were analyzed. In the selection of the studies, Google Academic search engine, TÜBİTAK ULAKBİM DergiPark, YÖK National Thesis Center databases were used. All of the studies were examined through type, year, purpose, method, sample, data collection tools, subject areas, results via content analysis. The data are presented in tables using frequency and codes. Most of the studies consist of master theses, examining the effect on success, using experimental method is preferred. When the results are examined it is seen that applications for RME generally increase the success and permanence of the information and have a positive effect on skills such as attitude, motivation, prediction. The teacher candidates were suggested to have activities based on RME, teachers are to be given in-service training.</p> 2021-04-30T00:00:00+00:00 Copyright (c) 2021 Turkish Journal of Mathematics Education