Turkish Journal of Mathematics Education https://tujme.org/index.php/tujme <p>Turkish Journal of Mathematics Education (TUJME) is an international refereed (peer-reviewed) journal and published three issues per year (Spring, Fall, Winter) 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> Turkbilmat Education Services en-US Turkish Journal of Mathematics Education 2757-9034 Opinions of Elementary School Mathematics Teachers on the Concrete Models They Designed https://tujme.org/index.php/tujme/article/view/48 <p>The aim of this study is to reveal the opinions of primary school mathematics teachers about the concrete models they designed. For this purpose, the study was designed with content analysis, one of the qualitative research methods. In this method, one or more staged qualitative data are collected, analyzed and combined. The data of the study were collected from 44 primary school mathematics teachers on a voluntary basis using a semi-structured interview form consisting of three open-ended questions. The obtained data were analyzed by content analysis method. In this study, it is aimed to evaluate using the content analysis method the overall effect by combining the opinions of primary school mathematics teachers about the concrete models they have designed. </p> Meryem Gülyaz Cumhur Emine Hale Demirtaş Copyright (c) 2022 Turkish Journal of Mathematics Education 2022-06-18 2022-06-18 3 1 1 15 The Van Hiele Geometric Thinking Levels and Learning Styles of Undergraduate Students https://tujme.org/index.php/tujme/article/view/43 <p>This study reveals the relationship between the Van Hiele geometric thinking skills and the learning styles of undergraduate students. This study, designed following the comparative relational survey model, used the Kolb learning style inventory and the Van Hiele geometric thinking test as two different data collection tools to determine the participants’ Van Hiele geometric thinking skills and learning style preferences. 444 university students participated in this research; 229 were females, and 225 were males. The students’ age varies between 17 and 36, and the average age is 20.83. According to Kolb’s classification, the university students’ learning style preferences were divided into four groups: divergent, assimilator, accommodator, and converger. As a result of the study, university students’ preferred learning styles were converger, assimilator, divergent, and accommodator. Additionally, this study revealed that the number of university students at levels 1 (analysis) and 2 (informal deduction) constituted the vast majority of participants in terms of Van Hiele’s geometric thinking levels. This research showed that convergent learners had the highest mean score on the Van Hiele geometric thinking test, while divergent learners had the lowest mean score on the Van Hiele geometric thinking test (VHGTT). Furthermore, the one-way analysis of variance revealed a statistically significant difference in students’ VHGTT scores according to their learning style preferences. The Least Significant Difference (LSD) test showed that converger and assimilator learners had significantly higher mean scores on the VHGTT than divergent learners. Based on these significant results, the theoretical and practical implications are discussed, providing directions for future research. </p> Ayça Akın Hayriye Seda Sezgin Copyright (c) 2022 Turkish Journal of Mathematics Education 2022-06-18 2022-06-18 3 1 16 28 Investigation of Teaching in the Technological Environment in terms of Orchestration in the Mathematics Teaching Process https://tujme.org/index.php/tujme/article/view/52 <p>The aim of this research is to examine the mental processes of a mathematics teacher including the instrumental action schemes related to the selection of tools and the use of these tools in the technological environment during the teaching process. In this research, it is aimed to examine in depth the awareness of a secondary school mathematics teacher about the mental and behavioral processes of the instrumental orchestration choices used in the process of integrating technology into the lecture and the instrumentalization and instrumentation processes that occur with the instrumented action schemes in the instrumental genesis during the lesson preparation and lesson experiences. In the study, qualitative research methods were used. This study was designed as a case study, one of the qualitative research designs, in which the indicators of Instrumental Theory can be observed in the best way and the process of the case can be examined in the best way. In addition, since this study requires an in-depth examination of the participant in every aspect, the single-case study was considered as the most appropriate design. In this study, a female teacher working in a public secondary school during the 2020 – 2021 academic year was chosen as the participant. The selection criteria of this teacher were determined by knowing the changed curriculum, having taken courses with technology-supported mathematics teaching course content throughout her university education, her perspective and willingness to assist the course content in these technology-supported courses, her perspective on technology during her teaching life, and finally her thoughts about her views on technology. In order to provide data diversity and to get full answers to the research questions, semi-structured interview, document analysis and non-participant observation were used as data collection tools in the study. The research results and findings were concluded by considering the teacher's schemes, instrumentation processes and instrumental orchestration elements in arranging the technological teaching environment. </p> Eda Aygüner Menekşe Seden Tapan Broutin Copyright (c) 2022 Turkish Journal of Mathematics Education 2022-04-30 2022-04-30 3 1 29 40