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    Examination of the Interactive Digital Mathematics Games According to NCTM Standards
    (Bülent DİLMAÇ, 2023) Arabacı, Duygu; Kanbolat, Oben; Danişman, Şahin
    This study aimed to examine the interactive digital games that are open to access at the secondary education level on the Education Informatics Network [EIN] platform according to NCTM standards. 20 interactive mathematics games that are open to access on the EIN platform have been reached. Accessed games were analysed descriptively with a code book developed by Joung and Byun (2021) based on the NCTM Content and Process Standards. According to the results of the study, it was determined that the majority of the games are focused on the Numbers and Operations. All of the games targeted fifth and sixth graders, and no games were included for probability domain. Geometry has the highest mean scores for content standards while algebra has the lowest. Games related to geometry, measurement, and numbers exhibit a moderate degree of alignment with the underlying content domains, whereas games centered on data and algebra show a relatively weaker correspondence between the content and the contextual aspects of the game. On the other hand, as for the process standards, algebra has the highest mean scores while geometry and numbers have the lowest mean scores. Highest mean scores for process standards belong to problem solving for data, reasoning and proof for measurement, connections for data and algebra, representations and communication for algebra. Among the process standards, reasoning and proof, and communication were represented with the lowest means for all domains. Considering the results it is advisable to revise digital interactive mathematics games to meet the content and process standards.
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    Pre-Service Elementary Mathematics Teachers’ Evaluations of Meetings with Expert and Peer Participation Based on van Hiele Geometric Thinking Levels
    (Tamer KUTLUCA, 2023) Arabacı, Duygu; Kanbolat, Oben
    In this study, it was aimed to present the pre-service elementary mathematics teachers’ (PEMT) evaluations of meetings with expert and peer participation based on van Hiele geometric thinking levels (vHGTL). The case study method was used and the study group of the research consists of three PEMT who are studying in the third year of a state university. Data were collected with meeting records, reflection reports of the PEMTs, researcher’s field notes and interviews and were analyzed simultaneously by two researchers to ensure coding reliability with content analysis method. As a result of the research, it was seen that there was a positive change in PEMTs’ criteria for determining vHGTL. It was determined that they had difficulties in clearly distinguishing the differences between the levels at the beginning, and that in the last meetings, they insisted on the criteria related to the levels they determined and made more accurate determinations about the levels. As a matter of fact, the teacher candidates also stated that meetings enabled them to determine the achievements’, solved and unsolved problems’ vHGTL better. In addition, they stated that allowing them to freely express their ideas in meetings contributed to their professional development in geometry teaching knowledge. Suggestions regarding experts and peers participatory meetings were presented.