mehmet dural hangi okulda

Mehmet dural hangi okulda

SCIEF. KUL, B.

By using our site, you agree to our collection of information through the use of cookies. To learn more, view our Privacy Policy. To browse Academia. Adopting a mixed-method approach, at first, we collected the qualitative data through semi-structured interviews with 10 middle school mathematics teachers. Later, a questionnaire was developed depending on the qualitative data, and by using a survey method we collected the quantitative data from middle school mathematics teachers working in Istanbul. The qualitative and quantitative data show that teachers have positive ideas about the nature of the skill-based mathematics questions. The frequency of using these questions in mathematics classes increases by the eighth grade and teachers generally use these questions once a week.

Mehmet dural hangi okulda

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International Online Journal of Educational Sciences. Gallina, K. SCIEO.

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Mehmet dural hangi okulda

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Yoon, T. Kertil, H. Tablo 8. Demirci, N. Web site accessibility and quality in use: a comparative study of government Web sites in Kyrgyzstan, Azerbaijan, Kazakhstan and Turkey. Slaats, A. Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Investigation of changes in chemical composition and rheological properties of Kyrgyz rice cultivars Ozgon rice depending on long-term stack-storage after harvesting. KAYA, I. Effect of somatic cell count on milk composition and some chemical properties of milk. Download Free PDF. Erdogan, S. Sahiner, N.

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SCI , B. Resnick, L. Measurement and assessment in teaching 10th ed. SCIE , A. Energy Storage, 4 1 , e Bozkurt, A. Smith and Rottenberg reported the negative effects of high-stakes tests under four themes in a study they conducted with a group of teachers using clinical interviews and classroom observations during an academic year. Semi-structured interviews were conducted with 10 mathematics teachers in the qualitative phase of the study. Orojii, E. Peter, W. Sulaimanova, M. Therefore, in the third part of the questionnaire, first, the teachers were asked what resource they used and second, they are asked to evaluate those resources separately according to eight criteria question diversity, comprehensibility of questions, etc.

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