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    Comparing computer supported or concrete material assisted instructions in terms of effectiveness and classroom management
    (Elsevier, 2010) Arslan, Selahattin; Uzun, Selcen Çalık; Yalçınkaya, Hatice Aydın; Özpınar, İlknur
    This study aimed to compare computer supported and concrete material assisted instructions in terms of effectiveness and classroom management. It was conducted with action research model and with 16 sixth grade pupils in a primary school in Trabzon in the 2008-2009 educational year. The data was based on the results of pre and post tests conducted with students, researcher observations and unstructured interviews. Two homogenous groups were formed according to the pretest; one to be concrete material (CM) group and the other one to be computer supported material (CSM) group. Afterward, answers to 11 questions, which were prepared to comply with the concerned learning gain were sought in both groups. Finally, the pre achievement test was re-applied. The results showed that CSM group students were more successful than CM group, classroom management was easier in CSM group and both of the groups enjoyed the applications.
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    Semiotic representations skills of prospective elementary teachers related to mathematical concepts
    (Elsevier, 2009) Çalık Uzun, Selcen; Arslan, Selahattin
    The aim of the study is to introduce Duval's Theory of Registers of Semiotic Representations, and with the framework of this theory to analyze how students perceive and apply different usages of the representations for the same concept and transformations between these representations. The study was carried out with 28 students from Artvin Coruh University the Faculty of Education Classroom Teacher Education program in 2007-2008 educational year. For the study, activities about identities, equations and functions were prepared and applied. Students worked as groups of two. As soon as they completed the activity all groups were interviewed in unstructured way. Students particularly can be said to have advanced transformation skills in algebraic register of representation. However, the students were not observed as good at skills of passing from verbal and graphical representations to algebraic one, and from tables to verbal representation. (C) 2009 Elsevier Ltd. All rights reserved