The aim of this paper is to analyze of the effect of maths abilities of children at 6 ages to whom given maths by storyline method. Storyline method is create an environment by children using new information, old information and experience as well as gaining new knowledge and being active in this process, produce solutions to the problems. This study is a combined method in which qualitative and quantitive technics are used in company. 48-66 months old children, who are attending pre-school education in learning numbers, geometric shapes and pattern notion, the effect of storyline method are analyzed by the process pre-test, post-test semi experimental method and applications the qualititive section of the study was bserved by observing the experimental group. In the research, children are aiming at learning levels of concepts related to numbers, Piaget number conservation test, geometric shape concepts, aimed at learning levels. The pattern test developed by the reseacher was developed to measure the level of learning the geometric patterns developed by Aslan (2004) and the concept of pattern. As well as observation made during weekly activities conducted by the experiment group by the researcher were recorded in diary. The study was conducted with a total of 27 students. While the control group students were being trained with were being trained with the current program, the students in the experimental group recaived mathematics education preparedwith a one day scarecard per week for 8 weeks. Mann whitney u test wa used to compare the achievements of the control and experimental groups in the analysis of the quantitative data obtained in the research. Wilcoxon- marked sequence test es used to compare the pre- test and post-test achiecements of the control and experimental groups. Qualitative data obtained in the study were analyzed by descriptive analysis.A significant difference was found in favor of the analysis results obtained for the test group. In summary the mathematics educations given by the storyline method shows that the children have a positive influence increasing the mathematics achievement.

This study aims to study the process by which students pass to construct the Pythagorean theorem in adidactic situations in the light of didactic situations theory. The theory of didactic situation, proposed by Brousseau (1998), was experimented to be introduced and analyzed within an adidactic learning environment. Qualitative research methods were used in the research that was conceived as a case study. In this context, classroom observation made and lessons were recorded by video. The study was conducted in the Sögütlü district of Sakarya in the fall semester of the 2015-2016 school year with 27 students who are final year college students. A descriptive analysis method was used to analyze the data. As a result of this study, it is shown that students can construct the Pythagorean relationship by passing through the stages of adidactic situations.

This research aims to determine the material choices of teacher candidates during teaching practice courses and their competences to use these materials in accordance with policies to use these materials. The data was analyzed through descriptive analysis method. Description was obtained by examining the documents including the materials used by teachers in classes and videos taken during their lectures by other teacher candidates in the same class as part of teaching practice course. 16 of these teacher candidates were females and 4 of them were males. The literature review was done in the research expert opinions were received and material choices and criteria form, which was developed by the researcher, was used. The criteria form was used for teacher candidates’ materials. According to the results of the study, most of teacher candidates (65%) use whiteboards. Worksheets (60%) comes after that. 40% of teacher candidates use textbooks, 35% use “simple tools” and 25% use interactive whiteboards during class. The materials coming after those are computers, video, powerpoint (20%), real materials (15%), activity sheet (10%) and students workbooks (5%). It was determined in video records that 46.16% of teacher candidates who use whiteboard as a material during classes used it properly, while 30.77% of them used it in a partly proper way.

The purpose of this study is to determine and solve difficulties faced by classroom teachers in teaching literacy with Sound Based Sentence Method through in-service education. The reason of this research using the enrichment and explanatory design, one of the mixed methods is that we must notice both qualitative and quantitative data at the same time. In the research we worked with two different groups. At the first one, in order to learn what teachers faced in the way of teaching literacy we worked with 136 primary teachers who works in 12 different central primary schools in Inegöl/Bursa. At second one we worked with 34 teachers which joined research application. The research data based on the questions we asked to the teachers which is about difficulties and applying methods on literacy teaching. The research results show that classroom teachers need to get, in service training and with the info they learned from that training they can produce activities which makes students better at literacy learning period and last of all shows that with the effects of that activities they can stop the errors in spelling.

This study aims to examine the opinions of teachers, who teach first graders, on in-class applications in reading and writing teaching. In the study, the basic qualitative research method from qualitative research methods was used. Basic qualitative research is used in all fields, in particular in educational science studies. In accordance with the aim of the study, the opinions of the teachers about the classroom practices in reading and writing teaching process were studied. The data was collected from eighty-six (86) first-grade teachers who work in the center, districts or villages of Kütahya, by using a semi-structured interview form. The findings obtained in the research indicate that teachers first introduce the sounds of the letters and get the students perceive them in writing and reading activities. The teachers also mentioned that they use writing exercises as reinforcement as well as a method of teaching the sounds. Furthermore, teachers stated that they use technology, games, stories, and performances which are related to sound while teaching reading and writing to the students. They also pointed out that they use visual tools to get the students perceive the sound and that they made use of technology to show how the symbol of the sound is written.