Browsing by Author "Almas A."

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    IMPACT OF THE ACTIVE LEARNING STRATEGIES ON STUDENT’S ACHIEVEMENT WITH RESPECT TO DOUBLE INTEGRALS IN MATHEMATICAL ANALYSIS
    (Қазақ ұлттық қыздар педагогикалық университетінің Хабаршысы № 3, 2019) Almas A.; Kadyrov Sh.; Kaymak S.
    Active learning is useful to engage and make an interest for the students in learning of mathematics, where the educators face many difficulties in teaching mathematics. This paper aims to address how to apply active learning strategies on the subject of double integral in advanced mathematics. We chose some suitable active learning strategies for using in the subject of double integral to show its designs. We also applied the active learning strategies which is shown in the introduction part for two groups from second year students in the faculty of science education at Suleiman Demirel University to reveal the of impact of achievement on the students. Comparing the achievement of experimental group to the control group, the authors deduce that the experimental group significantly outperform than the control group in the subject of double integral in mathematical analysis
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    VIEWS OF PRESERVICE TEACHERS ABOUT USING THE TECHOLOGY INTO MULTILINGUAL MATHEMATICS CLASSES
    (Suleyman Demirel University, 2016) Guvercin S.; Chakir A.; Almas A.
    This article examines the results of a quantitative study on the views of future mathematics teachers on the use of technical devices in multilingual math lessons. This will be useful for future math teachers, for high school teachers, as well as for researchers in the field of teaching mathematics. This articlediscusses the following questions: “What are the advantages and disadvantages of using technological devices in education?”, “What are the teachers' views mathematics about the use of technological devices?” and “ Do we need technology integration in math lessons?”. To conduct research, we have prepared two questionnaires for future teachers of mathematics from the Suleyman Demirel University of the Department of Mathematics and Natural Sciences. For one of the questionnaires, the Likert scale was used, which includes 20 test questions. This questionnaire explores the view of math teachers about the use of technological devices in math lessons and in any other lessons. The second questionnaire consists of 10 classic questions in different languages that reveal current positions, the needs and beliefs of mathematics teachers about existing technological devices and their use. It was found out that technology integration andmultilingualism in many schools are at a fairly good level, but teachers should develop their skills in using technological devices. Administrators should motivate future math teachers for such integration. In addition, by adapting technological devices, most teachers believe that multilingual math education and integration technologies provide many advantages for further career growth in qualified prospects