This article deals with 12th-grade students' conceptions of a mathematical definition. Their conceptions of a definition were revealed through individual and group activities in which they were asked to consider a number of possible definitions of four mathematical concepts: two geometric and two analytic. Data consisted of written responses to questionnaires and transcriptions of videotaped group discussions. The findings point to three types of students' arguments: mathematical, communicative, and figurative. In addition, two types of reasoning were identified surrounding the contemplation of alternative definitions: for the geometric concepts, the dominant type of reasoning was a definition-based reasoning; for the analytic concepts, the dominant type was an example-based reasoning. Students' conceptions of a definition are described in terms of the features and roles they attribute to a mathematical definition.

Students' Conceptions of a Mathematical Definition

Bu calisma Turkiye’de 1999 yilindan 2013 yilina kadar matematik egitimi alaninda, kavram yanilgilarini konu edinen makalelerin tematik bir incelenmesi amaciyla yurutulmustur. Bu amaca ulasabilmek icin betimsel arastirma yontemlerinden tarama modeli benimsenmistir. Calisma orneklemini, belirtilen tarihlerde Turkce anadilinde yazilmis akademik dergilerde yayimlanmis olan 45 makale olusturmaktadir. Ulasilan makaleler; siniflandirma analiz teknigi ile orneklem/katilimci sayisi, konu, ogrenim duzeyi, yayin yili, kavram yanilgisi tespit teknigi, gibi ozellikler baglaminda incelenmistir. Elde edilen bulgular, son yillarda kavram yanilgisi calismalarinda bir artis oldugunu ancak calismalarin cogunda kavram yanilgisi tespit calismasi yapildigi, kavram yanilgilarini gidermeye yonelik calismalarin ise sinirli sayida oldugunu gostermistir. Sonuc olarak kavram yanilgilarini belirlemeye yonelik calismalarin yaninda, bu yanilgilari gidermeye yonelik, farkli teknikler kullanilarak tasarlanacak ogrenme ortamlarindan yansimalarin sunuldugu calismalarin yurutulmesi onerilmistir. Ayrica yurutulen calismalarda siklikla kullanilan coktan secmeli sorularla kavram yanilgilarinin belirlenmesinin yaninda derinlemesine verilerin elde edilecegi ve yanilgilarin kaynaginin belirlenebilecegi kavram haritasi, anlam cozumleme tablosu, tahmin gozlem aciklama vb. tekniklerin de kullanilmasinin yararli olacagi dusunulmektedir.

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Türkiye’de Matematik Eğitiminde Kavram Yanılgılarıyla İlgili Çalışmalar: Tematik Bir İnceleme

Massive Open Online Courses (MOOCs) are a type of Learning Management Systems (LMSs), but it seems that the influence of the instructor in these systems is minimal or simply lacking. These systems present the learning content and materials to all learners attending the course in the same way and fail to offer individualized instruction that recognizes the individual differences and needs of the learners. It is reported that such problems can be eliminated by making the new generation intelligent learning systems. However, there is still an ongoing search for making such systems intelligent and a conceptual discussion concerning them. Integrating an intelligent tutoring system (ITS) with learning analytics, this study seeks to design and present the framework of an ITS with open access that a) identifies the learning needs of learners through adaptive mastery testing and guides learners based on these needs, b) overcomes learning deficiencies, monitors learners' interactions with content through learning analytics and offers suggestions, c) supports learning with dynamic assessment processes and d) tests learners’ learning competencies. This article aims to explain the conceptual and system framework for the design of an adaptive, dynamic, intelligent tutoring system (SMIT), supported by learning analytics, which is a product of the project, which aims to integrate LMS and ITS, on the idea of how to make systems such as MOOCs smarter. In line with the findings obtained from the research, various suggestions were made for the design of smart Moocs. 

Smart MOOC integrated with intelligent tutoring: A system architecture and framework model proposal

Studies show a relationship between social appearance anxiety, aggression, and behavioral addictions. However, the relationship between social appearance anxiety, aggression, smartphone addiction, and Internet Gaming Disorder (IGD) has not been investigated. The present study used a self-report survey to examine the structural relationships between social appearance anxiety, aggression, smartphone addiction, and IGD. The sample comprised 383 Turkish undergraduate students (50.9% male; 49.1% female), all of who played online videogames. The study comprised demographic information questions and the Social Appearance Anxiety Scale, Buss-Perry Aggression Scale, Smartphone Addiction Scale, and the Internet Gaming Disorder Scale-Short Form. The relationships between scales were examined utilizing structural equation modeling. The findings showed that social appearance anxiety (β=.583) and smartphone addiction (β=.319) had a direct effect on IGD. Additionally, smartphone addiction partially mediated the association between aggression and IGD (β=.125). These findings suggest longitudinal research is needed to examine the temporal patterns and directionality between social appearance anxiety, aggression, smartphone addiction, and IGD. The present study results demonstrate that IGD may be associated with social appearance anxiety, smartphone addiction, and aggression. Therefore, to help reduce the incidence of IGD, interventions are needed among gamers to inhibit social appearance anxiety, reduce smartphone addiction, and decrease aggression. 

An Exploratory Examination of the Relationship Between Internet Gaming Disorder, Smartphone Addiction, Social Appearance Anxiety and Aggression Among Undergraduate Students

Interests play an essential role in the process of learning, thereby enriching learners 'interests will yield to an enhanced experience in MOOCs. Learners interact freely and spontaneously on social media through different forms of user-generated content which contain hidden information that reveals their real interests and preferences. In this paper, we aim to identify and extract the topical interest from the text content shared by learners on social media to enrich their course preferences in MOOCs. We apply NLP pipeline and topic modeling techniques to the textual feature using three well-known topic models: Latent Dirichlet Allocation, Latent Semantic Analysis, and BERTopic. The results of our experimentation have shown that BERTopic performed better on the scrapped dataset. 

/pdf/identifying-learners-topical-interests-from-social-media-2mx0en5i.pdf

Identifying learners’ topical interests from social media content to enrich their course preferences in MOOCs using topic modeling and NLP techniques

The COVID-19 pandemic has become a major health problem worldwide. In addition to the physical effects of COVID-19 on individuals, it has caused psychological and social problems on individuals. One of these problems is related to feelings of loneliness they experienced during the pandemic process and the increase in aggression and smartphone addiction levels, which are thought to be related. The main goal of current research is to explore the effects of loneliness and aggression behaviors on smartphone addiction. The data of the study were obtained from 843 university students (565 female and 278 male; 17-54 age range) who voluntarily participated in the research from 68 of 81 provinces in Turkey. Research data were obtained based on participants' self-reports through an online questionnaire. Personal information form, Smartphone Addiction Scale, UCLA Loneliness Scale, and Buss-Perry Aggression Questionnaire were used as data collection tools. Research findings show that the feeling of loneliness affects aggression behaviors and smartphone addiction, and aggression behaviors also affect smartphone addiction. Therefore, it can be said that loneliness and aggression are variables in predicting university students' smartphone addiction. 

/pdf/the-role-of-loneliness-and-aggression-on-smartphone-3jmcaqq2.pdf

The role of loneliness and aggression on smartphone addiction among university students

Exploring the role of sociability, sense of community and course satisfaction on students' engagement in flipped classroom supported by facebook groups

The effects of AR-enhanced English Language Learning Experience on Students’ Attitudes, Self-Efficacy and Motivation

There is increasing literature examining the use of problematic internet in the context of psychological factors. Most of these studies are focused on the young population. On the other hand, the prolongation of human life and the increasing rate of adult individuals in society's population cannot be ignored. It is seen that the number of research examining the use of problematic internet in the context of psychological factors is quite limited. In this current study, the problematic internet usage of primary and secondary school students' parents was examined in happiness, psychological resilience, dispositional hope, self-control and self-management. The research was conducted on 1123 parents. Path analysis was performed to discover the relations between the structures. As a result of the path analysis, it was determined that there is a significant negative relationship between problematic internet use and happiness, problematic internet use and psychological resilience, problematic internet use, and dispositional hope. According to these findings, adults' high happiness levels, psychological resilience, and hope levels will reduce their problematic internet use. It has been determined that there is a significant indirect relationship between self-control and self-management and problematic internet use. Happiness, psychological resilience, and dispositional hope mediating role in this relationship. Increasing parents' happiness levels, developing psychological resilience, increasing dispositional hope levels, and developing self-control and self-management skills will reduce problematic internet use. In line with the findings, what can be done to reduce the use of problematic internet has been discussed.The online version contains supplementary material available at 10.1007/s10942-022-00482-y. 

https://link.springer.com/content/pdf/10.1007/s10942-022-00482-y.pdf

Problematic Internet use in Adults: The Role of Happiness, Psychological Resilience, Dispositional Hope, and Self-control and Self-management

The purpose of this study was to investigate the effect of digital concept cartoons and maps in eliminating misconceptions of secondary school students. The research was conducted with 67 students who were studying at three different branches of 7th grade of secondary school. The research was conducted according to semi-experimental design with pre-test, posttest control group, and quantitative and qualitative research methods (mixed pattern) were used together. Accordingly, the mathematics classes in the Study Group I were conducted by the DCC method and the mathematics courses in the Study Group II were conducted by the DCM, and the mathematics courses in the control group were processed by traditional teaching method. In order to determine the students’ misconceptions before and after the experiment, Misconception Test was used which was applied as Pre-test and Post-test. In addition, students’ opinions and observation processes related to the use of DCC and DCM in mathematics class were included in the experimental process. As a result of the data analysis, there was no statistically significant difference between Study Group I, Study Group II and control group when the results of the Misconception test of the control and study groups were compared. In addition, students stated that the use of DCC and DCM in mathematics course have advantages such as making the courses enjoyable, drawing attention, increasing interest in the course, and visualizing the course topics. In the direction of the findings obtained from the research, various suggestions were made to the teachers and researchers about the use of DCC and DCM in secondary school mathematics courses.

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The Effects of Digital Concept Cartoons and Digital Concept Maps on Eliminating Middle School Students’ Misconceptions in the Mathematics Course: An Experimental Research

Ramazan Yilmaz

Papers

The role of loneliness and aggression on smartphone addiction among university students

Exploring the role of sociability, sense of community and course satisfaction on students' engagement in flipped classroom supported by facebook groups

The effects of AR-enhanced English Language Learning Experience on Students’ Attitudes, Self-Efficacy and Motivation

Problematic Internet use in Adults: The Role of Happiness, Psychological Resilience, Dispositional Hope, and Self-control and Self-management

The Effects of Digital Concept Cartoons and Digital Concept Maps on Eliminating Middle School Students’ Misconceptions in the Mathematics Course: An Experimental Research