Aydin, Sinan; Akkan, Yaşar

Mathematical objects are ʼnatural objects’ for the practical mind. Definitions and theories can only describe them, not create or construct them. A mathematical term is interpreted through its denotation as representing a collection of particular objects for the theoretical mind. So, theoretical and practical modes of thinking differ in the manner in which they constitute the meanings of words. Thinking in terms of prototypical examples, rather than definitions, became an obstacle to our students’ understanding the notion of linear transformation. In the course, linear transformations were defined as transformations of vector spaces which conserve linear combinations. The obstacle was revealed in the students’ attempts ‘linear extension problem’: given a transformation of a basis, to construct a linear transformation with those values on the basis. In the experimental course, the problem was not formulated in such general terms. It was restricted to two dimensions, and the students were not asked to ‘linearly extend a transformation from a basis to the whole plane’ but to assume the existence of such an extension and find some missing information about it. In this study we are discussing students understanding of mathematical concepts by means of linear transformation in linear algebra.

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Çalişir, Gülsüm

Together with developing world, needs, charges and responsibilities also are changing. At the age we are in holdings, enterprises, corporations and organisations had become charged to do community oriented works now. In this regard, those mentioned units had transformed to state that they felt themselves responsible to give they took from people to people again. Corporations especially had tended towards social responsibility stusies to be able to addres their target groups before societ within the context of public relations activities and to establish a bridge in between. As change in time also cause change in expectations, now corporations had concentrated on social responsibility studies to be able to be approved in society and to continue their existing prestiges, instead of contenting teirselves just with commercial activities. Thus, also the importance of the concept called institutional social responsibility had increased in the century we live. Within this frame, to research efforts made in social responsibility studies executed in the area of “education” is forming the subject of this study. From the point of view of mentioned notion, a sample had been formed through coincidental choice of ten of institutions becoming prominent in society in this study. According to the research done through web sites of these ten institutions included the sample, examples to the studies institutions executed in educational area had been given by telling their institutional social responsibility understandings and policies, and their contents had been tried to be expressed. While existance of institutional social responsibility policies in six institutions included the study had been drawing attention, it had been determined that Business Bank of Turkey’s (Türkiye İş Bankası) and Turkcell’s institutional social responsibility activities accomplished in educational area were more different than the other eight institution and realized in areas more than one.

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Çakiroǧlu, Ünal; Baki, Adnan; Akkan, Yaşar

The study compared the effects of Learning Objects (LOs) within different applications; in classroom and inextracurricular activities. So in this study, firstly a Learning Object Repository (LOR) has been designed inparallel with 9th grade school mathematics curriculum. One of the two treatment groups was named as"classroom group" (n=24) used LOs with the guidance of the teacher during lessons in a computer lab, anothergroup named as "project group" (n=26) used LOs at home with the aim of preparing projects and assignments.Students in both groups used LOs during 11 weeks. A pre-test and post-test quasi-experimental design was used.Test results are compared in different learning domains (sets, numbers, relations and functions). In addition theinterviews with the teacher and the observations inside the class were taken into account for revealing thereasons about the change on academic achievements. The results of the study about students' academicachievements showed that; LOs use in classroom activities were more effective than LOs use in extracurricularactivities if sets, numbers, relations, functions and operations domains are considered together. Nevertheless thisstudy supported the idea of "LOs can be used in both in classroom activities and in extracurricular activities".

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