| Why Does Mathematics Make Me Anxious? | Belgin BAL İNCEBACAK, Esen ERSOY | 1–15 |
| Interdisciplinary Teaching Approach and Investigation of Biology Teacher Training Program | Esra ÖZAY KÖSE | 17–26 |
| Investigating The Adequacy of Inclusive Classroom Teachers About Inclusion | Emrullah AKCAN, Lütfü İLGAR | 27–40 |
| An Action Research Towards Using Case Study Method in Life Studies Courses | Nur ÜTKÜR, Yücel KABAPINAR, Alev ÖNDER | 41–58 |
| Children’s Opinions On Environment: The Case of Salda Lake | Osman YILMAZ, Selçuk BEDUR, Ruhi UYSAL | 59–72 |
| Opinion On the Uses of Computer in Mathematics Courses of Intellectual Disability Teachers | Abdullah KAPLAN, Mesut ÖZTÜRK, Muhammet DORUK, Murat DURAN | 73–87 |
| Curiosity and Interest in Education | Gamze İNAN KAYA | 103–114 |
| Differentiation of Math Curriculum For Gifted Students | Melodi ÖZYAPRAK | 115–128 |
| Development of A Mathematical Attainment Scale Aimed at University Students | Mahir BİBER, Neş'e BAŞER | 129–142 |
| Self-Regulated Learning and Motivational Beliefs of Gifted and Normal Intelligence Level Students on Mathematics | Nilgün KİRİŞÇİ, Ayça KÖKSAL KONİK | 143–157 |
| Turkish Adaptation Study of Critical Thinking Motivational Scale | Fatih KAYA, Bülent DÖNMEZ | 159–173 |
| Ostracism Experience Scale for Adolescents: Turkish Validity and Reliability | Çare SERTELİN MERCAN | 175–186 |
| The Turkish Adaptation of Teacher Efficacy Scale for Classroom Diversity | Mustafa İLHAN, Melehat GEZER | 187–200 |