| Covariational Reasoning of Prospective Mathematics Teachers: How Do Dynamic Animations Affect? | Mahmut KERTİL | 312–342 |
| Adaption of the Computational Thinking Test into Turkish | İbrahim ÇETİN,Tarık OTU,Asuman OKTAÇ | 343–360 |
| Effectiveness of Teaching Mathematical Problem-Solving Strategies to Students with Mild Intellectual Disabilities | Oktay GÖKTAŞ,Ersen YAZICI | 361–385 |
| Analyzing the Relationship between Student’s Assignment Submission Behaviors and Course Achievement through Process Mining Analysis | Gökhan AKÇAPINAR,Mehmet KOKOÇ | 386–401 |
| Ethnomathematics Activities: Reflections from the Design and Implementation Process | Özkan ERGENE,Büşra ÇAYLAN ERGENE,Esin YAZICI | 402–437 |
| Adaptation of the Student Expectations of Online Learning Survey Revised (SEOLS-R) into Turkish | Ömer ARSLAN,Gökhan DAĞHAN,Buket AKKOYUNLU | 438–460 |
| A Comparison of Mathematics Learning Approaches of Gifted and Non-Gifted Students | Ahsen Seda BULUT,Avni YILDIZ,Serdal BALTACI | 461–491 |
| The Effects of Educational Robotics Applications on Linear Equations about Algebraic Reasoning | Behiye DİNÇER,Berna CANTÜRK GÜNHAN | 492–527 |
| Investigation of Students' Cognitive Learning in Mathematics Lessons Supported with Writing Activities | Ercan ATASOY,Adnan BAKİ | 528–583 |