| Role of the Formal Knowledge in the Formation of the Proof Image: A Case Study in the Context of Infinite Sets | Ozan PALA,Serkan NARLI | 584–618 |
| Examination of Teachers' Classroom Practices through a Video Club Process in terms of Students’ Mathematical Thinking | Gülşah ÖZDEMİR BAKİ,Elif KILIÇOĞLU | 619–645 |
| Examining the Relationship between Mathematics Anxiety and Mathematics Teaching Anxiety of Prospective Mathematics Teachers | Derya Özlem YAZLIK,İbrahim ÇETİN | 646–667 |
| From Micro-Teaching to Classroom Teaching: An Examination of Prospective Mathematics Teachers’ Technology-Based Tasks | Gülay BOZKURT,Melike YİĞİT KOYUNKAYA | 668–705 |
| Assessment of Elementary Mathematics Teachers’ Probability Content Knowledge in terms of Different Meanings of Probability | Gamze KURT,Orkun COŞKUNTUNCEL | 706–732 |
| Investigation of Pre-Service Science Teachers' Graphical and Algebraic Understanding of the Concept of Limit | Tuğba ÖZTÜRK,Neslihan SÖNMEZ | 733–761 |
| Emphasizing Concrete Representation to Enhance Students’ Conceptual Understanding of Operations on Integers | Madihah KHALİD,Zulmaryan EMBONG | 762–773 |
| Emphasizing Concrete Representation to Enhance Students’ Conceptual Understanding of Operations on Integers | Zulmaryan Embong, Madihah Khalid | 762–773 |
| Development of Mathematics Teachers’ Moves That Support Students’ Higher Order Thinking Skills through Lesson Study | Cemre PEHLİVAN,Esra BUKOVA GUZEL | 774–813 |
| Preservice Teachers’ Use of Web 2.0 Tools and Perspectives on their Use in Real Classroom Environments | İlknur ÖZPINAR | 814–841 |