Previous research claimed that integration of augmented reality on educational settings helps to improve academic achievement of students in collaborative learning environments, as well as to improve their retention and ability to translate this within other environments. Since augmented reality is still considered relatively novel technology in educational fields, there is an inherent need for research-based guides to design effective and feasible augmented reality tools for school-based learning. The main aim of this study was therefore to design and develop an augmented reality learning toolkit to foster spatial ability in middle school students using mobile devices. The study was conducted in two parts, as preliminary research and a prototyping phase. The findings guided the characteristics for designing an augmented reality learning toolkit with a set of spatial tasks aimed at middle school students. In light of the results, it can be inferred that the students were able to use this designed toolkit to perform their spatial ability through given spatial tasks since the students encountered no technical difficulties with the final toolkit prototype, and that they were able to use the toolkit assuredly. In conclusion, the study showed that augmented reality seemed helpful in enhancing the usage of mobile devices, not just for the reading of books, communication or playing games, but also as a support mechanism for the learning of mathematics. Thus, the augmented reality toolkit developed in this study presents a new way for students and/or teachers to use mobile devices in the learning and teaching of mathematics.

The purpose of this study was to compare pre‐service elementary teachers' sense of mathematics teaching efficacy beliefs in a Turkish university and in a major American university located in the Midwest. The data for this study were collected by means of the Mathematics Teaching Efficacy Beliefs Instrument. In the Turkish sample there were 141 pre‐service elementary teachers, and in the American sample there were 104 pre‐service elementary teachers. Results from the study indicate that pre‐service teachers in Turkey tend to have a stronger belief that teaching can influence student learning when compared with pre‐service teachers in the United States. However, a similar difference was not observed for personal mathematics teaching efficacy.

This research provides the instructional exploration of analytic geometry pattern based on van Hiele thinking pattern, and the potential of GeoGebra effect on experimental group along with its nested group (high and low achievers) in comparison with control group in analytic geometry. To...

Adopting a multitiered design-based research perspective, this study examines pre-service secondary mathematics teachers’ developing conceptions about (a) the nature of mathematical modeling in simulations of “real life” problem solving, and (b) pedagogical principles and strategies needed to teach mathematics through modeling. Unlike other studies that have focused on single-topic and lesson-sized research sites, a course-sized research site was used in this study. Having been through several iterations over three teaching semesters, the 15-week long course was implemented with 25 pre-service secondary mathematics teachers. Findings revealed that pre-service teachers developed ideas about the nature of mathematical modeling involving what mathematical modeling is, the relationship between mathematical modeling and meaningful understanding, and the nature of mathematical modeling tasks. They also realized the changing roles of teachers during modeling implementations and diversity in students’ ways of thinking. The researchers’ conceptual development, on the other hand, involved realizing the critical aspect of the “teacher role” played by the instructor during modeling implementations, and the need for more experience of modeling implementations for pre-service teachers.