There is a well-established historical background of research on mathematical giftedness that can be traced back to the early 1900s. An overarching purpose of this research was to review and explore the existing research and its evolution since its emergence in educational and psychological studies. Thus, we examined the past, present, and future of research on mathematical giftedness using a bibliometric analysis. Our findings provided extensive insights into the intellectual structure of the extant literature on mathematical giftedness, including the leading journals, articles, countries, authors, institutions, and networks among researchers as well as key research topics that were investigated in the literature. Perhaps one of the most striking findings of this study was about the productivity in the field over the years as the bibliometric analysis indicated a decline in the number of publications that were published in the last several years. We discussed possible factors behind the recession in research investigations on mathematical giftedness and provided significant implications of the findings to inform future research.

Bilimsel ve teknolojik gelişmelerin insanlığa sağladığı ka-zanımlar bilimi toplumsal hayatımızın önemli bir parçası haline getirmektedir. Ancak günümüz toplumunda bu kadar önemli bir yere sahip olan bilim kavramını tanımlamak hangi alanın bilimin sınırları içerisinde hangisinin ise dışında kal-dığını belirtmek çok da kolay görünmemektedir. Günlük yaşantımızdan bilimsel ve teknolojik çalışmalara kadar pek çok alanda kullandığımız ve vazgeçilmezimiz olan matemati-ğin gerçekte bir bilim olup olmadığı ise üzerinde tartışılan bir konudur. Bu çalışmada bu konu üzerinde durulmuş ve Mate-matik öğretmen adaylarının genel anlamda bilim ve matema-tiğe dair algılarının, söz konusu algıların ışığında oluşmuş bilim – matematik ilişkisine dair düşünceleri inceleme konusu yapılmıştır. Araştırmanın çalışma grubunun belirlenmesi, veri toplama kaynakları ve verilerin analizi süreçlerinde nitel metodoloji esas alınmıştır. Çalışma grubunda bir devlet üniversitesinin eğitim fakültesinde öğrenim görmekte olan 38 (20 erkek, 18 kız) matematik öğretmen adayı bulunmaktadır. Araştırmanın verilerini toplamak amacıyla araştırmacılar tarafından geliştirilen ve yedi açık uçlu sorudan oluşan Bilim-Matematik Algısı Formu (BMAF) kullanılmıştır. Araştırmada ulaşılan veriler içerik analizi ile nitel metodolojiye uygun olarak analiz edilmiştir. Araştırma bulguları incelendiğinde katılımcıların bilim ile teknoloji arasındaki ayrımı net olarak yapamadıkları, bilimsel yöntemi açıklarken bilimsel bilgiye ulaştıran tek bir hiyerarşik yolu ifade etmeye çalıştıkları, matematiksel bilgi üretim sürecini problem çözümü ve ispat süreci olarak değerlendirdikleri ve önemli bir kısmının mate-matiği bir bilim dalı, bir kısmının ise bilime yardımcı bir alan olarak değerlendirdikleri görülmüştür.

This bibliometric analysis examines the literature on critical pedagogy from 1986 to 2023, highlighting significant trends, influential authors, key institutions, and the evolving nature of the field. The study reveals a substantial increase in publications, particularly in recent years, reflecting growing interest and expanding research addressing contemporary issues such as social power relations, inequality, and democratic education. Influential figures like Peter McLaren and Henry A. Giroux have significantly shaped the theoretical and practical foundations of critical pedagogy. Key institutions, including the University of California and Victoria University, have played crucial roles in advancing research and fostering collaborations. Thematic analysis identifies democracy, cultural literacy, and identity politics as central themes, explored through various lenses like poststructuralism, gender, race, and sexuality. The findings underscore the interdisciplinary nature of critical pedagogy and its application across diverse educational settings. Based on these insights, recommendations for future research include fostering interdisciplinary collaboration, expanding studies to underrepresented regions, investigating emerging issues, strengthening the link between theory and practice, and conducting longitudinal studies to track the long-term impact. These steps aim to promote educational practices that are democratic, inclusive, and transformative.

This study aims to determine the value hierarchies of Z-generation students. The research was carried out in Ankara in November and December of 2021. The Rokeach Values Inventory was used to reveal the value rankings of the students, and 985 students studying at a public high school were reached within the scope of the research. The research was carried out using the cross-sectional survey model, one of the quantitative research methods. Obtained data were analyzed with the Mann-Whitney U test and Kruskal-Wallis H test. According to the analysis results, it was seen that the "Z" generation attaches the most importance to freedom, family security, afterlife security, happiness, and comfortable life, among the terminal values. It was observed that students preferred to be independent, honest, logical, courageous, and intellectual the most, respectively, among instrumental values.

Starting from the first half of 2020, educational institutions at all levels have had to switch to online education as an emergency solution for the global outbreak of Covid-19 pandemic. However, it would hardly be justified to argue that teachers and students were well-prepared for such a swift change. Accordingly, this transformation has resulted in many difficulties for teachers and students along with educational institutions. One of the primary challenges teachers have experienced throughout the process is creating a positive online classroom climate. Thus, the main purpose of the present study is to reveal the online learning climate perceptions of pre-service teachers by adapting and using the Online Learning Climate Scale (OLCS) in Turkish context. In a similar vein, such variables as gender, department or grade level, which may have an influence on the perceptions of pre-service teachers, are also aimed to be disclosed within the study. The research has been conducted with a study group of 348 pre-service teachers. It has been observed that the pre-service teachers’ perceptions on online learning climate are at less than moderate level; therefore, far from satisfactory. Additionally, it has been noted that variables such as the department, grade level and level of digital literacy have an influence on the OLCS perceptions of the pre-service teachers. Finally, the overall results of the study suggest that the skill of creating a positive online learning climate needs to be improved for pre-service teachers via integrating courses into the curriculum of teacher training institutions and organizing subject-specific trainings.

The COVID-19 pandemic has expedited the integration of technology into instructional practices through the transition to emergency distance education. The flipped classroom has emerged as a prominent approach among the notable models in this process. The flipped classroom leverages technological opportunities to enhance productivity by shifting the teacher's role from in-person explanations to facilitating individualized learning outside the classroom. CiteSpace, VOSviewer, and R Bibliometrix are three knowledge graph software tools used in this work to carefully look over, evaluate, and diversify the selected data, drawing on previous research on the subject. By querying the Web of Science database, 226 articles on the flipped classroom model in mathematics education were accessed. Performance analysis, science mapping, and network analysis were performed on the obtained articles. The earliest publications on this subject date back to 2014, and the number of publications has grown steadily. Lo is the author who ranks first in productivity due to his most publications on flipped classrooms in mathematics education. The countries that show the most interest in flipped classroom in mathematics education and have publications on this subject are the USA, China, and Spain. In addition, international co-authorship results of 21.7% of the publications were reached. Also, future research implications based on the findings were discussed.