Visualization of data has recently gained great importance in education and use of infographics is regarded as an important tool in teaching mathematics since it presents information in a clear and abstract way. Therefore, use of infographics for helping individuals with mathematical learning difficulties has become an important research question. This study aims to provide an overview on the use of infographics in teaching mathematics to individuals with mathematical learning difficulties. This is a qualitative study in which document analysis was used the collect the data. Results provided information about the definition of infographics, effectiveness of using infographics in education and facilitative role of infographics in enhancing learning of individuals with mathematical learning difficulties, namely dyscalculia. Results were discussed with relevant literature and recommendations for further research and practices were also presented.

This study aims to reveal the situation and trends in teaching methods used in special education. Content analysis and citation analysis were used in this study as a research model. Published documents were obtained from Scopus by using the keywords ‘teaching method’ and ‘special education’ and a total number of 63 documents were obtained. The published documents were examined based on the previously determined content analysis criteria involving year of publication, name of the journals, authors, affiliations, countries, document type, subject area, keywords, language and citations. Data were analysed and provided with frequency and percentages. Results generally showed that there is an increase in the number of researches on teaching methods and special education throughout the years, most of the published documents were articles and from the areas of social sciences and psychology. All of the results were discussed with the relevant literature and recommendations for further research and practices were presented.

This study aims to examine students’ perception on using the Moodle system in secondary school in English as a foreign language lessons. A mixed method approach was used in this study with qualitative and quantitative research models. The study group consisted of 333 students and 12 English language teachers. The quantitative data were collected by a survey and qualitative data were collected by five open-ended questions. The results showed that students in general perceive themselves as sufficient in terms of the Moodle system and teachers thought that the system was contemporary and beneficial in the long run but at the time of the study it was not functioning well.

Bu araştırmada, okul öncesi öğretmenlerinin üstün yetenekli öğrencilere yönelik algıları ve eğitim ihtiyaçlarının belirlenmesi amaçlanmıştır. Tarama modeli niteliğinde olan araştırmanın evreni Kuzey Kıbrıs’ta Milli Eğitim ve Kültür Bakanlığı İlköğretim kademesinde olan 99 ilköğretim okulunda ve 13 anaokulunda görev yapan okul öncesi öğretmenleri oluştururken, ölçek ve anketi hatasız doldurulan 100 okul öncesi öğretmeni araştırmanın örneklemini oluşturmaktadır. Veri toplama aracı olarak Demirok ve Özcan tarafından geliştirilen “Üstün Yetenekli Öğrencilere Yönelik Algı Ölçeği” ve Demirok tarafından geliştirilen “Üstün Yetenekli Öğrencilere Yönelik Eğitim İhtiyacı Anketi” kullanılmıştır. Araştırmada verilerin çözümlenmesinde aritmetik ortalama, standart sapma, en düşük ve en yüksek değerler, parametrik testler olan t-testi ve tek faktörlü varyans (One-Way ANOVA), parametrik olmayan testlerden ise Mann-Whitney U ve Kruskal Wallis Testi kullanılmıştır. Araştırmada, okul öncesi öğretmenlerinin üstün yetenekli öğrencilere yönelik algılarının olumlu yönde olduğu sonucuna ulaşılmıştır. Okul öncesi öğretmenlerinin üstün yetenekli öğrencilere yönelik eğitim ihtiyaçlarının belirlenmesindeki ortalama puanı “çok ihtiyaç hissediyorum” sınırları içerisinde belirlenmiştir.