{"id":865,"date":"2024-05-10T20:12:31","date_gmt":"2024-05-10T20:12:31","guid":{"rendered":"https:\/\/icmld.com\/?page_id=865"},"modified":"2024-05-10T20:12:31","modified_gmt":"2024-05-10T20:12:31","slug":"accepted-papers","status":"publish","type":"page","link":"https:\/\/icmld.com\/tr\/1st-international-congress\/accepted-papers\/","title":{"rendered":"Kabul Edilen Bildiriler"},"content":{"rendered":"
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\u00a0<\/td>Yazar \u0130simleri \/ Author(s) Name<\/td>Bildiri Ba\u015fl\u0131\u011f\u0131 \/ Title of Paper<\/td>Kurum\/Institution<\/td><\/tr>
1<\/td>Karina Lumena Alves, Janet Baker, Sue Johnston-Wilder, Telma Par\u00e1<\/td>Performing 1-1 Interventions to Address Mathematics Anxiety \u2013 A Case Study of Three Brazilian Women who Believed They were Stupid in Mathematics<\/td>Universidade Federal de S\u00e3o Carlos<\/td><\/tr>
2<\/td>S\u00fcmeyye Arkan, Mustafa Balo\u011flu<\/td>A Meta-Analysis of Relationship Between Second Order Factors (Broad Cognitive Abilities) and Mathematical Achievement<\/td>Hacettepe \u00dcniversitesi<\/td><\/tr>
3<\/td>Semih U\u00e7ar, G\u00f6khan Duman<\/td>48-60 Ayl\u0131k \u00c7ocuklar \u0130\u00e7in Alg\u0131sal ve Kavramsal Sanbil Testi ve Sembolik Say\u0131 Kar\u015f\u0131la\u015ft\u0131rma Testinin G\u00fcvenirlik ve Ge\u00e7erlik \u00c7al\u0131\u015fmas\u0131<\/td>Mu\u015f Alparslan \u00dcniversitesi, Gazi \u00dcniversitesi<\/td><\/tr>
4<\/td>Elife Tu\u011frul Kala\u00e7<\/td>\u00d6zel \u00d6\u011frenme G\u00fc\u00e7l\u00fc\u011f\u00fc Olan \u0130lkokul \u00d6\u011frencilerinin Say\u0131 Alg\u0131s\u0131na Y\u00f6nelik Geli\u015ftirilen Matematik Destek Program\u0131n\u0131n Etkisi<\/td>Marmara \u00dcniversitesi<\/td><\/tr>
5<\/td>Mustafa G\u00f6k,Tu\u011fba Yulet Y\u0131lmaz<\/td>Case Studies: Overcoming Obstacles With Dyscalculia (Personal Success Stories and Educational Institutions that Make a Difference)<\/td>Y\u00fcz\u00fcnc\u00fc Y\u0131l \u00dcniversitesi<\/td><\/tr>
6<\/td>Handan Do\u011fan, Zeynep \u00c7i\u011fdem \u00d6zcan, Hamdi \u00d6zdemir<\/td>Development of Early Childhood Mathematics Learning Disabilities Risk Factor Checklist<\/td>Maltepe \u00dcniversitesi, \u0130stanbul Medeniyet \u00dcniversitesi<\/td><\/tr>
7<\/td>Mazeyanti Mohd Ariffin, Mohammad Amimul Ihsan Aquil, Nurshazlyn Mohd Aszemi<\/td>Guideline for Early Diagnosis of Dyscalculia in Malaysia from Perspective of Psychology, Education and Health<\/td>Universiti Teknologi PETRONAS<\/td><\/tr>
8<\/td>Erkut Oru\u00e7 Pelin Pi\u015ftav Akme\u015fe<\/td>Investigation of the Language, Early Literacy and Early Mathematical Reasoning Skills of Children Living in Socioeconomic Disadvantaged Regions<\/td>Ege U\u00dcniversitesi<\/td><\/tr>
9<\/td>Merve \u0130layda Polat<\/td>Yeni Mezun \u0130lk\u00f6\u011fretim Matematik \u00d6\u011fretmenlerinin Diskalkuliyi \u0130li\u015fkin G\u00f6r\u00fc\u015fleri ile Bu Konu Hakk\u0131nda Ara\u015ft\u0131rma Becerilerini Kullanmalar\u0131<\/td>Bayburt \u00dcniversitesi<\/td><\/tr>
10<\/td>Adem Do\u011fan, Mehmet Can Okumu\u015f<\/td>\u00d6zel \u00d6\u011frenme G\u00fc\u00e7l\u00fc\u011f\u00fc Bulunan \u0130lkokul 3. S\u0131n\u0131f \u00d6\u011frencilerinin Matematik \u00d6\u011frenme Kay\u0131plar\u0131n\u0131n Giderilmesi<\/td>Kahramanmara\u015f S\u00fct\u00e7\u00fc \u0130mam \u00dcniversitesi<\/td><\/tr>
11<\/td>Nurcan Satan<\/td>Investigation of the Opinions of Mathematics Teachers Working in Village Schools on Dyscalculia<\/td>Milli E\u011fitim Bakanl\u0131\u011f\u0131<\/td><\/tr>
12<\/td>Semih U\u00e7ar, G\u00f6khan Duman<\/td>T\u00fcrkiye’de Diskalkuli \u0130le \u0130lgili Yap\u0131lm\u0131\u015f Olan Lisans\u00fcst\u00fc \u00c7al\u0131\u015fmalar\u0131n \u0130ncelenmesi<\/td>Mu\u015f Alparslan \u00dcniversitesi, Gazi \u00dcniversitesi<\/td><\/tr>
13<\/td>\u015eerife Bilgi\u00e7, Mustafa Balo\u011flu<\/td>Matematik Kayg\u0131s\u0131 \u00c7al\u0131\u015fmalar\u0131n\u0131n \u0130ncelenmesi: Bibliyometrik Analiz<\/td>Hacettepe \u00dcniversitesi<\/td><\/tr>
14<\/td>\u015eefika S\u00fcmeyye \u00c7am<\/td>Sinemada Geli\u015fimsel Diskalkuli<\/td>Mu\u015f Alparslan \u00dcniversitesi<\/td><\/tr>
15<\/td>Mehtap \u00c7il, Belma T\u00fcrker Biber<\/td>Diskalkuli riski olan ve olmayan \u00f6\u011frencilerin matematiksel dili kullan\u0131mlar\u0131n\u0131n incelenmesi<\/td>Milli E\u011fitim Bakanl\u0131\u011f\u0131, Aksaray \u00dcniversitesi<\/td><\/tr>
16<\/td>Yavuz Erdem Akku\u015fci, Levent Akg\u00fcn<\/td>Geli\u015fimsel Diskalkul Riskli \u00c7ocuklar \u0130\u00e7in Oyun Temelli E\u011fitsel M\u00fcdahale Program\u0131n\u0131n(OTEMP) Geli\u015ftirilmesi ve Uygulamas\u0131<\/td>Mu\u015f Alparslan \u00dcniversitesi<\/td><\/tr>
17<\/td>Adem Do\u011fan , Ay\u015feg\u00fcl Akar<\/td>Matematik \u00d6\u011frenme G\u00fc\u00e7l\u00fc\u011f\u00fc Ya\u015fayan 3.S\u0131n\u0131f \u00d6\u011frencisinin Say\u0131 Yuvarlama ve Tahmin Becerisinin Geli\u015ftirilmesi: Eylem Ara\u015ft\u0131rmas\u0131<\/td>Kahramanmara\u015f S\u00fct\u00e7\u00fc \u0130mam \u00dcniversitesi<\/td><\/tr>
18<\/td>Abd\u00fclbaki Ergel, Yasemin Aydo\u011fan<\/td>Evde Matematik \u00c7al\u0131\u015fmalar\u0131n\u0131n \u00c7ocu\u011fun G\u00fcnl\u00fck Ya\u015fam\u0131na Yans\u0131malar\u0131<\/td>Gazi \u00dcniversitesi<\/td><\/tr>
19<\/td>Yasemin Aydo\u011fan, Arzu \u00d6zy\u00fcrek,Recai Akkaya<\/td>Erken Matematik Becerilerinin Baz\u0131 De\u011fi\u015fkenler A\u00e7\u0131s\u0131ndan \u0130ncelenmesi<\/td>Gazi \u00dcniversitesi<\/td><\/tr>
20<\/td>Merve Kas\u0131m, Yasemin Dering\u00f6l<\/td>Teknoloji Destekli Matematiksel Modellemenin Matematik \u00d6\u011frenme G\u00fc\u00e7l\u00fc\u011f\u00fc Ya\u015fayan 4. S\u0131n\u0131f \u00d6\u011frencinin Matematik Becerilerine Etkisi: Bir Eylem Ara\u015ft\u0131rmas\u0131<\/td>Milli E\u011fitim Bakanl\u0131\u011f\u0131<\/td><\/tr>
21<\/td>Ba\u015fak Ba\u011flama, Cahit Nuri, Vasfiye Karab\u0131y\u0131k<\/td>S\u0131n\u0131f\u0131nda Kayna\u015ft\u0131rma \u00d6\u011frencisi Bulunan S\u0131n\u0131f \u00d6\u011fretmenlerinin Say\u0131 Hissine \u0130li\u015fkin G\u00f6r\u00fc\u015fleri<\/td>Uluslararas\u0131 K\u0131br\u0131s \u00dcniversitesi<\/td><\/tr>
22<\/td>Dil\u015fad G\u00fcven Akdeniz<\/td>Diskalkuli \u00d6\u011frencileri Psikolojik A\u00e7\u0131dan Desteklemek: At\u0131f (Y\u00fckleme) Teorisi<\/td>Bayburt \u00dcniversitesi<\/td><\/tr>
23<\/td>G\u00fcl\u00e7in Oflaz<\/td>Diskalkuli Olan \u00d6\u011frencilerin \u00d6zellikleri Ve \u00d6rnek Etkinliklerle Desteklenmesi<\/td>Sivas Cumhuriyet \u00dcniversitesi<\/td><\/tr>
24<\/td>Saniye Nur Ergan, \u00c7a\u011fatay Ergan<\/td>Diskalkulik Bireylerin Deneyimleri: YouTube Yorumlar\u0131n\u0131n Analizi<\/td>Ordu \u00dcniversitesi<\/td><\/tr>
25<\/td>Mehmet Hayri Sar\u0131, Sinan Olkun<\/td>Say\u0131 Hissini Geli\u015ftirmek i\u00e7in Tasarlanan Oyunlar\u0131n \u00c7ocuklar\u0131n Say\u0131 Hissi Performans\u0131 \u00dczerindeki Etkisi<\/td>Nev\u015fehir HBV \u00dcniversitesi, Ankara \u00dcniversitesi<\/td><\/tr>
26<\/td>Zekeriya \u00c7am<\/td>\u00d6\u011frenme G\u00fc\u00e7l\u00fc\u011f\u00fc Olan \u00d6\u011frenciler i\u00e7in Matematik E\u011fitiminde E\u015fitli\u011fin Geli\u015ftirilmesi: Bir Politika ve Mevzuat Analizi<\/td>Mu\u015f Alparslan \u00dcniversitesi<\/td><\/tr>
27<\/td>Esra Y\u0131lmaz Bilir, M\u00fccahit \u015eahin<\/td>Matematik \u00d6\u011frenme G\u00fc\u00e7l\u00fc\u011f\u00fc Ya\u015fayan \u00d6\u011frencilerin Kesir Kavram\u0131ndaki Ya\u015fad\u0131klar\u0131 Zorluklara \u0130li\u015fkin Matematik \u00d6\u011fretmenlerinin Fark\u0131ndal\u0131klar\u0131n\u0131n ve \u00c7\u00f6z\u00fcm \u00d6nerilerinin \u0130ncelenmesi<\/td>Erciyes \u00dcniversitesi, Sivas Cumhuriyet \u00dcniversitesi<\/td><\/tr>
28<\/td>Cihat \u00c7elik<\/td>\u00d6zg\u00fcl \u00d6\u011frenme Bozuklu\u011fu Klinik G\u00f6zlem (\u00d6\u00d6B-KG) Bataryas\u0131n\u0131n Matematik Alt Testinin Normlar\u0131n\u0131n Geli\u015ftirilmesi<\/td>Ankara Medipol \u00dcniversitesi<\/td><\/tr>
29<\/td>Adem Do\u011fan<\/td>Diskalkulinin Sosyo-K\u00fclt\u00fcrel Kar\u015f\u0131l\u0131\u011f\u0131 nedir?<\/td>Kahramanmara\u015f S\u00fct\u00e7\u00fc \u0130mam \u00dcniversitesi<\/td><\/tr>
30<\/td>Mehmet At\u0131lgan<\/td>Matematikte D\u00fc\u015f\u00fck ve Y\u00fcksek Ba\u015far\u0131l\u0131 \u00d6\u011frencilerin Duyu\u015fsal \u00d6zelliklerinin Kar\u015f\u0131la\u015ft\u0131r\u0131lmas\u0131<\/td>U\u015fak \u00dcniversitesi<\/td><\/tr>
31<\/td>Mehmet Hayri Sar\u0131, Sinan Olkun<\/td>Say\u0131 Hissini Geli\u015ftirmek \u0130\u00e7in Tasarlanan Dijital Oyunlarda G\u00f6z \u0130zleme Teknolojisi Kullan\u0131larak \u00d6\u011frenen Stratejilerinin Ke\u015ffedilmesi<\/td>Nev\u015fehir HBV \u00dcniversitesi, Ankara \u00dcniversitesi<\/td><\/tr>
32<\/td>Ramazan Divrik<\/td>Matematik \u00d6\u011frenme G\u00fc\u00e7l\u00fc\u011f\u00fc Olan \u0130lkokul 2. S\u0131n\u0131f \u00d6\u011frencisinin Ya\u015fad\u0131\u011f\u0131 Zorluklar<\/td>Trakya \u00dcniversitesi,<\/td><\/tr>
33<\/td>Burcu Durmaz<\/td>\u0130lk\u00f6\u011fretim Matematik \u00d6\u011fretmen Adaylar\u0131n\u0131n Bireyselle\u015ftirilmi\u015f \u00d6\u011fretim Plan\u0131 Haz\u0131rlama Deneyimleri<\/td>S\u00fcleyman Demirel \u00dcniversitesi<\/td><\/tr>
34<\/td>Muhammed Celal Uras, Yasin Soylu, Derya Karaku\u015f<\/td>Otizm Spektrum Bozuklu\u011fu Olan Anaokulu \u00d6\u011frencilerinin Erken \u00c7ocukluk D\u00f6nemi Say\u0131 Becerilerinin Say\u0131 Hissi Ba\u011flam\u0131nda \u0130ncelenmesi<\/td>A\u011fr\u0131 \u0130brahim \u00c7e\u00e7en \u00dcniversitesi, Atat\u00fcrk \u00dcniversitesi<\/td><\/tr>
35<\/td>Erkam Can, Ali \u00d6zkaya<\/td>\u00d6\u011frenme G\u00fc\u00e7l\u00fc\u011f\u00fc Olan \u00d6\u011frencilere Uygulanan Matematik M\u00fcdahaleleri: Bir Meta-Sentez \u00c7al\u0131\u015fmas\u0131<\/td>Milli E\u011fitim Bakanl\u0131\u011f\u0131, Akdeniz \u00dcniversitesi<\/td><\/tr>
36<\/td>Adem Do\u011fan \/ Ay\u015fe Arslansoy<\/td>Diskalkuli \u015e\u00fcphesi olan \u0130lkokul 3. S\u0131n\u0131f \u00d6\u011frencisine 6 Ad\u0131ml\u0131 m\u00fcdahale y\u00f6ntemi ile Saat \u00d6\u011fretimi<\/td>Kahramanmara\u015f S\u00fct\u00e7\u00fc \u0130mam \u00dcniversitesi, Milli E\u011fitim Bakanl\u0131\u011f\u0131<\/td><\/tr>
37<\/td>Meltem Ko\u00e7ak, Derya Karaku\u015f, Yasin Soylu<\/td>Diskalkuli Alan\u0131nda \u00d6ne \u00c7\u0131kan Temalar \u00dczerine Bibliyometrik Analiz \u00c7al\u0131\u015fmas\u0131: 1970-2022<\/td>Atat\u00fcrk \u00dcniversitesi<\/td><\/tr>
38<\/td>Emir Feridun \u00c7al\u0131\u015fkan<\/td>Diskalkulik \u00c7ocuklara Y\u00f6nelik Ev Temelli M\u00fcdahaleler: Ebeveyn Stratejileri ve Uygulamalar\u0131n\u0131n \u0130ncelemesi<\/td>Mu\u015f Alparslan \u00dcniversitesi<\/td><\/tr>
39<\/td>Cihat \u00c7elik, G\u00fclsen Erden<\/td>Gesell Geli\u015fim Fig\u00fcrleri\u2019nin 6-13 Ya\u015f \u00c7ocuklar\u0131nda G\u00fcvenirli\u011fine Y\u00f6nelik Bir \u0130nceleme<\/td>Ankara Medipol \u00dcniversitesi, Beykoz \u00dcniversitesi<\/td><\/tr>
40<\/td>Mustafa \u00c7a\u011fr\u0131 G\u00fcrb\u00fcz<\/td>Matematik \u00d6\u011frenme G\u00fc\u00e7l\u00fc\u011f\u00fcn\u00fcn Giderilmesinde \u00d6\u011fretmen Yeterli\u011finin Etkisi: Problem \u00c7\u00f6zme Becerileri<\/td>\u0130stanbul Ayd\u0131n \u00dcniversitesi<\/td><\/tr>
41<\/td>Y\u0131lmaz Mutlu<\/td>Matematik \u00d6\u011frenme G\u00fc\u00e7l\u00fc\u011f\u00fc Ba\u011flam\u0131nda Sosyal Adaleti \u0130yile\u015ftirmede \u00d6\u011fretmenlerin Rol\u00fc<\/td>Mu\u015f Alparslan \u00dcniversitesi<\/td><\/tr>
42<\/td>Mehmet G\u00fcrb\u00fcz, \u0130. Birkan G\u00fcldeno\u011flu<\/td>Okul \u00d6ncesi D\u00f6nemde Erken Matematik Becerileri A\u00e7\u0131s\u0131ndan Risk Grubundaki \u00c7ocuklar\u0131n Birinci S\u0131n\u0131f Matematik Performanslar\u0131n\u0131n Boylamsal Olarak \u0130ncelenmesi*<\/td>U\u015fak \u00dcniversitesi<\/td><\/tr>
43<\/td>Hakan Ulum<\/td>S\u0131n\u0131f \u00d6\u011fretmeni Adaylar\u0131n\u0131n Matematik Dersinde Origami Kullan\u0131m\u0131na \u0130li\u015fkin Alg\u0131lar\u0131<\/td>Necmettin Erbakan \u00dcniversitesi<\/td><\/tr>
44<\/td>Ebru Korkmaz<\/td>\u0130lk\u00f6\u011fretim Matematik \u00d6\u011fretmenlerinin Dezavantajl\u0131 \u00d6\u011frencileri Sosyal Adalet Ba\u011flam\u0131nda De\u011ferlendirmesi<\/td>F\u0131rat \u00dcniversitesi<\/td><\/tr>
45<\/td>K\u00fcbra Polat, G\u00fcl\u00e7in Oflaz, Fatih Karaku\u015f, Y\u0131lmaz Mutlu, Mesut B\u00fct\u00fcn<\/td>“Diskalkulik \u00d6\u011frencilere Matematik \u00d6\u011fretmeye Y\u00f6nelik \u00d6rnek Uygulamalar” T\u00dcB\u0130TAK Projesinin De\u011ferlendirilmesi<\/td>Sivas Cumhuriyet \u00dcniversitesi<\/td><\/tr>
46<\/td>Sinan G\u00fcne\u015f<\/td>\u00c7ocuk Geli\u015fiminde Okul D\u0131\u015f\u0131 \u00d6\u011frenme Ortamlar\u0131: Halk K\u00fct\u00fcphanelerinde Matematik At\u00f6lyeleri<\/td>K\u0131r\u0131kkale \u00dcniversitesi<\/td><\/tr>
47<\/td>Mihriban Hac\u0131saliho\u011flu Karadeniz<\/td>\u00d6\u011fretmenlerin Kayna\u015ft\u0131rma Uygulamalar\u0131nda Sosyal Adaleti Sa\u011flamadaki Rol ve Sorumluluklar\u0131<\/td>Giresun \u00dcniversitesi<\/td><\/tr>
48<\/td>Muradiye \u00c7enet, K\u00fcbra Polat<\/td>\u00d6zel \u00d6\u011frenme G\u00fc\u00e7l\u00fc\u011f\u00fc Olan \u00d6\u011frencilerin Sayma Becerilerine Y\u00f6nelik Oyun Etkinliklerinin \u00d6\u011frencilerdeki Yans\u0131malar\u0131<\/td>Sivas Cumhuriyet \u00dcniversitesi<\/td><\/tr>
49<\/td>Abdulvahap Yorgun, Sue Johnston-Wilder, Serdal Mert, Cihangir Acar, Leyla G\u00fcld\u00fcrek<\/td>Matematik Kayg\u0131s\u0131 M\u00fcdahale Program\u0131n\u0131n Etkilili\u011finin \u0130ncelenmesi<\/td>Milli E\u011fitim Bakanl\u0131\u011f\u0131<\/td><\/tr>
50<\/td>Y\u0131lmaz Mutlu, Ahmet Aykan<\/td>Alt\u0131 Ad\u0131mda Diskalkuli M\u00fcdahale Program\u0131 (AADIM) Hakk\u0131nda \u00d6\u011fretmen G\u00f6r\u00fc\u015fleri<\/td>Mu\u015f Alparslan \u00dcniversitesi<\/td><\/tr>
51<\/td>Saniye Nur Ergan<\/td>Diskalkuli Ba\u011flam\u0131nda Epistemik Adaletsizlik<\/td>Ordu \u00dcniversitesi<\/td><\/tr>
52<\/td>Feride \u00d6zy\u0131ld\u0131r\u0131m G\u00fcm\u00fc\u015f<\/td>\u0130lk\u00f6\u011fretim Matematik \u00d6\u011fretmen Adaylar\u0131n\u0131n Diskalkuli Hakk\u0131ndaki Fark\u0131ndal\u0131klar\u0131 ve \u00d6\u011fretime Y\u00f6nelik Ad\u0131mlar\u0131<\/td>Aksaray \u00dcniversitesi<\/td><\/tr>
53<\/td>Burcu Durmaz<\/td>\u0130lk\u00f6\u011fretim Matematik \u00d6\u011fretmen Adaylar\u0131n\u0131n Kapsay\u0131c\u0131 Matematik E\u011fitimine \u0130li\u015fkin \u0130majlar\u0131<\/td>S\u00fcleyman Demirel \u00dcniversitesi<\/td><\/tr>
54<\/td>Bet\u00fcl Ak\u00e7a, Levent Akg\u00fcn<\/td>Ortaokul Matematik \u00d6\u011fretmenlerinin Diskalkuliye Y\u00f6nelik Bilgi D\u00fczeylerinin Belirlenmesi<\/td>Atat\u00fcrk \u00dcniversitesi<\/td><\/tr>
55<\/td>Berna Y\u0131ld\u0131zhan<\/td>Matematik \u00d6\u011frenme G\u00fc\u00e7l\u00fc\u011f\u00fc ile ilgili Makalelerin Bibliyometrik Profili<\/td>Necmettin Erbakan \u00dcniversitesi<\/td><\/tr>
56<\/td>Levent Akg\u00fcn, Bet\u00fcl Ebrar Yal\u00e7\u0131n, Elanur Arslan<\/td>Diskalkulik \u00d6\u011frencilerin Matematik Becerilerinin Geli\u015ftirilmesinde Art\u0131r\u0131lm\u0131\u015f Ger\u00e7eklik Uygulamalar\u0131n\u0131n Kullan\u0131lmas\u0131na \u0130li\u015fkin Matematik \u00d6\u011fretmen Adaylar\u0131n\u0131n G\u00f6r\u00fc\u015flerinin De\u011ferlendirilmesi<\/td>Atat\u00fcrk \u00dcniversitesi<\/td><\/tr>
57<\/td>Abdulvahap Yorgun, Serdal Mert<\/td>Ortaokul \u00d6\u011frencilerinin Matematik Kayg\u0131s\u0131 ile Duygu D\u00fczenleme Becerileri ve Psikolojik Sa\u011flaml\u0131k D\u00fczeyleri Aras\u0131ndaki \u0130li\u015fkinin \u0130ncelenmesi<\/td>Milli E\u011fitim Bakanl\u0131\u011f\u0131<\/td><\/tr>
58<\/td>Adem Do\u011fan , \u0130layda Y\u0131ld\u0131z Doruk<\/td>Matematik \u00d6\u011frenme G\u00fc\u00e7l\u00fc\u011f\u00fc Ya\u015fayan \u0130lkokul 2. S\u0131n\u0131f \u00d6\u011frencisine Temel Toplama \u0130\u015flemi \u00d6\u011fretimine Y\u00f6nelik Eylem Ara\u015ft\u0131rmas\u0131<\/td>Kahramanmara\u015f S\u00fct\u00e7\u00fc \u0130mam \u00dcniversitesi<\/td><\/tr>
59<\/td>Nurcan Satan<\/td>K\u00f6y Okullar\u0131nda G\u00f6rev Yapan Matematik \u00d6\u011fretmenlerinin Diskalkuliye \u0130li\u015fkin G\u00f6r\u00fc\u015flerinin \u0130ncelenmesi<\/td>Milli E\u011fitim Bakanl\u0131\u011f\u0131<\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"

Accepted Papers Download as PDF \u00a0 Yazar \u0130simleri \/ Author(s) Name Bildiri Ba\u015fl\u0131\u011f\u0131 \/ Title of Paper Kurum\/Institution 1 Karina Lumena Alves, Janet Baker, Sue Johnston-Wilder, Telma Par\u00e1 Performing 1-1 Interventions to Address Mathematics Anxiety \u2013 A Case Study of Three Brazilian Women who Believed They were Stupid in Mathematics Universidade Federal de S\u00e3o Carlos…<\/p>","protected":false},"author":1,"featured_media":0,"parent":859,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-865","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/pages\/865","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/comments?post=865"}],"version-history":[{"count":1,"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/pages\/865\/revisions"}],"predecessor-version":[{"id":876,"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/pages\/865\/revisions\/876"}],"up":[{"embeddable":true,"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/pages\/859"}],"wp:attachment":[{"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/media?parent=865"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}