Mathematics education entails a multidimensional learning process that involves not only cognitive knowledge acquisition but also students’ affective responses and social experiences. In collaborative learning environments, where peer interaction and shared problem-solving are emphasized, these dimensions become even more prominent. Emotions such as fear of making mistakes, low self-efficacy, and academic anxiety can directly influence students’ relationship with mathematics. In this regard, it is increasingly important to consider mathematics learning processes not solely through a cognitive lens, but also in conjunction with their socio-emotional components, particularly within collaborative settings. In this context, this study aims to examine socio-emotional interactions that emerge during collaborative learning in mathematics education from a theoretical perspective. In collaborative learning environments, students do more than construct knowledge; they also share and regulate emotions through their social relationships within the group, thereby contributing to the learning process on an emotional level. A review of the literature reveals that positive socio-emotional interactions support students’ group participation, self-regulation skills, and conceptual learning, while negative interactions may hinder motivation and collaborative engagement. In particular, emotion regulation and socio-emotional monitoring skills stand out as key mechanisms for ensuring the sustainability of learning processes. Ultimately, the study emphasizes that in order to effectively structure collaborative mathematics learning, it is essential to systematically evaluate emotional and social components alongside cognitive factors.

This study aims to examine the relationship between self-efficacy beliefs and teaching motivation among trainers employed in private security training institutions. A cross-sectional survey design was adopted, utilizing a census approach that encompassed the entire target population of 2,000 trainers across 550 institutions. Data were collected using the Interpersonal Self-Efficacy Scale and the Motivation Levels for the Teaching Profession of Teacher Candidates Scale. Pearson’s Product-Moment Correlation and linear regression analyses were conducted to explore the associations and predictive relationships. The findings revealed a moderately positive and statistically significant relationship between trainers’ self-efficacy beliefs and their teaching motivation. Moreover, the sub-dimensions of self-efficacy emerged as significant predictors of teaching motivation, accounting for 43% of the total variance. These results highlight the critical role of self-efficacy in enhancing instructional motivation and offer practical recommendations for improving the professional development of trainers in private security education.

ABSTRACT

The main purpose of this study is to examine the level of science and mathematics teachers' use of educational technologies in their lessons, the criteria they consider when choosing technologies, the purposes of their use and the problems they experience in the process in a comparative manner in terms of the two disciplines. The participant group of the study consisted of 40 science and mathematics teachers working in various schools in Eastern Anatolia and Southeastern Anatolia regions of Turkey. The participants were selected using typical case sampling method, one of the purposeful sampling techniques. In this qualitative study in which phenomenological design was adopted, data were collected through semi-structured interviews and analyzed by inductive data analysis method. According to the findings, it was determined that teachers from both branches generally had high levels of using educational technologies in lessons, but science teachers used technologies more intensively than mathematics teachers. Teachers consider factors such as suitability to the content of the course subjects, ease of application, appealing to students' interest and motivation levels, and teachers' own knowledge and skill levels when choosing technology. In addition, it was determined that teachers mostly used technology to explain subjects, perform interactive activities and solve tests. However, technical and pedagogical problems such as frequent disconnection of the internet connection, inadequacy of the technological infrastructure and incompatibility of the applications used with the subject content limit the effective use of technology in lessons.

In this study, it was aimed to examine student experiences and teacher opinions about the game designed in mathematics course. In addition, it was also aimed to determine the suggestions of students and teachers to make the game more effective. Using a phenomenological design, a qualitative research method, semi-structured interviews were conducted with 5th grade students (n=29) and mathematics teachers (n=3) attending a Science and Art Center in the Eastern Anatolia Region of Turkey. As a result of the content analysis of the interviews, it was found that the designed game facilitated students' learning, increased the retention of knowledge, and made the mathematics lesson more interesting. Students stated that the game helped them better grasp mathematical concepts and increased their motivation. Similarly, teachers reported that the game increased inclusiveness, engaged students and increased their willingness to learn. However, both groups emphasized that the game's contribution to psychomotor skills was limited and suggested arrangements to increase physical interaction. In conclusion, gamification was found to be a powerful tool to support mathematics instruction, especially in the cognitive and affective domains. The study offers suggestions for integrating gamification into different courses, digitalizing it, and training teachers in this area.