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Rate of change is a central idea in mathematics, serving as a critical conceptual bridge from introductory algebra to the sophisticated mathematical meanings required in calculus. The initial formal introduction of this concept occurs in Algebra 1, where it is presented as the slope of a linear function. Robust understanding of slope at this stage is essential, as it integrates students’ earlier knowledge of ratio and proportion within a functional context. The purpose of this paper is to conduct a comparative analysis of how the conceptual understanding of rate of change is developed in two distinct pedagogical approaches: one conventional and one standards-based Algebra 1 textbook. The central research question guiding this study is: What similarities and differences exist in the presentation of rate of change, particularly in the areas of ratio, proportion, and covariational reasoning, across these two textbooks? The methodology employs a detailed conceptual analysis, exploring the inherent mathematical meaning embedded in the instructional materials. Analytical framework focuses on three core components: (1) ratio (multiplicative comparison), (2) proportion (equality of ratios), and (3) covariational reasoning (coordination of changes between two variables). The analysis reveals that while both textbooks share certain foundational components, such as the coordination of values (covariation) and basic multiplicative comparison (ratio), significant pedagogical differences emerge. Specifically, the standards-based textbook more explicitly fosters the conceptual understanding of the iteration and partitioning of a composed unit and the exploration of the constant equality of ratios. Conversely, the conventional textbook heavily emphasizes procedural fluency and computational skills, often providing explicit formulas and embedded solutions with less demand for student justification. This paper contends that the standards-based approach effectively prioritizes and challenges students’ deeper mathematical reasoning and independent exploration, suggesting different learning trajectories for foundational concepts based on curricular design.

Active learning is a learning approach in which the student is not a passive listener but takes an active role in every stage of the learning process such as decision-making, planning, participation, production and discovers information by doing & experiencing. In order to encourage active learning, it is important to create innovative, flexible, sustainable learning spaces, design future classroom labs and support well-being of students. The biggest obstacle to active learning is traditional classrooms. In this article, two sample studies will be introduced on designing innovative, flexible learning spaces where students can work in collaboration, communication unlike traditional classrooms. The first study is a learning scenario prepared within the scope of “Students as Designers of Learning Spaces” Mooc course in personal development module on eTwinning platform. Producing learning scenarios guides teachers in all processes from lesson planning to evaluation and makes active learning effective. The second study is “Well-being Class In My Dream” eTwinning project which included fifteen partners from six countries. In the project, instead of studying two different subjects, namely future classroom labs and well-being separately, a new strategy was produced by identifying and matching the similar aspects of these two subjects that develop the same skills of students, meet the same needs, expectations. These sample studies, which address how the obstacles to active learning can be overcome with a solution-oriented perspective, also aim to develop students’ 21st century skills. Results of these studies will inspire new studies to be carried out in this field.

This study examines teacher perceptions of professional trust and autonomy in elementary education following the COVID-19 pandemic. Drawing from survey responses and in-depth interviews with K-5 teachers, this research explores how teachers define empowerment, identify barriers to professional autonomy, and conceptualize the role of trust in their work. Findings reveal that teachers seek recognition as professionals with expertise, desire meaningful input in decision-making processes, and require protected time for authentic pedagogical work. The post-pandemic context has intensified existing tensions between administrative requirements and professional judgment, highlighting the need for systemic approaches that honor teacher expertise while maintaining accountability. This article contributes to ongoing discussions about teacher retention, professional development, and educational reform by centering teacher voice in understanding what conditions enable or constrain professional practice.

Water is frequently described as the universal solvent due to its exceptional capacity to dissolve, suspend, and extract a wide range of substances. Molecular versatility renders water indispensable for sustaining life and facilitating the movement of chemicals and nutrients through terrestrial, atmospheric, and biological systems. Although water serves as a life-sustaining medium, global conservation efforts necessitate innovative and increasingly sophisticated approaches to ensure the continued availability of freshwater resources. The present study examines the fundamental properties of water, analyzes the socio-cultural factors influencing freshwater demand, and highlights emerging scientific and technological advancements designed to strengthen water conservation. The study offers insight into how water-focused content can serve as a rich foundation for interdisciplinary and transdisciplinary teaching and learning across science, technology, engineering, and mathematics (STEM) fields. Curricular exemplars are provided, including aquaponics, urban agriculture, and rainwater harvesting, which can be implemented across the entire educational spectrum, from early childhood through higher education. The study concludes with recommendations to support sustainable water management and guide the development of robust STEM programmatic offerings.

This study aims to systematically examine scholarly research concerning writing skills in the context of teaching Turkish as a foreign language, with the objective of elucidating prevailing trends, methodological approaches, and thematic orientations within the field. Accordingly, the research synthesizes studies that specifically investigate writing skills by employing a meta-synthesis methodology. The analysis encompasses research articles published between 2014 and 2024 that exclusively address writing skills. During the data collection phase, databases such as Ulakbim, Dergipark, and Google Scholar were systematically searched, and studies were selected based on predetermined inclusion and exclusion criteria. In total, 80 research articles were analyzed using interpretive content analysis, and their subject areas, methodological features, findings, and outcomes were categorized and thematically organized. The findings reveal that, although there is some variety in the distribution of subject areas, the primary focus remains on the effectiveness of pedagogical interventions. Methodologically, the studies exhibit considerable homogeneity: qualitative research designs predominate, student-written texts are prioritized as the main data collection instruments, participants are predominantly TÖMER students, and content analysis is the principal analytic method. This indicates that the potential for methodological diversification in the field has remained limited. In terms of results, the studies underscore the positive impact of various instructional models, techniques, and tools on the development of writing skills, as well as noteworthy progress in assessment and evaluation practices. A comprehensive evaluation of the findings suggests that, while a minority of studies report improvements and successes in writing skills, the majority concentrate on delineating obstacles and limitations. By providing a comprehensive overview of research trends pertaining to writing skills, this study offers valuable insights for both practitioners and researchers, while simultaneously delineating potential avenues for future scholarly inquiry in the field.