https://ojomste.com/index.php/1 <p><strong>Publisher Information</strong></p> <table class="table table-bordered table-striped"> <tbody> <tr> <th class="col-md-3">Purblisher Name</th> <td class="stroke">Halil İbrahim AKYÜZ</td> </tr> <tr> <td class="col-md-3">Concessionaire's Name-Surname</td> <td>Halil İbrahim AKYÜZ</td> </tr> <tr> <td class="col-md-3">Responsible Editor</td> <td>Abdulkadir TUNA</td> </tr> <tr> <td class="col-md-3"><label for="EditorName">Editors</label></td> <td>Abdulkadir TUNA, Halil İbahim AKYÜZ</td> </tr> </tbody> </table> <p> </p> Halil İbrahim AKYÜZ en-US Online Journal of Mathematics, Science and Technology Education 2757-6353 <p>The <em>OJEMSTE on </em>provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.</p> <p><strong>Open Access Statement:</strong></p> <p>The <em>OJOMSTE </em>permits any users to read, download, copy, distribute, print, search, or link to the full texts of the publications, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited.</p> https://ojomste.com/index.php/1/article/view/31 <p>This study investigates the effect of teaching based on the 5E learning cycle model on students' academic achievement in the subject of ratio and proportion. The research was conducted with 55 students studying at a middle school in a province located in the northern region of Turkey. Two classes with equivalent mathematics report card grades were randomly assigned as the experimental and control groups. The experimental group was taught using activities designed according to the 5E learning model, while the control group received instruction using the activities from the Ministry of National Education (MoNE) textbook.</p> <p>A quasi-experimental design with pre-test and post-test control groups was employed in the study. As a measurement tool, the Ratio and Proportion Achievement Test, developed by the researcher with expert opinions, was used as both the pre-test and post-test. The test consisted of 10 two-tier questions, including open-ended and multiple-choice items. The collected data were statistically analyzed to determine whether there was a significant difference between the two groups.The results revealed that lessons taught using activities designed according to the 5E learning cycle model were significantly more effective compared to those taught using the activities in the MoNE textbook.</p> Sümeyye Taskın Abdulkadir Tuna Copyright (c) 2024 Online Journal of Mathematics, Science and Technology Education https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 5 1 https://ojomste.com/index.php/1/article/view/30 <p style="text-align: justify; line-height: 150%;">This study aims to examine the problem-posing skills of middle school mathematics teachers on the topic of multiplication with fractions, specifically from the perspective of the "content knowledge" subcomponent of pedagogical content knowledge. The study was conducted using a qualitative method, specifically a case study design, and was carried out with a middle school mathematics teacher selected through purposive sampling. Data were collected using the Problem Posing Content Knowledge Test (PPCKT). The participating teacher was asked to create problems suitable for the given operations, and these problems were evaluated and analyzed according to the scoring guidelines determined by Örnek (2020), which include the dimensions of "meaningfulness," "solvability," "language," and "realism." The analyses revealed that the teacher created problems that were “partially adequate” in terms of language, realistic stories, and problems where the data were meaningful and solvable in a formal sense.</p> Kübra Seferoğlu Kaynak Yasin Soylu Copyright (c) 2024 Online Journal of Mathematics, Science and Technology Education https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-01 2024-12-01 5 1 https://ojomste.com/index.php/1/article/view/32 <p>Digital storytelling also offers the benefit of being an easy and economical way to create real life scenarios. This advantage might be useful to visualize and materialize fraction word problems in everyday situations. Moreover, digital storytelling might help students understand complex ideas, concepts, or information. Therefore, it might be beneficial for overcoming the difficulties that students encounter while learning fractions. The purpose of the study: considering the effective role of digital storytelling in creating daily life situations and making difficult subjects interesting and easy to learn, we aimed to examine how teaching fraction word problems with digital storytelling affects sixth grade students’ academic performance and motivation.This study is a survey study with quantitative data collection tools and 43 sixth graders from a public school in the Central Anatolia Region constitute the study group for this study.According to findings, digital story-based instruction affected positively the academic achievement of the experimental group. Furthermore, there is a statistical difference between the posttest scores of the experimental andcontrol group (U=122,500; p=0,310&gt;0,05).Thus, it can be deduced that digital story based instruction have a positive effect on academic achievement.</p> Serkan Karadeniz Copyright (c) 2024 Online Journal of Mathematics, Science and Technology Education https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 5 1