Abramovich S, Grinshpan AZ, Milligan, DL (2019). Teaching mathematics through concept motivation and action learning. Hindawi Education Research International 1-13. Article ID 3745406.
Crossref

Açıkgöz KÜ (2014). Active Learning, (13. edition) [ Aktif ÖÄŸrenme]. Ä°zmir: BiliÅŸ Yayıncılık.

Adler RW, Milne M, Stablein R (2001). Situated motivation: An empirical test in an accounting course. Canadian Journal of Administrative Sciences 18(2): 101-115.
Crossref

Akbaba S (2006). Eğitimde motivasyon. Journal of Kazım Karabekir Education Faculty 13:343-361.

Akın Y, Cancan M (2007). Student approach directed of problem solvable in teaching of mathematics [Matematik öÄŸretiminde çözülebilen problem yönelik öÄŸrenci yaklaşımı görüÅŸleri analizi]. Journal of Kazım Karabekir Education Faculty 16:374-390.

Akkan Y, ÇakıroÄŸlu Ü, Güven B (2009). Ä°lköÄŸretim 6. ve 7. sınıf öÄŸrencilerinin denklem oluÅŸturma ve problem kurma yeterlilikleri. Mehmet Akif Ersoy Üniversitesi EÄŸitim Fakütlesi Dergisi 9(17): 41-55.

Alptekin S (2012). Sosyal becerilerin zihinsel engelli öÄŸrencilere doÄŸrudan öÄŸretim yaklaşımıyla öÄŸretimi. Ondokuz Mayıs Üniversitesi EÄŸitim Fakültesi Dergisi 31(1): 1-19.
Crossref

Altun M (2014). EÄŸitim fakülteleri ve ilköÄŸretim öÄŸretmenleri için matematik öÄŸretimi. Ä°stanbul: Alfa Yayınları.

Argün Z, Arıkan A, Bulut S, HalıcıoÄŸlu S (2014). Basic of Basic Mathematics Concepts [Temel Matematik Kavramların Künyesi]. Ankara: Gazi Kitabevi.

Attorps I (2004). Teachers' ımages of the 'equatıon' concept. In: Mariotti, M. A. (Ed.). (2004). Proceedings of the Third Conference of the European Society for Research in Mathematics Education (CERME 3, February 28 - March 3, 2003) (pp. TWG 1) . Bellaria, Italy: University of Pisa and ERME.

Awofala AO (2016). Effect of Personalisation of Instruction on Students' Motivation to learn Mathematics Word Problems in Nigeria. Turkish Journal of Computer and Mathematics Education 7(3):486-509.
Crossref

Baykul Y (2014). Ortaokulda matematik öÄŸretimi (5-8. Sınıflar). Ankara: Pegem Akademi Yayınları.

Brown JS, Collins A, Duguid P (1989). Situated cognition and the culture of learning. Educaional Researcher 18(1):32-42.
Crossref

Büyüköztürk Åž, Kılıç-Çakmak E, Akgün ÖE, Karadeniz Åž, Demirel F (2013). Scientific research methods [Bilimsel araÅŸtırma yöntemleri.]. (15. Baskı). Ankara: Pegem Akademi.

Can A (2013). SPSS ile bilimsel araÅŸtırma sürecinde nicel very analizi. Ankara: Pegem Akademi.
Crossref

Cantürk-Günhan B (2006). An investigation on applicability of problem based learning in the mathematics lesson at the second stage in the elementary education [Ä°lköÄŸretimde ikinci aÅŸamada matematik dersinde probleme dayalı öÄŸrenmenin uygulanabilirliÄŸi üzerine bir araÅŸtırma]. (Unpublished doctoral dissertation). Dokuz Eylul University Institute of Educational Sciences, Ä°zmir.

Carpenter TP, Franke ML, Levi L, Zeringue JK (2005). Algebra in Elementary School: Developing Relation Thinking. ZDM 37(1):53-59.
Crossref

Cerrah-Özsevgeç L, KocadaÄŸ Y (2014). Scenario based learning-teaching approach [Senaryo temelli öÄŸrenme-öÄŸretme yaklaşımı]. In: G. Ekici. (Ed.), Current learning-teaching approaches with examples of activities I (1st edition), [Etkinlik örnekleri ile güncel öÄŸrenme-

öÄŸretme yaklaşımları (1. Baskı)] (pp. 439-469). Ankara: Pegem Akademi.

Ceylan, H. (2014). The effect of using creative drama method in lecturing the 6th grade maths course "equality and equation" to students' attitudes [6. sınıf matematik dersi eÅŸitlik ve denklem konusunun drama yöntemi kullanılarak anlatılmasının öÄŸrenci tutumlarına etkisi.]. (Unpublished master thesis). Gazi University Institute of Education Sciences, Ankara.

Chen NC (2008). An educational approach to problem-based learning. The Kaohsiung Journal of Medical Sciences 24(3): 23-30.
Crossref

Çakmak-Gürel Z, Okur M (2017). A glance at the equation and equality of 7th grade students in terms of student knowledge [7. ve 8. sınıf öÄŸrencilerinin eÅŸitlik ve denklem konusundaki kavram yanılgıları]. Cumhuriyet International Journal of Education 6(4):479-507.

Çetin Ö, Bulut H (2014). Awareness of teachers of mathematics about effects of mathematics success or failure of math [Matematik öÄŸretmenlerinin matematik baÅŸarı ya da baÅŸarısızlığının etkileri hakkındaki farkındalıkları]. Erzincan University Journal of Education Faculty 15 (2):226-250.

Dede Y (2003). The effect of ARCS motivational model on motivational level, attitudes and academic success of the students [ARCS motivasyon modelinin öÄŸrencilerin matematiÄŸe olan motivasyonu üzerine etkisi]. Pamukkale University Journal of Education 14(2):173-182.

Dede Y (2005). Birinci dereceden denklemlerin yorumlanması: EÄŸitim Fakültesi 1. sınıf öÄŸrencileri üzerine bir çalışma. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi 29(2):197-205.

Dede Y, Argün Z (2004). Identification of students' intrinsic and extrinsic motivation towards mathematics [ÖÄŸrencilerin matematiÄŸe yönelik içsel ve dışsal motivasyonlarının belirlenmesi]. Education and Science 29(134): 49-54.

Dede Y, Peker M (2007). ÖÄŸrencilerin cebire yönelik hata ve yanlış anlamları: Matematik öÄŸretmen adaylarının bunlar tahmin beceriler ve çözüm önerileri. IlköÄŸretim Online 6(1):35-49.

ErbaÅŸ AK, Çetinkaya B, Ersoy Y (2009). Student difficulties and misconceptions in solving simple linear equations [OÄŸrencilerin basit doÄŸrusal denklemlerin cozumunde karşılaÅŸtıkları guclukler ve kavram yanılgıları]. EÄŸitim ve Bilim 34(152):44-59.

Errington E (Ed.) (2003). Developing scenario-based learning: A practical guide for tertiary educators. Palmerston North, New Zealand: Dunmore Press.

Errington E (Ed.) (2010). Preparing graduates for the professions using scenario-based learning. Mount Gravatt, Queensland: Post Pressed.

Ersoy E, BaÅŸer N (2011). The effect on retention of applied scenarios in the problem-based learning method [Probleme dayalı öÄŸrenme yönteminde uygulanan senaryoların kalıcılığa etkisi]. Journal of UludaÄŸ University Faculty of Education 24(2):355-366.

Eski M (2011). The effect of problem based learning method to the teaching algebraic expositions and equations in 7th classes of primary education. (Unpublished master thesis: 284176.pdf). Kastamonu University Institute of Science, Kastamonu. https://tez.yok.gov.tr

Fuqoha AAN, Budiyono, Indriati D (2018). Motivation in mathematics learning. Pancaran Pendidikan 7(1):202-209.
Crossref

Glasser W (1993). The quality school teacher. New York: Harper-Collins Publishers.

Glynn SM, Aultman LP, Owens, AM (2005). Motivation to learn in general education programs. The Journal of General Education 54(2):150-170.
Crossref

Halat E, Peker M (2011). The ımpacts of mathematıcal representatıons developed Through webquest and spreadsheet actıvıtıes on the Motıvatıon of pre-servıce elementary school teachers. The Turkish Online Journal of Educational Technology 10(2):259-267.

Hannula M S (2006). Motivation in Mathematics: Goals Reflected in Emotion. Educational Studies in Mathematics 63(2):165-178.
Crossref

Haynes SR, Spence L, Lenze L (2009). Scenario-based Assessment of Learning Experiences. 39th IEEE Frontiers in Education Conference. 1-8, San Antonio, TX.
Crossref

Herges RM, Duffield S, Martin W, Wageman J (2017). Motivation and achievement of middle school mathematics students. The Mathematics Educator 26(1):83-106.

Harris K, Marcus R, Mclaren K, Fey J (2001). Curriculum Materials Supporting Problem-Based Teaching. School Science and Mathematics 101 (6): 310-318.
Crossref

Işıtan H, DoÄŸan M (2011l). Ä°lköÄŸretim 8. sınıf öÄŸrencilerinin iki bilinmeyenli denklem sistemlerinin çözümüne iliÅŸkin güçlükleri. 10. Matematik Sempozyumu Işık Üniversitesi.

İspir OA, Ay ZS, Saygı E (2011). High achiever students' self regulated learning strategies, motivation towards mathematics, and their thinking styles. Education and Science 36(162):235-246.

Kalaycı Åž (2010). SPSS uygulamalı çok deÄŸiÅŸkenli istatistik teknikleri. (5. Baskı). Ankara: Asil Yayın Dağıtım.

Karaali G (2015). Metacognition in the Classroom: Motivation and Self-Awareness of Mathematics Learners. PRIMUS 25(5):439-452.
Crossref

Kiamanesh AR (2004). Factors affecting Iranian students' achievement in mathematics. Paper presented in the First IEA International Research Conference, Cyprus.

Kramarski B, Weiss I, Kololshi-Minsker Ι (2010). How can self- regulated learning (SRL) support problem solving of third-grade students with mathematics anxiety? ZDM-The International Journal on Mathematics Education 42(2): 179-193.
Crossref

KocadaÄŸ Y (2010). The effect of cased-based learning approach on the elimination of misconceptions about the subject of genetic. Karadeniz University Graduate Institute of Natural and Applied Sciences, (Unpublished master thesis). Trabzon.

KöroÄŸlu H, Geçer Z, TaÅŸçı Ö, Ay HG (2004). Processing and evaluating the subject of primary education 7th grade equations with different learning activities. 6th National Science and Mathematics Education Congress Proceedings Book 2:573-578. Marmara Üniversitesi, Ä°stanbul.

Lumsden L (1994). Student motivation to learn. ERIC Digest 92:1-7.

Martin AJ (2001). The Student Motivation Scale: A tool for measuring and enhancing motivation. Australian Journal of Guidance and Counselling 11:1-20.
Crossref

McMillian HJ, Schumacher S (2010). Research in education. Boston USA: Pearson Education.

MoNE (2013). Ortaokul matematik dersi (5, 6, 7 ve 8. Sınıflar) öÄŸretim programı ve kılavuzu. Ankara: Talim ve Terbiye Kurulu BaÅŸkanlığı

MoNE (2017). Matematik dersi öÄŸretim programı (1,2,3,4,5,6,7 ve 8. sınıflar). Ankara: Talim Terbiye kurulu BaÅŸkanlığı.

MoNE (2018). Matematik dersi (1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar) öÄŸretim programı. Ankara: Talim ve Terbiye Kurulu BaÅŸkanlığı.

Middleton J, Spanias P (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for Research in Mathematics Education 30(1):65-88.
Crossref

Moenikia M, Zahed-Babelan (2010). A study of simple and multiple relations between mathematics attitude, academic motivation and intelligence quotient with mathematics achievement. Procedia Social and Behavioral Sciences 2:1537-1542.
Crossref

Mueller M, Yankelewitz D, Maher, C (2011). Sense making as motivation in doing mathematics: Results from two studies. The Mathematics Educator 20(2):33-43.

Nas H (2008). The effect of using aplusix software for teaching of equations on students success and misconceptions. (Unpublished master thesis). Karadeniz University Graduate Institute of Natural and Applied Sciences, Trabzon.

Oktaç A (2010). First order unknowns and related misconceptions. E. Bingölbali, M. F Özmantar, (Ed.), Mathematical difficulties and solution suggestions encountered in primary education, (2th edition) in (241-262). Ankara: Pegem Akademi.

Özden Y (2013). EÄŸitimde yeni deÄŸerler eÄŸitimde dönüÅŸüm (9. Baskı). Ankara: PegemA

Özsoy N, Fidan-Koçak Z, Engin Ä°, Engin A (2007). Special triangles. IX. Oral presentation presented at the Academic Informatics Conference, Kütahya.

Palmer D (2007). What is the best way to motivate students in science? Teaching Science: The Journal of the Australian Science Teachers 53(1):38-45.

Papanastasiou C (2000). School, effects of attitudes and beliefs on mathematics achievement. Studies in Educational Evaluation 26:27-42.
Crossref

Rifandi R (2013). Improvıng students' motıvatıon ın learnıng mathematıcs by usıng contextual teachıng strategıes.1-9. 

Seah WT, Bishop AJ (2000). Values in mathematics textbooks: A view through two Australasian regions. Paper Presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Sert-Çelik H (2018). Investigation of primary mathematics teachers' pedagogical content knowledge about equality and equation in terms of student knowledge. (Unpublished master thesis). Sakarya University Institute of Educational Science, Sakarya.

Sertöz S (2002). MatematiÄŸin aydınlık dünyası. Ankara: Semih Ofset.

Schank MJ, Weis D (2000). Exploring commonality of professional values among nurse educators in the United States and England. Journal of Nursing Education 39(1): 41-44.

Siddiqui A, Khan M, Akhtar S (2008). Supply chain simulator: A scenario-based educational tool to enhance student learning. Computers and Education 51:252- 261.
Crossref

Sürücü A, Ünal A (2018). Investigation of teacher behavior increasing and reducing student motivation. OPUS-International Journal of Society Researches 8(14): 253-295.

Tekay T, DoÄŸan M (2015). Ä°lköÄŸretim 7. sınıf öÄŸrencilerinin doÄŸrusal denklemlerin grafikleri ile ilgili soruları çözme becerilerinin deÄŸerlendirilmesi. MATDER Matematik EÄŸitimi Dergisi 2(1): 1-10.

Tuan HL, Chin CC, Shieh SH (2005). The development of a questionnaire to measure students' motivation towards science learning. International Journal of Science Education 27(6):639-654.
Crossref

Tzohar-Rosen M, Kramarski B (2014). Metacognition, motivation and emotions: Contribution of self-regulated learning to solving mathematical problems. Global Education Review 1(4):76-95.

Uluçay B, Güven S (2017). The relationship between mathematical motivation and perceived teacher closeness of secondary school students. Journal of Research in Education and Teaching 6(3): 252-266.

Üzel D, Uyangör N, Hasar B, Çakır Ö (2018). Developing the motivation scale for the math class. Journal of Social and Humanities Sciences Research 5(18):378-386.
Crossref

Van de Walle JA, Karp KS, Bay-Williams JM (2013). Ä°lkokul ve ortaokul matematiÄŸi geliÅŸimsel yaklaşımla öÄŸretim. (Çev. Ed.: S. DurmuÅŸ). Ankara: Nobel Akademi Yayıncılık.

Van Til CT, van der Vleuten CPM, van Berkel HJ M (1997). Problem-based learning behavior: the ımpact of differences in problem-based learning style and activity on students' achievement. Educational Resources Information Center 1-13. paper presented at the annual meeting of the american educational research association, Chicago.

Vaughan N, Garrison DR (2008). How blended learning can support a faculty development community of inquiry. Journal of Asynchronous Learning Networks 10(4):139-152.
Crossref

Waege K (2010). Motıvatıon for learnıng mathematıcs ın terms of needs and goals. Proceedings of CERME 84-93 Lyon France. 

Wang DB (2004). Family background factors and mathematics success: A comparison of Chinese and US students. International Journal of Educational Research 41:40-54.
Crossref

Williams KC, Williams CC (2011). Five key ingredients for improving motivation. Research in Higher Education Journal 11:1-23. 

Yahya N, Shahrill M (2015). The strategies used in solving algebra by secondary school repeating students. 5th World Conference on Learning, Teaching and Educational Leadership, WCLTA 2014, Procedia - Social and Behavioral Sciences 186:1192-1200.
Crossref

Yaman S, Dede Y (2007). Examination of motivation level of studens towards science and mathematics by some variables. Educational Administration: Theory and Practice 52:615-638.

Yaman B (2005). Senaryo tabanlı öÄŸrenme yaklaşımına (stöy) dayalı eÄŸitimde drama yönteminin, ilköÄŸretim beÅŸinci sınıf öÄŸrencilerinin okuduÄŸunu anlama baÅŸarılarına etkisi. Journal of Çukurova University Institutu of Social Sciences 14(2):465-482.

Yayan B, BerberoÄŸlu G (2004). A re-analysis of the TIMSS 1999 mathematics assessment data of the Turkish students. Studies in Educational Evaluation 30(1):87-104.
Crossref

Yıldırım A, Åžimsek H (2008). Sosyal Bilimlerde Nitel AraÅŸtırma Yöntemleri. Ankara: Seçkin Yayıncılık.

Zengin D (2019). Academic success effect in computer aided teaching software in equality and equation teaching. (Unpublished master thesis). Atatürk University, Graduate School of Natural and Applied Sciences, Erzurum.