This study examined the metacognitive attitudes in problem-solving, metacognition, and mathematical literacy self-efficacy of middle school students. A survey model, one of the descriptive research methods of the quantitative method, was used in the research. The research was conducted with 374 middle school students studying in three middle schools in the Southeastern Anatolia region. The “Metacognitive Attitude Scale in Problem Solving”, the “Metacognition Scale”, and the “Mathematical Literacy Self-Efficacy Scale” were used as data collection tools in the research. The results showed no statistically significant mean difference in the metacognitive attitudes in problem-solving, metacognition, and mathematical literacy self-efficacy between boys and girls or among different grade levels. The research provides valuable insights into the metacognitive abilities and attitudes of middle school students, which can inform future educational strategies and interventions.

This study aims to examine the education systems in England and Turkiye comparatively. In this direction, it was preferred to use narrative research, which is defined as a particular form of qualitative research design. In this context, stories in prose style were produced with the help of online and printed documents and online interviews with the participants. In this context, this study was conducted with the understanding of easily accessible case sampling, one of the purposive sampling methods. One of the participants in this study is a Turkish kindergarten teacher living in England and working in a public school. The other participant is a university student studying in one of England's public universities' early childhood education departments. In the first section, under the title of "Let's Get to Know England" the current situation in terms of culture, history, geography, and politics is discussed by referring to the international success of England in education. The second section examines education policies, the basic principles that guide education, the structure and organization of the education system, and higher education and teacher education under the title of the England education system. In the third section, policies and strategies of the England education system, educational financing, and management are discussed under the title of ageless innovations, lifelong learning, qualifications, citizenship, and entrepreneurship. The fourth section discusses sibling rivalry and lifelong learning teachers, teacher training, placement, and inspection mechanisms as the inner face of competition in Turkiye and England. The fifth section discusses England and Turkiye's level of development under the title of intercontinental competition and international exams by the effects of socioeconomic indicators on education, and similarities and differences of the education system are evaluated in the context of international exams. In the sixth section, named under the title of conclusion and evaluation, Turkiye and England were compared in line with their current situation in terms of their advantageous and disadvantageous aspects in the light of the previous chapters.

This study evaluates the probabilistic and statistical reasoning of novice teachers about some basic concepts in statistics. For this purpose, a mixed methodology was used through a quantitative, qualitative approach, in which a non-probabilistic sample of 248 novice teachers was considered. The number consists of 108 men and 140 women from three Colleges of Education. Quantitatively, the study compared the mean reasoning scores of male and female teachers in statistical and probabilistic knowledge using a t-test for independent samples, while qualitatively the comments of the novice teachers were analyzed through content analysis. Among the most relevant findings, there were statistically significant differences between male and female teachers in general statistical and probabilistic reasoning. Likewise, the data provided evidence that novice teachers have equiprobability and representativeness biases. In short, both male and female novice teachers were not able to demonstrate sound reasoning in statistical and probabilistic situations. Professional development programs are needed to support teachers, especially novice ones, in the acquisition of probabilistic and statistical reasoning skills