Allan, Q. (1999). Enhancing the language awareness of Hong Kong teachers through corpus data: The Telenex experience. Journal of Technology and Teacher Education, 7(1), 57–74.
Anthony, L. (2004). AntConc (Version 3.0.1) [Software]. Retrieved July 10, 2008, from http://www.antlab.sci.waseda.ac.jp/antconc_index.html.
Aston, G. (ed.) (2001). Learning with corpora, Houston, TX: Athelstan.
Aston, G. (2000). Corpora and language teaching. In L. Burnard and T. McEnery (Eds), Rethinking language pedagogy from a corpus perspective: Papers from the Third International Conference on Teaching and Language Corpora (pp. 7-17). Frankfurt am Main: Peter Lang.
Best, J. & Kahn, J. (1998). Research in Education (8th edition). USA: A Viacom Company.
Bernardini, S. (2000). Systematising serendipity: Proposals for concordancing large corpora with language learners. In L. Burnard and T. McEnery (eds), Rethinking language pedagogy from a corpus perspective: Papers from the Third International Conference on Teaching and Language Corpora (pp. 225-234). Frankfurt am Main: Peter Lang.
Bennet, G. (2010). Using corpora in the language learning classroom: Corpus linguistics for teachers. Michigan: University of Michigan Press.
Biber, D., Conrad, S., & Reppen, R. (1996). Corpus-based investigations of language use. Annual Review of Applied Linguistics, 16, 115-136.
Boulton, A. (2009). Data-driven learning: reasonable fears and rational reassurance. Indian Journal of Applied Linguistics 35 (1), 81–106.
Blaxter, L. Hughes, C., & Tight, M. (1996). How to Research. Buckingham: Open University Press.
Braun, S. (2005). From pedagogically relevant corpora to authentic language learning contents. ReCALL, 17(1), 47–64.
Burnard, L., & T. McEnery (eds) (2000), Rethinking language pedagogy from a corpus perspective: Papers from the Third International Conference on Teaching and Language Corpora, Frankfurt am Main: Peter Lang.
Cobb, T. (1997). Is there any measurable learning from hands-on concordancing? System, 25(3), 301– 315.
Cohen, L., & Manion, L. (1995). Research Methods in Education. London: Routlage.
Farr, F. (2008). Evaluating the use of corpus-based instruction in a language teacher education context: Perspectives from the users. Language Awareness, 17(1), 25–43.
Flowerdew, L. (2001), The exploitation of small learner corpora in EAP materials design. In M. Ghadessy, A. Henry, and R.L. Roseberry (eds), Small corpus studies and ELT: Theory and practice, pp. 363- 379.Amsterdam: John Benjamins.
Flowerdew, J. (1996). Concordancing in language learning. M. Pennington (Ed.), The power of CALL. pp. 97-113. Houston, TX: Athelstan.
Frankenberg-Garcia, A. (2010). “Encouraging EFL teachers to use corpora in the classroom”. BAAL and Cambridge University Press Seminar Using corpus evidence in the classroom: Working with teachers and learners. University of Birmingham, 24–25 June 2010.
Gavioli, L. (2001), The learner as researcher: Introducing corpus concordancing in the classroom. In G. Aston (ed.), Learning with corpora, pp. 108-137. Houston, TX: Athelstan.
Gilquin, G., & S. Granger (2010). How can DDL be used in language teaching? In A. O’Keeffe & M. McCarthy (eds.), The Routledge handbook of corpus linguistics, pp. 359–370. London: Routledge.
Granger, S., &. Tribble C. (1998), Learner corpus data in the foreign language classroom: Form focused instruction and data-driven learning, in S. Granger (ed.), Learner English on computer, pp. 199-209. London: Longman.
Granger, S. (ed.) (1998), Learner English on Computer. London: Longman.
Hunston, S. (1995). Grammar in teacher education: The role of a corpus. Language Awareness, 4(1), 15– 31.
Johns, T. (1991), Should you be persuaded?: Two examples of data-driven learning materials, English Language Research Journal, 4, 1-16.
Johns, T., & King, P., (Eds.). (1991). Classroom concordancing. Birmingham: University of Birmingham
Johns, T. (1988). Whence and whither classroom concordancing? In T. Bongaerts, P. de Haan, Lobbe S., & H. Wekker (Eds.), Computer applications in language learning (pp. 9–27). Dordrecht: Foris. Kaltenbo¨ ck, G., & Mehlmauer-Larcher, B. (2005). Computer corpora and the language classroom: On the potential and limitations of computer corpora in language teaching. ReCALL, 17(1), 65–84.
Kayaoğlu, M. N. (1997). An investigation of the learning strategies of Turkish EFL and ESL adult learners and the relationship between their beliefs about different aspects of language learning and their strategy use. Unpublished doctoral dissertation, University of Bristol, Bristol.
Kennedy, C., & Miceli, T. (2001). An evaluation of intermediate students’ approaches to corpus investigation. Language Learning and Technology, 5(3), 77–90
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Mukherjee, J. (2002). Korpuslinguistik und Englischunterricht. Eine Einführung. Frankfurt: Peter Lang.
Muller-Hartmann, A., & Schocker-von Ditfurth, M. (2004). Introduction to English language teaching. Stuttgart: Ernst Klett Sprachen.
Mukherjee, J. (2004). Bridging the gap between applied corpus linguistics and the reality of English language teaching in Germany. In U. Connor & T. Upton (Eds.), Applied corpus linguistics: A multidimensional perspective , (pp. 239–250). Amsterdam, NewYork: Rodopi.
O’Keefe, A., & Farr, F. (2003). Using language corpora in initial teacher education: Pedagogic issues and practical applications. TESOL Quarterly, 37(3), 389–418.
Reppen, R. (2010). Using corpora in the language classroom. New York: Cambridge University Press.
Römer, Ute (2005). Progressives, Patterns, Pedagogy. A Corpus-driven Approach to English Progressive Forms, Functions, Contexts and Didactics. Amsterdam: John Benjamins
Hasselgård, H., & Johansson, S. (2001). Learner corpora and contrastive interlanguage analysis. In A Taste for Corpora: In honour of Sylviane Granger: Fanny Meunier & Sylvie De Cock & Gaëtanelle Gilquin & Magali Paquot(eds), 32-61. Amsterdam: John Benjamins B.V.
Seidlhofer, B. (2002). Pedagogy and local learner corpora: Working with learning-driven data. In S. Granger, J. Hung & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 213–234). Amsterdam, Philadelphia: John Benjamins.
Sinclair, J.M. (ed.) (1987), Looking up: An account of the COBUILD project in lexical computing, London: Collins.
Sinclair J. (ed.) (2004). How to use corpora in language teaching. Amsterdam and Philadelphia: John Benjamins.
Tsui, A.B.M., (2004). What teachers have always wanted to know and how corpora can help. In J.M. Sinclair (Ed.), How to use corpora in language teaching (pp. 39–61). Amsterdam, Philadelphia: John Benjamins.
Tribble, C. (2000). Practical uses for language corpora in ELT. In P. Brett & G. Motteram (Eds.), A special interest in computers : Learning and teaching with information and communications technologies (pp. 31-41). Whistable, Kent: IATFEL.
Tribble, C., & Jones, G. (1997). Concordances in the classroom: A resource guide for teachers. Houston, TX: Athelstan
Woods, D. (1996). Teacher Cognition in Language Teaching: Beliefs, decision-making and classroom practice. GB: Cambridge University Press. Mathematical Behavior, 18, 85-107.
Baker, W. & Czarnocha, B. (2002). Written meta-cognition and procedural knowledge. Proceedings of the 2nd International Conference on the Teaching of Mathematics. University of Crete, Hersonissos Crete, Greece, 1-6 July 2002.
Baki, A. (1998). Matematik öğretiminde işlemsel ve kavramsal bilginin dengelenmesi. Atatürk Üniversitesi 40. Kuruluş Yıldönümü Matematik Sempozyumu, Erzurum.
Batanero, C. & Serrano, L. (1999). The meaning of randomness for secondary school students. Journal for Research in Mathematics Education, 30(5), 558-567.
Camacho, J. E. D. (2002). Comparing declarative and procedural learning strategies under a problem based learning approach. Unpublished doctoral dissertation, United States International University, San Diego.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. London: Routledge Falmer.
Curtis, J. (2004). A comparative analysis of walled lake consolidated schools’ mathematics assessment program and the state of Michigan’s educational assessment program. Unpublished master’s thesis, Wayne State University.
Çalıkoğlu-Bali, G. (2003). Matematik öğretmen adaylarının matematik öğretiminde dile ilişkin görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 19-25.
Çimen, E. E. (2008). Matematik öğretiminde, bireye “Matematiksel Güç” kazandırmaya yönelik ortam tasarımı ve buna uygun öğretmen etkinlikleri geliştirilmesi. Unpublished doctoral dissertation, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
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Appendix. Some Questions in Mathematical Reasoning Test (MRT) Q3 Q 4
In a school with 1100 students, 5 students lessen each
year. In an other school with 700 students, 15 students
increase each year. How many years later will the
number of the students in both schools become equal? Please write. a) 12 b) 15 c) 18 d) 20
Erdem calculates that in a bread queue, he is
the 17th from the beginning and the 12th
from the end. According to this how many
persons are there in the queue totally? Please write.
a) 26 b) 27 c) 28 d) 29 Q 5 Q 7
Imagine that there is a rope that tightly envelops the
earth on the equator. If the radius of the earth were 1
meter longer, how many meters would we need to
extend the rope to wrap the earth tightly? Please write.
a) π b)2π c) 3π d) can not be known
Book of 25 pages are numbered from
number 1. How many numbers have been
used in this numbering? Please write.
a) 40 b) 41 c) 42 d) 43 Q 8 Q 9
A dolphin jumped up 8 meters while swimming 3
meters of dept under water. How many meters did this
dolphin jumped above the water level? Please write.
a) 11 m b) 5 m c) 24 m d) 10 m
1/6 of the eggs within a basket has been
broken. 2/5 out of the rest of them is sold. As
30 eggs left within the basket, how many
eggs have been sold? Please write.
a) 10 b) 20 c) 30 d) 40 Q 10 Q 11
Which interval is the length of an edge located of a
garden which is square shaped whose area is 39 m2? Why?
a) between 4 m and 5 m b) between 5 m and 6 m
c) between 6 m and 7 m d) between 7 m and 8 m
Ahmet paid 235 TRYs for all the books that
he bought for 5 and 10 TRYs each. According
to this, how many books did Ahmet buy al
least? Please write.
a) 23 b) 24 c) 45 d) 46 Q 12 Q 19
In a farm where there are sheep and hens, the number
of feet is 34 and the number of head is 100. According
to this information, what is the number of the sheep in
this farm? Please write. a) 57 b) 60 c) 63 d) 66 1/2, 1, 1/2, -1/2, -1, ?
a) 1 b) -1/2 c) 1/2 d) -1 Q
The shape above which is created through combinig
three sticks 1/4 in size, how many sticks 1/12 in size is
necessary to create it? Please explain.
a) 3 b) 6 c) 9 d) 12
The ticket price in various stores of a clock
whose all features are all the same is given
below. In which store is this clock bought
cheapest after the discounts made? Please explain.
a) Store A/100 TL - 25 % discount
b) Store B /90 TL - 10 % discount
c) Store C /90 TL - 20 % discount
d) Store D/100 TL - 30% discount Q 25 Q 26 Row Numbers Total 1. row
2,3,4,5,6,7,8 ,9,10 2. row
10,12,14,16,18,20 3. row
5, 7, 9, 11, 13, 15 4. row 3,6,9,12,15,18,21
Develop a strategy which indicates that the total
sequential numbers within each row above is 90.
As it is seen above, to the edge of a garden
whose bottom is quadrate (10m×10m), a
sheep is tied with a rope of 20 meters. When
the rope is tight, what is the maximum
square meter area that the sheep can graze? Please explain.
Evaluate the solutions of the 31th and the 32th questions and write your own comment on each step. Q 31 Q 32
As 5 masters finish building a house of 100 m2 in 10
days; in how many days 10 masters with the same
qualifications finish building a house of 150 m2? Solution Way
1st step: If 5 masters finish a house of 100 m2 in 10
days; 10 masters finish it in 5 days.
2nd step: If 10 masters finish a house of 100 m2 in 20
days; they finish a house 150 m2 in (150x20)/100=30 days.
Two reciprocal vehicles from two cities
whose distance is 240 km set off at the same
time. As the speed of on per hour is 50 km an
the other one’s 70 km; how many hours later
these vehicles meet after their depurture? Solution Way:
1st step: The distance between two vehicles is 240 kms.
2nd step: It is essential to calculate the speed
difference of both in order to find how many
hours later they will meet. 70-50=20
3rd step: 240/20=12 hours later they will meet. 10 m 10 m 10 m
Allan, Q. (1999). Enhancing the language awareness of Hong Kong teachers through corpus data: The Telenex experience. Journal of Technology and Teacher Education, 7(1), 57–74.
Anthony, L. (2004). AntConc (Version 3.0.1) [Software]. Retrieved July 10, 2008, from http://www.antlab.sci.waseda.ac.jp/antconc_index.html.
Aston, G. (ed.) (2001). Learning with corpora, Houston, TX: Athelstan.
Aston, G. (2000). Corpora and language teaching. In L. Burnard and T. McEnery (Eds), Rethinking language pedagogy from a corpus perspective: Papers from the Third International Conference on Teaching and Language Corpora (pp. 7-17). Frankfurt am Main: Peter Lang.
Best, J. & Kahn, J. (1998). Research in Education (8th edition). USA: A Viacom Company.
Bernardini, S. (2000). Systematising serendipity: Proposals for concordancing large corpora with language learners. In L. Burnard and T. McEnery (eds), Rethinking language pedagogy from a corpus perspective: Papers from the Third International Conference on Teaching and Language Corpora (pp. 225-234). Frankfurt am Main: Peter Lang.
Bennet, G. (2010). Using corpora in the language learning classroom: Corpus linguistics for teachers. Michigan: University of Michigan Press.
Biber, D., Conrad, S., & Reppen, R. (1996). Corpus-based investigations of language use. Annual Review of Applied Linguistics, 16, 115-136.
Boulton, A. (2009). Data-driven learning: reasonable fears and rational reassurance. Indian Journal of Applied Linguistics 35 (1), 81–106.
Blaxter, L. Hughes, C., & Tight, M. (1996). How to Research. Buckingham: Open University Press.
Braun, S. (2005). From pedagogically relevant corpora to authentic language learning contents. ReCALL, 17(1), 47–64.
Burnard, L., & T. McEnery (eds) (2000), Rethinking language pedagogy from a corpus perspective: Papers from the Third International Conference on Teaching and Language Corpora, Frankfurt am Main: Peter Lang.
Cobb, T. (1997). Is there any measurable learning from hands-on concordancing? System, 25(3), 301– 315.
Cohen, L., & Manion, L. (1995). Research Methods in Education. London: Routlage.
Farr, F. (2008). Evaluating the use of corpus-based instruction in a language teacher education context: Perspectives from the users. Language Awareness, 17(1), 25–43.
Flowerdew, L. (2001), The exploitation of small learner corpora in EAP materials design. In M. Ghadessy, A. Henry, and R.L. Roseberry (eds), Small corpus studies and ELT: Theory and practice, pp. 363- 379.Amsterdam: John Benjamins.
Flowerdew, J. (1996). Concordancing in language learning. M. Pennington (Ed.), The power of CALL. pp. 97-113. Houston, TX: Athelstan.
Frankenberg-Garcia, A. (2010). “Encouraging EFL teachers to use corpora in the classroom”. BAAL and Cambridge University Press Seminar Using corpus evidence in the classroom: Working with teachers and learners. University of Birmingham, 24–25 June 2010.
Gavioli, L. (2001), The learner as researcher: Introducing corpus concordancing in the classroom. In G. Aston (ed.), Learning with corpora, pp. 108-137. Houston, TX: Athelstan.
Gilquin, G., & S. Granger (2010). How can DDL be used in language teaching? In A. O’Keeffe & M. McCarthy (eds.), The Routledge handbook of corpus linguistics, pp. 359–370. London: Routledge.
Granger, S., &. Tribble C. (1998), Learner corpus data in the foreign language classroom: Form focused instruction and data-driven learning, in S. Granger (ed.), Learner English on computer, pp. 199-209. London: Longman.
Granger, S. (ed.) (1998), Learner English on Computer. London: Longman.
Hunston, S. (1995). Grammar in teacher education: The role of a corpus. Language Awareness, 4(1), 15– 31.
Johns, T. (1991), Should you be persuaded?: Two examples of data-driven learning materials, English Language Research Journal, 4, 1-16.
Johns, T., & King, P., (Eds.). (1991). Classroom concordancing. Birmingham: University of Birmingham
Johns, T. (1988). Whence and whither classroom concordancing? In T. Bongaerts, P. de Haan, Lobbe S., & H. Wekker (Eds.), Computer applications in language learning (pp. 9–27). Dordrecht: Foris. Kaltenbo¨ ck, G., & Mehlmauer-Larcher, B. (2005). Computer corpora and the language classroom: On the potential and limitations of computer corpora in language teaching. ReCALL, 17(1), 65–84.
Kayaoğlu, M. N. (1997). An investigation of the learning strategies of Turkish EFL and ESL adult learners and the relationship between their beliefs about different aspects of language learning and their strategy use. Unpublished doctoral dissertation, University of Bristol, Bristol.
Kennedy, C., & Miceli, T. (2001). An evaluation of intermediate students’ approaches to corpus investigation. Language Learning and Technology, 5(3), 77–90
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Mukherjee, J. (2002). Korpuslinguistik und Englischunterricht. Eine Einführung. Frankfurt: Peter Lang.
Muller-Hartmann, A., & Schocker-von Ditfurth, M. (2004). Introduction to English language teaching. Stuttgart: Ernst Klett Sprachen.
Mukherjee, J. (2004). Bridging the gap between applied corpus linguistics and the reality of English language teaching in Germany. In U. Connor & T. Upton (Eds.), Applied corpus linguistics: A multidimensional perspective , (pp. 239–250). Amsterdam, NewYork: Rodopi.
O’Keefe, A., & Farr, F. (2003). Using language corpora in initial teacher education: Pedagogic issues and practical applications. TESOL Quarterly, 37(3), 389–418.
Reppen, R. (2010). Using corpora in the language classroom. New York: Cambridge University Press.
Römer, Ute (2005). Progressives, Patterns, Pedagogy. A Corpus-driven Approach to English Progressive Forms, Functions, Contexts and Didactics. Amsterdam: John Benjamins
Hasselgård, H., & Johansson, S. (2001). Learner corpora and contrastive interlanguage analysis. In A Taste for Corpora: In honour of Sylviane Granger: Fanny Meunier & Sylvie De Cock & Gaëtanelle Gilquin & Magali Paquot(eds), 32-61. Amsterdam: John Benjamins B.V.
Seidlhofer, B. (2002). Pedagogy and local learner corpora: Working with learning-driven data. In S. Granger, J. Hung & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 213–234). Amsterdam, Philadelphia: John Benjamins.
Sinclair, J.M. (ed.) (1987), Looking up: An account of the COBUILD project in lexical computing, London: Collins.
Sinclair J. (ed.) (2004). How to use corpora in language teaching. Amsterdam and Philadelphia: John Benjamins.
Tsui, A.B.M., (2004). What teachers have always wanted to know and how corpora can help. In J.M. Sinclair (Ed.), How to use corpora in language teaching (pp. 39–61). Amsterdam, Philadelphia: John Benjamins.
Tribble, C. (2000). Practical uses for language corpora in ELT. In P. Brett & G. Motteram (Eds.), A special interest in computers : Learning and teaching with information and communications technologies (pp. 31-41). Whistable, Kent: IATFEL.
Tribble, C., & Jones, G. (1997). Concordances in the classroom: A resource guide for teachers. Houston, TX: Athelstan
Woods, D. (1996). Teacher Cognition in Language Teaching: Beliefs, decision-making and classroom practice. GB: Cambridge University Press. Mathematical Behavior, 18, 85-107.
Baker, W. & Czarnocha, B. (2002). Written meta-cognition and procedural knowledge. Proceedings of the 2nd International Conference on the Teaching of Mathematics. University of Crete, Hersonissos Crete, Greece, 1-6 July 2002.
Baki, A. (1998). Matematik öğretiminde işlemsel ve kavramsal bilginin dengelenmesi. Atatürk Üniversitesi 40. Kuruluş Yıldönümü Matematik Sempozyumu, Erzurum.
Batanero, C. & Serrano, L. (1999). The meaning of randomness for secondary school students. Journal for Research in Mathematics Education, 30(5), 558-567.
Camacho, J. E. D. (2002). Comparing declarative and procedural learning strategies under a problem based learning approach. Unpublished doctoral dissertation, United States International University, San Diego.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. London: Routledge Falmer.
Curtis, J. (2004). A comparative analysis of walled lake consolidated schools’ mathematics assessment program and the state of Michigan’s educational assessment program. Unpublished master’s thesis, Wayne State University.
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Appendix. Some Questions in Mathematical Reasoning Test (MRT) Q3 Q 4
In a school with 1100 students, 5 students lessen each
year. In an other school with 700 students, 15 students
increase each year. How many years later will the
number of the students in both schools become equal? Please write. a) 12 b) 15 c) 18 d) 20
Erdem calculates that in a bread queue, he is
the 17th from the beginning and the 12th
from the end. According to this how many
persons are there in the queue totally? Please write.
a) 26 b) 27 c) 28 d) 29 Q 5 Q 7
Imagine that there is a rope that tightly envelops the
earth on the equator. If the radius of the earth were 1
meter longer, how many meters would we need to
extend the rope to wrap the earth tightly? Please write.
a) π b)2π c) 3π d) can not be known
Book of 25 pages are numbered from
number 1. How many numbers have been
used in this numbering? Please write.
a) 40 b) 41 c) 42 d) 43 Q 8 Q 9
A dolphin jumped up 8 meters while swimming 3
meters of dept under water. How many meters did this
dolphin jumped above the water level? Please write.
a) 11 m b) 5 m c) 24 m d) 10 m
1/6 of the eggs within a basket has been
broken. 2/5 out of the rest of them is sold. As
30 eggs left within the basket, how many
eggs have been sold? Please write.
a) 10 b) 20 c) 30 d) 40 Q 10 Q 11
Which interval is the length of an edge located of a
garden which is square shaped whose area is 39 m2? Why?
a) between 4 m and 5 m b) between 5 m and 6 m
c) between 6 m and 7 m d) between 7 m and 8 m
Ahmet paid 235 TRYs for all the books that
he bought for 5 and 10 TRYs each. According
to this, how many books did Ahmet buy al
least? Please write.
a) 23 b) 24 c) 45 d) 46 Q 12 Q 19
In a farm where there are sheep and hens, the number
of feet is 34 and the number of head is 100. According
to this information, what is the number of the sheep in
this farm? Please write. a) 57 b) 60 c) 63 d) 66 1/2, 1, 1/2, -1/2, -1, ?
a) 1 b) -1/2 c) 1/2 d) -1 Q
The shape above which is created through combinig
three sticks 1/4 in size, how many sticks 1/12 in size is
necessary to create it? Please explain.
a) 3 b) 6 c) 9 d) 12
The ticket price in various stores of a clock
whose all features are all the same is given
below. In which store is this clock bought
cheapest after the discounts made? Please explain.
a) Store A/100 TL - 25 % discount
b) Store B /90 TL - 10 % discount
c) Store C /90 TL - 20 % discount
d) Store D/100 TL - 30% discount Q 25 Q 26 Row Numbers Total 1. row
2,3,4,5,6,7,8 ,9,10 2. row
10,12,14,16,18,20 3. row
5, 7, 9, 11, 13, 15 4. row 3,6,9,12,15,18,21
Develop a strategy which indicates that the total
sequential numbers within each row above is 90.
As it is seen above, to the edge of a garden
whose bottom is quadrate (10m×10m), a
sheep is tied with a rope of 20 meters. When
the rope is tight, what is the maximum
square meter area that the sheep can graze? Please explain.
Evaluate the solutions of the 31th and the 32th questions and write your own comment on each step. Q 31 Q 32
As 5 masters finish building a house of 100 m2 in 10
days; in how many days 10 masters with the same
qualifications finish building a house of 150 m2? Solution Way
1st step: If 5 masters finish a house of 100 m2 in 10
days; 10 masters finish it in 5 days.
2nd step: If 10 masters finish a house of 100 m2 in 20
days; they finish a house 150 m2 in (150x20)/100=30 days.
Two reciprocal vehicles from two cities
whose distance is 240 km set off at the same
time. As the speed of on per hour is 50 km an
the other one’s 70 km; how many hours later
these vehicles meet after their depurture? Solution Way:
1st step: The distance between two vehicles is 240 kms.
2nd step: It is essential to calculate the speed
difference of both in order to find how many
hours later they will meet. 70-50=20
3rd step: 240/20=12 hours later they will meet. 10 m 10 m 10 m
Vol: 44 No: 1 All Artıcles, C. (2014). CUFEJ VOL: 44 NO: 1 ALL ARTICLES. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 44(1), 1-169. https://doi.org/10.14812/cuefd.54366