To assess symmetrical increased echogenicity of bilateral caudothalamic grooves (SIEBCG) detected... more To assess symmetrical increased echogenicity of bilateral caudothalamic grooves (SIEBCG) detected on newborn cranial ultrasonography (CUS) using magnetic resonance susceptibility-weighted imaging (SWI). A total of 14 newborns (8 girls; 12 premature with mean gestational age of 30 weeks and 5 days, 2 mature) who were detected to have SIEBCG on routine serial CUS and underwent cranial magnetic resonance imaging (MRI) were recruited for the study. The cranial MRI examinations including SWI acquired on the same day of SIEBCG detection and serial CUS to assess the progress of SIEBCG lesions in the following 6 month period were retrospectively evaluated and compared for the presence of germinal matrix hemorrhage. On SWI, solely one patient (7, 1%) had signal alteration on caudothalamic groove compatible with grade 1 germinal matrix hemorrhage. Two patients (14, 2%) had parenchymal (on cerebellar and parietal white matter) millimetric hemorrhagic foci. Seven patients (50%) had signs of pre...
Mersin Üniversitesi Eğitim Fakültesi Dergisi, 2017
Because of the change in the middle school mathematics curriculum in Turkey, it is necessary to e... more Because of the change in the middle school mathematics curriculum in Turkey, it is necessary to examine subject matter knowledge of pre-service elementary mathematics teachers about probability. This study is significant in terms of the Turkish mathematics education literature since it contributes to the future curriculum efforts for elementary mathematics education programs. Data were collected through face-to-face interviews which were focused on explanations about basic probability concepts and an instrument which was developed for evaluating content knowledge for probability of elementary mathematics teachers. Since mathematics teachers should have both procedural and conceptual knowledge regarding the concept taught, researcher aimed to understand to what extent pre-service elementary mathematics teachers are capable of conceptual and procedural knowledge needed for probability teaching. Findings showed that the 23 participants needed to develop their conceptual knowledge regarding probability and they tended to behave computational oriented while solving probability problems which showed also their higher procedural understanding. Besides, it was concluded that they couldn't make expected connections between probability and statistics concepts.
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Papers by Sümeyra DOĞAN