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ŞULE ÇELİK / AYTEN TEKIŞIK SECONDARY SCHOOL

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ŞULE ÇELİK / AYTEN TEKIŞIK SECONDARY SCHOOL

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OUR STUDENTS HAD A DEBATE WATCHED BY THEIR CLASSMATES. AS THE TOPIC OF DISCUSSION: 'IS MATHEMATICAL INTELLIGENCE AN INBORN CHARACTER? AND IS MATHEMATICAL INTELLIGENCE A LEARNED INTELLIGENCE THAT DEVELOPS OVER TIME? THEY DISCUSSED   /   öĞRENCİLERİMİZ SINIF ARKADAŞLARININDA İZLEDİĞİ BİR MÜNAZARA GERÇEKLEŞTİRDİLER. MÜNAZARA KONUSU OLARAK ' MATEMATİK ZEKASI DOĞUŞTAN GELEN BİR ÖZELLİK MİDİR? VE MATEMATİK ZEKASI ZAMAN İÇİNDE GELİŞEN ÖĞRENİLEN BİR ZEKA MIDIR? TARTIŞTILA

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First, we asked yz about our discussion topics. Then we determined our discussion topic by voting among the options :)

WE CHOSE THE TOPIC ‘SHOULD MATHEMATICS BE TAUGHT SERIOUSLY OR WITH GAMES?’

MY STUDENTS WERE ON THE SIDE THAT IT SHOULD BE TAUGHT WITH GAMES.

We gave the side that artificial intelligence should be taught seriously.

OF COURSE, MY STUDENTS WERE THE WINNERS :)

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ilk önce yz ye tartışma konularımızı sorduk. sonra bunlar arasında oylama yaparak tartışma konumuzu belirledik )

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Həsənova Şəhla. 26 saylı lisey orta məlktəb.

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Həsənova Şəhla. 26 saylı lisey orta məlktəb.

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Ersin Eren Akgöz/ Çankaya Ayten Tekışık Ortaokulu

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Ersin Eren Akgöz/ Çankaya Ayten Tekışık Ortaokulu

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Çankaya Ayten Tekışık Ortaokulu

Münazara Etkinliğimiz; Matematik zekası doğuştan gelen bir özellik midir?

Öğrencilerimiz etkinlik sonunda konu ile ilgili farkındalık kazandılar.

Ersin Eren Akgöz

Çankaya Ayten Tekışık Middle School

Our Debate Event; Is mathematical intelligence an innate characteristic?

Our students gained awareness about the subject at the end of the event.

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Ersin Eren Akgöz/Çankaya Ayten Tekışık Middle School

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Ersin Eren Akgöz/Çankaya Ayten Tekışık Middle School

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Çankaya Ayten Tekışık Middle School

Our Debate Event; Is mathematical intelligence an innate characteristic?

Our students gained awareness about the subject at the end of the event.

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FATMA NUR TEKİN/SELİMŞAHLAR ERTÜRK SECONDARY SCHOOL

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FATMA NUR TEKİN/SELİMŞAHLAR ERTÜRK SECONDARY SCHOOL

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Öğrencilerimizle yapay zeka aracılığıyla “matematik zekası doğuştan gelir/sonradan kazanılır” şeklinde münazara konumuzu belirledikten sonra sınıfımızda tüm sınıfın eşliğinde tartışmamızı yaptık. Savunma argümanları konusunda yapay zekadan desteğimizi alarak etkinliğimizi gerçekleştirdik. Sonuç olarak matematik zekasının gelişmesinde genetik faktörlerin de sonradan yapılan çalışmaların da etkili olduğuna karar verdik. Öğrencilerimiz için yapay zeka desteğiyle yapabileceğimiz bir analiz - değerlendirme etkinliği ve farklı bir deneyim oldu.

After determining our discussion topic with our students as "mathematical intelligence is innate/acquired" through artificial intelligence, we held our discussion in our classroom with the company of the whole class. We held our event with support from artificial intelligence regarding defense arguments. As a result, we decided that both genetic factors and subsequent studies were effective in the development of mathematical intelligence. It was an analysis and evaluation activity that we could do with the support of artificial intelligence and a different experience for our students.

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Nurbanu YILMAZ/Yahyalar Durali Bezci Ortaokulu

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Nurbanu YILMAZ/Yahyalar Durali Bezci Ortaokulu

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Öğrencilerimle "Matematik öğrenildikçe mi sevilir, sevildikçe mi öğrenilir?"münazara etkinliğini gerçekleştirdik.Yapay zeka aracılığıyla oldukça zevkli bir etkinlik oldu.Tartışmanın sonunda matematik dersini ve öğretmeni sevdikçe öğrenilir kararına varıldı./We held a debate activity with my students on "Is mathematics loved as it is learned or learned as it is loved?" It was a very enjoyable activity through artificial intelligence. At the end of the discussion, it was decided that mathematics is learned as you love the lesson and the teacher.

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Nurbanu YILMAZ/Yahyalar Durali Bezci Ortaokulu

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Nurbanu YILMAZ/Yahyalar Durali Bezci Ortaokulu

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DEBATE VİDEO

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Debate Is Mathematics mental sport or skill 

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In this activity, students were divided into teams: "Logos" and "Antilogos." The "Logos" team argued that Mathematics is a Mental Sport, while the "Antilogos" team argued that Mathematics is a Skill. Each team developed their arguments, which were enriched with the help of AI. Subsequently, each student/speaker prepared their own video/speech, once again utilizing AI. Finally, all the speeches were combined into a single unified video.

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ΑΦΡΟΔΙΤΗ ΜΙΧΕΛΑΚΟΥ

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Muhammed Furkan AKTAŞ-16 Mayıs Secondary School

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Muhammed Furkan AKTAŞ-16 Mayıs Secondary School

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In the debate competition we organized, our students discussed the topic "Which makes a better mathematician? Intelligence or diligence?" with great excitement. In the selection phase of the debate, artificial intelligence was used to determine the topic and to make the evaluation more objective.

Artificial intelligence analyzed the arguments of both sides and emphasized the strong points of both sides. While the intelligence side emphasized the ability to produce creative and fast solutions, the diligence side argued that systematic work and determination bring more sustainable success in the long term.

As a result, both sides won! This process showed our students once again that both intelligence and diligence are complementary elements for success in mathematics. This event, which blended technology and education, was an unforgettable experience. (Düzenlediğimiz münazara yarışmasında öğrencilerimiz, "Zekâ mı yoksa çalışkanlık mı daha iyi bir matematikçi olmayı sağlar?" konusunu büyük bir heyecanla tartıştılar. Münazaranın seçim aşamasında yapay zeka kullanarak hem konunun belirlenmesi hem de değerlendirmenin daha objektif olması sağlandı.

Yapay zeka, iki tarafın argümanlarını analiz ederek her iki tarafın da güçlü noktalarını vurguladı. Zekâ tarafı, yaratıcı ve hızlı çözüm üretme yeteneğini ön plana çıkarırken; çalışkanlık tarafı, sistematik çalışmanın ve azmin uzun vadede daha sürdürülebilir başarılar getirdiğini savundu.

Sonuç olarak, kazanan her iki taraf oldu! Bu süreç öğrencilerimize, hem zekânın hem de çalışkanlığın matematikte başarı için birbirini tamamlayan unsurlar olduğunu bir kez daha gösterdi. Teknoloji ve eğitimin harmanlandığı bu etkinlik, unutulmaz bir deneyim oldu.)

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Mor ve Turuncu Geometrik Modern Tur Tanıtım Afiş kopyası

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Muhammed Furkan AKTAŞ/16 Mayıs Secondary School

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Muhammed Furkan AKTAŞ/16 Mayıs Secondary School

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The topic of "Which makes a better mathematician, intelligence or hard work?" was discussed in this debate. (Bu tartışmada "Daha iyi bir matematikçi olmak zeka mı yoksa çalışkanlık mı?" konusu ele alındı.)

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Münazara Videosu ‐ Clipchamp ile yapıldı

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münazara- Sultanhisar Zafer Secondary School

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Is mathematics the king of sciences? We discussed this issue in our debate. As a result, mathematics is a universal and precise language. It will form the basis for other sciences.

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Is mathematics the king of sciences? We discussed this issue in our debate. As a result, mathematics is a universal and precise language. It will form the basis for other sciences.

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DEBATE / ŞEHİT ZEKİ UĞUR SECONDARY SCHOOL

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DEBATE / ŞEHİT ZEKİ UĞUR SECONDARY SCHOOL

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At Şehit Zeki Uğur Middle School, the entire school community came together to engage in an exciting discussion and debate on the topic: 'Is artificial intelligence necessary in teaching mathematics?' This collaborative event was not only educational but also incredibly enjoyable. We explored various perspectives, shared our thoughts, and gained valuable insights while raising awareness about the role of AI in education. By the end of the debate, it was clear that the real winner of the event was everyone involved, as we all learned something new and had a fantastic time working together!"

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 We discussed the issue of whether mathematics should be gamified or taught seriously, with the participation of the whole class. The winning side should be gamified☺️... My dear students have taken one more step to express themselves comfortably in life💫😊. Thanks to teacher Dilan for this nice activity idea..

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Münazara etkinliğimizi yaptık.

Tüm sınıf katılımlı, Matematik oyunlaştırılmalı mı yoksa ciddiyet ile öğretilmeli mi konusunu ele aldık. Kazanan taraf oyunlaştırılmalı oldu☺️... Sevgili öğrencilerim hayatta kendilerini rahat ifade etmeleri için bir adım daha atmış oldular💫😊. Bu güzel etkinlik fikri için Dilan ogretmenime teşekkürler..

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Our debate had as its theme "The world without mathematics - would it be simpler for us without mathematics or not". After each team presented its point of view, I turned to artificial intelligence and requested its opinion.  ChatGpt and Snap bot were used. The students continued to debate on the ideas offered by AI. Here are some ideas provided by AI.

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Hasanova Shahla. Lyceum- school number 26.                                            Our students had a debate watched by their classmates. Topic of debate "Artificial intelligence and mathematics. 

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Hasanova Shahla. Lyceum- school number 26.                                            Our students had a debate watched by their classmates. Topic of debate "Artificial intelligence and mathematics. 

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Şagirdlərimizlə münazaramızı gerçəkləşdirdik. Münazaramızın mövzusu "Suni intellekt və riyaziyyat" oldu. Şagirdlərimizin bir hissəsi suni intellektin əsasında dərin riyazi anlayışların olduğunu, bir qismi isə belə bir əlaqə

nin olmadığını əsaslandırdı. Münazaramız çox maraqlı keçdi.

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BUKET TAŞDAN/ ŞEHİT ZEKİ UĞUR SECODARY SCHOOL

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BUKET TAŞDAN ŞEHİT ZEKİ UĞUR SECONDARY SCHOOL

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Task Description:

In this task, students held a debate on a topic determined by their teachers with the support of artificial intelligence. First, students formed their own thoughts, then exchanged ideas with artificial intelligence and analyzed opposing views. They received arguments from artificial intelligence, produced answers to these views and expressed their thoughts with justifications. They used artificial intelligence not only as a source of information but also as a discussion partner.

End of Task Evaluation:

Thanks to this activity, students developed their critical thinking, communication, generating opposing views, persuasion and empathy skills. By interacting with artificial intelligence, they gained practice in defending and evaluating their ideas in a digital environment. At the same time, they experienced 21st century skills such as digital literacy, creativity and social-emotional awareness. Thanks to this task, students had the opportunity to question and express not only their thoughts but also their learning styles.