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Eskişehir Academy of Economic and Commercial Sciences, founded in 1958, formed the basis of Anadolu University. The Academy was replaced by Anadolu University in 1982, which has gained a well-deserved place as a modern, dynamic and innovative institution among the largest universities not only in Türkiye, but also in the world.
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Anadolu University Open Education System plays an essential role in overcoming educational problems of Türkiye not only by providing open and distance education to 1 million active students and 3.5 million graduates but also by developing specific projects. Besides with those numbers, the system is among the mega universities of the world. By the constantly renewing method of open and distance education, it implements many initiatives and innovations in the Turkish Higher Education System.
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Kısa adıyla BAP (Bilimsel Araştırma Projeleri), yüksek öğretim kurumlarındaki bilimsel araştırmaların desteklenmesi amacıyla geliştirilmiş bir uygulamadır. Bu uygulama YÖK'ün 01.01.2002 tarihinden geçerli olmak üzere yürülüğe aldığı Yükseköğretim Kurumları Bilimsel Araştırma Projeleri Hakkında Yönetmelik uyarınca gerçekleştirilmektedir. Üniversitemizin tüm öğretim elemanları BAP Komisyonuna başvurarak bilimsel araştırmaları için kaynak alabilirler.
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At Anadolu University, social and cultural activities are as important as education and scientific research. The University frequently holds scientific events such as conferences, seminars, panels, congresses and symposia, and cultural activities such as exhibitions, stage performances and concerts. In addition to smaller conference halls in each unit, Atatürk Culture and Arts Center, Congress Center and Cinema Anadolu on Yunusemre Campus house many activities throughout the year.

THE USE OF THE SPREADSHEET IN MATHEMATICS TEACHING

Learning Outcomes

The instructor/student will be able to explain potentialities offered by spreadsheet for mathematics education.
The instructor/student defines the role of spreadsheet use for the teaching of arithmetic and algebra.
The instructor/student knows the role of spreadsheet use for the teaching of calculus basic concepts.
The instructor/student will be able to explain constraints of spreadsheet use and difficultiesencountered.
The instructor/student knows difficulties encountered by students during spreadsheet use.
The instructor/student knows difficulties encountered by teachers during application in the class.
The instructor/student will be able to solve problems by using spreadsheet.
The instructor/student entries given data into spreadsheet interface.
The instructor/student uses relevant spreadsheet formulas to solve a problem.
The instructor/student interprets results given by spreadsheet.
The instructor/student will be able to prepare activities by using spreadsheet.
The instructor/student defines mathematical concepts to introduce by using spreadsheet.
The instructor/student prepares worksheet in order to introduce a mathematical concept or to interpret a mathematical activity.
The instructor/student will be able to evaluate a mathematical activity requiring the spreadsheet use.
The instructor/student discusses the relevancy between an activity and the spreadsheet use.
The instructor/student discusses the steps of carrying out for an activity.
The instructor/student proposes new ideas for an activity requiring the spreadsheet use.