The aim of this study is to conduct a systematic review of mathematical modeling studies on geometry between 2007 and 2023. For this purpose, trends in the scope and methods of the studies to be examined were determined. A systematic literature review was conducted through ERIC, Web of Science and Scopus databases that the researcher's institution had access to. In this context, it was realized that there were a limited number of articles. All studies from the databases that met the inclusion criteria determined within the scope of the research were included. As a result of the analysis, it was seen that most of the studies dealing with geometry topics were conducted in 2022, and qualitative analysis was mostly adopted in the studies. When the application levels of the studies were examined, it was seen that conducting research with high school students was more preferred. When the aims of the studies examined are considered within the framework of findings and results, it is possible to classify the aims in 4 subcategories. These are, respectively, the transfer of mathematical knowledge outside the classroom and the effect of the techniques used in this process on the skills in the modeling process, the transfer of mathematical situations to real life situations, the effect of modeling problems on the problem solving process and activity design, and the examination of the transition between the modeling cycle steps in the modeling problem solution phase. As emphasized in the literature, the aims of the studies were generally on the development of mathematical skills through mathematical modeling. When the implementation options of the articles in the classroom were examined, geometry topics in mathematical modeling were mostly given in a technology-supported environment. In addition, it is seen that Geogebra is the most prominent application among different technological tools during modeling. In this direction, it is thought that the study will provide a holistic perspective to the data of the researches conducted so far and will give an idea to future mathematical modeling studies in geometry.

This study aims to identify the challenges faced by assessors (teachers) of the National BTEC Program at the 2nd and 3rd levels in schools across the Kingdom of Jordan, as well as the solutions proposed by the assessors themselves. The research employed a qualitative approach, utilizing a phenomenological design. Semi-structured individual interviews were conducted with twelve assessors (both male and female) from public and private schools, along with a focus group interview with four assessors (both male and female), in order to gather their perspectives on the challenges and proposed solutions. A criterion sampling method was used to select the sample. The assessors identified three main issues within the program: challenges related to student engagement and participation, educational challenges, and stringent administrative restrictions. In response, the assessors proposed several solutions, including the provision of essential resources for the program, enhancement of professional development for assessors, offering student support, and revising current policies. The study recommends further investigation to assess the effectiveness of these proposed solutions on the professional program.

On February 6, 2023, two earthquakes called the disaster of the century occurred in Türkiye. These earthquakes affected education as well as every aspect of life. This research was conducted to investigate the effects of earthquakes on teachers, students, and the education system through the eyes of teachers who experienced the earthquake. The participants of the study consisted of sixteen teachers working in Hatay province, which was most affected by the earthquakes. The data were obtained through online interviews with semi-structured questions and analyzed with interpretative phenomenological analysis. In addition, Kübler-Ross's theory of mourning was used in the study. According to the results of the research, earthquakes affected teachers' private lives psychologically and physically. Earthquakes have both positive and negative effects on teachers' professional lives. Participating teachers think that earthquakes affect education in three dimensions: "teacher", "student", and "education system". After the earthquake, teachers question and criticize the practices of the Ministry of National Education in terms of teacher, student, and system. According to Kübler-Ross's theory of grief, it has been determined that teachers experience the stages of denial, anger, bargaining and depression, but are not yet at the stage of acceptance. In conclusion, this research contributes to the literature by revealing the personal and professional experiences of teachers who experienced the earthquake, their working conditions, and their strategies for coping with post-earthquake situations. I can say that to increase the welfare of the society after the disaster, state institutions, especially the Ministry of National Education, should take urgent measures and be multidimensionally prepared for disasters.