Examining the relationship between pre-service mathematics teachers’ mathematical thinking level and attitude towards mathematics courses.

Yıldız, Avni; BALTACI, SERDAL; KARTAL, BÜŞRA

doi:10.24193/adn.13.2.17

Examining the relationship between pre-service mathematics teachers’ mathematical thinking level and attitude towards mathematics courses.

Yazarlar (3)

Avni Yıldız
Zonguldak Bülent Ecevit Üniversitesi, Türkiye

Prof. Dr. Serdal BALTACI Kırşehir Ahi Evran Üniversitesi, Türkiye

Doç. Dr. Büşra KARTAL Kırşehir Ahi Evran Üniversitesi, Türkiye

Makale Türü	Özgün Makale (Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
Dergi Adı	Acta Didactica Napocensia
Dergi ISSN	2065-1430
Dergi Tarandığı Indeksler	Journals Indexed in Eric
Makale Dili	İngilizce	Basım Tarihi	12-2020
Cilt / Sayı / Sayfa	13 / 2 / 256–270	DOI	10.24193/adn.13.2.17
Makale Linki	http://padi.psiedu.ubbcluj.ro/adn/article_13_2_17.pdf

Özet

Abstract: This study is correlational research and aims to investigate the relationship between preservice mathematics teachers' mathematical thinking levels and attitudes for courses in mathematics. We also examined whether gender, reasons for career choice, and academic achievement lead to significant differences in pre-service teachers' attitudes and mathematical thinking levels. Participants are 109 senior pre-service mathematics teachers from three different state universities that have similar conditions. Participants are selected via convenience sampling. Seventy-nine of the participants are female, and 30 are male. "Attitude scale for courses in mathematics" and "Mathematical Thinking Scale" are used to collect data. Data were analyzed by using SPSS package program. Pre-service teachers are found to have moderate attitudes while their mathematical thinking levels are at a high-level in the sub-domains of higher-order thinking tendency, reasoning, and problem-solving and at a moderate level in the subdomain of mathematical thinking skill. Pre-service teachers' attitudes for courses in mathematics have a significant moderate relationship with higher order thinking tendency, and reasoning and have a significant and weak relationship with problem-solving.

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BM Sürdürülebilir Kalkınma Amaçları

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Google Scholar	10

Examining the relationship between pre-service mathematics teachers’ mathematical thinking level and attitude towards mathematics courses.

Examining the relationship between pre-service mathematics teachers’ mathematical thinking level and attitude towards mathematics courses.

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