wajes Batı Anadolu Eğitim Bilimleri Dergisi 1308-8971 Dokuz Eylul University 10.51460/baebd.1670267 Other Fields of Education (Other) Alan Eğitimleri (Diğer) Öğretmen Adaylarının Matematiksel Düşünme Düzeyleri ile Öğrenme Çeviklikleri Arasındaki İlişki: Kanonik Korelasyon Analizi The Relationship Between Prospective Teachers' Mathematical Thinking Levels and Learning Agility: Canonical Correlation Analysis https://orcid.org/0000-0001-7806-3552 Kılıç Remzi Aksaray Üniversitesi https://orcid.org/0000-0002-4380-0134 Aydin Bölükbaş Feyza AKSARAY ÜNİVERSİTESİ 03 29 2026 Advanced Online Publication 04 05 2025 01 02 2026 Copyright © 2010, The Western Anatolia Journal of Educational Sciences (WAJES) 2010 The Western Anatolia Journal of Educational Sciences (WAJES)

Günümüzde teknolojik gelişmeler, eğitim süreçlerini dönüştürerek öğrencilere matematiksel düşünme ve problem çözme becerilerini geliştirme fırsatı sunarken, öğretmenlerin de değişen koşullara hızla adapte olmasını ve öğretim süreçlerini bu doğrultuda yapılandırmasını gerektirmektedir. Bu araştırma, öğretmen adaylarının matematiksel düşünme düzeyleri ile öğrenme çeviklikleri arasındaki ilişkiyi incelemeyi amaçlamaktadır. İlişkisel tarama modeli kullanılan çalışmanın örneklemi, ****** Üniversitesi Eğitim Fakültesi'nde öğrenim gören 454 öğretmen adayından oluşmaktadır. Araştırmada veri toplama aracı olarak Ersoy ve Başer (2013) tarafından geliştirilen “Matematiksel Düşünme Ölçeği” ve Alkan ve Maviş Sevim (2022) tarafından geliştirilen “Öğrenme Çevikliği Ölçeği” kullanılmıştır. Çalışmanın bulguları, öğretmen adaylarının öğrenme çevikliği ile matematiksel düşünme düzeyleri arasında pozitif ve orta düzeyde anlamlı bir ilişki olduğunu göstermiştir. Matematiksel düşünme ve öğrenme çevikliği veri setlerinin kanonik korelasyon analizine göre yaklaşık %24'lük bir ortak varyansa sahip olduğu tespit edilmiştir. Ayrıca, öğrenme çevikliği veri setindeki zihinsel çeviklik, kişilerarası çeviklik ve sonuç çevikliği faktörleri, matematiksel düşünme veri setindeki üst düzey düşünme, akıl yürütme ve problem çözme değişkenleri ile pozitif yönde ilişkilidir. Bu bulgular, öğretmen adaylarının öğrenme çevikliği arttıkça matematiksel düşünme becerilerinin de geliştiğini göstermektedir.

Today, while technological developments transform educational processes and provide students with the opportunity to develop their mathematical thinking and problem solving skills, they also require teachers to rapidly adapt to changing conditions and to structure their teaching processes accordingly. This study aims to examine the relationship between pre-service teachers' mathematical thinking levels and their learning agility. The sample of the study, in which relational survey model was used, consists of 454 pre-service teachers studying at ****** University Faculty of Education. ‘Mathematical Thinking Scale’ developed by Ersoy and Başer (2013) and “Learning Agility Scale” developed by Alkan and Maviş Sevim (2022) were used as data collection tools. The findings of the study showed that there was a positive and moderately significant relationship between learning agility and mathematical thinking levels of pre-service teachers. Mathematical thinking and learning agility data sets were found to have a common variance of approximately 24% according to canonical correlation analysis. In addition, the factors of mental agility, interpersonal agility and result agility in the learning agility dataset are positively correlated with the variables of higher order thinking, reasoning and problem solving in the mathematical thinking dataset. These findings indicate that as the learning agility of pre-service teachers increases, their mathematical thinking skills also improve.

 Matematiksel Düşünme Öğrenme Çevikliği Kanonik Korelasyon Analizi Öğretmen Adayları. Mathematical Thinking Learning Agility Canonical Correlation Analysis Preservice Teachers. Alkan, H., and Taşdan, B. T. (2011). Mathematical thinking through the eyes of prospective mathematics teachers at different grade levels. Inonu University Journal of the Faculty of Education, 12(2), 107-118. Alkan, M. F., and Maviş Sevim, Ö. (2022). The development and psychometric properties of the learning agility scale for pre-service teachers. Teacher Development, 26(5), 644–664. doi:10.1080/13664530.2022.2130420 Apino, E., and Retnawati, H. (2016). Creative problem solving to improve students' higher order thinking skills in mathematics instructions. In Proceeding of the 3rd International Conference on Research, Implementation and Education of Mathematics and Science (pp. 339–346). Bachman, L. F. (2004). Statistical analyses for language assessment. Cambridge University Press. doi:10.1017/CBO9780511667350 Bahadır, H. İ., ve Çarkıt, C. (2024). Eleştirel okuma ve okuma stratejileri bilişsel farkındalığı arasındaki ilişki: Bir kanonik korelasyon analizi. Eğitim ve Bilim, 49(220), 1–20. doi:10.15390/EB.2024.12673 Ball, D. L. (2017). Uncovering the special mathematical work of teaching. In G. Kaiser (Ed.), Proceedings of the 13th International Congress on Mathematical Education (pp. 11–35). ICME-13 Monographs. doi:10.1007/978-3-319-62597-3_2 Bedford, C. (2011). The role of learning agility in workplace performance and career advancement (Doctoral dissertation). University of Minnesota. ProQuest. Blum, W., Galbraith, P. L., Henn, H.-W., and Niss, M. (Eds.). (2007). Modelling and applications in mathematics education: The 14th ICMI study. Springer. doi:10.1007/978-0-387-29822-1 Can, A. (2017). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Akademi. Cheng, H. F. K., et al. (2024). Identifying mathematics teachers' competency to look at multiple representations and forms of algebraic structure: The EMFAS technique application. Frontiers in Education, 9, Article 1222510. doi:10.3389/feduc.2024.1222510 Church, A. H., Rotolo, C. T., Ginther, N. M., and Levine, R. (2015). How are top companies designing and managing high potential programs? A follow-up talent management benchmark study. Consulting Psychology Journal: Practice and Research, 67, 17–47. doi:10.1037/cpb0000030 Clark, R. (2007). Convenience sample. In The Blackwell encyclopedia of sociology (pp. 1–2). Wiley. doi:10.1002/9781405165518.wbeosc131.pub2 Çelik, H. C., and Özdemir, F. (2020). Mathematical thinking as a predictor of critical thinking dispositions of pre-service mathematics teachers. International Journal of Progressive Education, 16(4), 81–98. doi:10.29329/ijpe.2020.268.6 Dai, G., De Meuse, K. P., and Tang, K. Y. (2013). The role of learning agility in executive career success: The results of two field studies. Journal of Managerial Issues, 25(2), 108–131. Dai, G., De Meuse, K. P., Clark, L. P., and Cross, J. (2011). Criterion-related validation of the Choices assessment: Findings from two recent studies (Technical report). Korn Ferry International. De Meuse, K. (2017). Learning agility: Its evolution as a psychological construct and its empirical relationship to leader success. Consulting Psychology Journal: Practice and Research, 69(4), 267–295. doi:10.1037/cpb0000100 De Meuse, K. P. (2019). A meta-analysis of the relationship between learning agility and leader success. Journal of Organizational Psychology, 19(1), 1–12. doi:10.33423/jop.v19i1.1088 De Meuse, K. P., Dai, G., Eichinger, R. W., Page, R. C., Clark, L. P., and Zewdie, S. (2011, January). The development and validation of a self-assessment of learning agility. In Society for Industrial and Organizational Psychology Conference, Chicago, IL, United States. doi:10.1037/e518362013-267 DeRue, D. S., Ashford, S. J., and Myers, C. G. (2012). Learning agility: In search of conceptual clarity and theoretical grounding. Industrial and Organizational Psychology, 5(3), 258–279. doi:10.1111/j.1754-9434.2012.01444.x Dray, B., Perkins, A., Faller Fritsch, L., and Burke, L. (2010). Numeracy competence requirements for admission to undergraduate degree programmes. Journal of Further and Higher Education, 34(1), 83–96. doi:10.1080/03098770903477128 Dries, N., Vantilborgh, T., and Pepermans, R. (2012). The role of learning agility and career variety in the identification and development of high potential employees. Personnel Review, 41(3), 340–358. doi:10.1108/00483481211212977 Duncum, J. (2020). The role of learning agilities in student reading and math achievement (Doctoral dissertation). Tarleton State University. ProQuest Dissertations Publishing. Edens, K. M., and Potter, E. F. (2013). An exploratory look at the relationships among math skills, motivational factors and activity choice. Early Childhood Education Journal, 41(3), 235–243. doi:10.1007/s10643-012-0540-y Ersoy, E., ve Başer, N. (2013). Matematiksel düşünme ölçeğinin geliştirilmesi. Kastamonu Eğitim Dergisi, 21(4), 1471–1486. Fidan, M. (2022). Pedagogical agility in Turkey. Yıldız Journal of Educational Research, 7(1), 34–41. Freudenthal, H. (1981). Problems of mathematics education. Educational Studies in Mathematics, 12(2), 133–150. doi:10.1007/BF00305618 Gravemeijer, K. (2004). Local instruction theories as means of support for teachers. Mathematical Thinking and Learning, 6(2), 105–128. doi:10.1207/s15327833mtl0602_3 Gravett, L., and Caldwell, S. (2016). Learning agility: The key to leader potential. Industrial and Commercial Training, 48(1), 15–21. doi:10.1057/978-1-137-59965-0_1 Harvey, V. S., and De Meuse, K. P. (2021). Learning agility. In The Oxford handbook of leadership development. Oxford University Press. doi:10.1093/oso/9780190085353.003.0019 Hayeen-Halloun, M., and Ayalon, M. (2025). How novice mathematics teacher-educators notice mathematical and pedagogical thinking. Journal of Mathematics Teacher Education, 28(2), 369–397. doi:10.1007/s10857-024-09662-2 Hoareau, L., and Tazouti, Y. (2024). Effect of teachers' acceptance of an educational app. Education and Information Technologies, 29(7), 8393–8414. doi:10.1007/s10639-023-12175-9 Hodgen, J. (2011). Knowing and identity. In T. Rowland and K. Ruthven (Eds.), Mathematical knowledge in teaching (pp. 27–42). Springer. doi:10.1007/978-90-481-9766-8_3 Jacob, S. M. (2012). Mathematical achievement and critical thinking skills. Procedia-Social and Behavioral Sciences, 31, 800–804. doi:10.1016/j.sbspro.2011.12.144 Kaya, A. (2023). Teachers' learning agility as a predictor of lifelong learning. Anadolu Journal of Educational Sciences International, 11(1), 61–76. doi:10.47215/aji.1298611 Keskin, S., ve Özsoy, A. N. (2004). Kanonik korelasyon analiz ve bir uygulaması. Tarım Bilimleri Dergisi, 10(1), 67–71. doi:10.1501/Tarimbil_0000000871 Kilpatrick, J., Swafford, J., and Findell, B. (2001). Adding it up: Helping children learn mathematics. National Academies Press. Kongcharoen, J., et al. (2025). Relationships of mathematical proficiency with learning agility. Journal of Mathematics and Science Teacher, 5(4), eM087. doi:10.29333/mathsciteacher/16859 Kooloos, C., Oolbekkink-Marchand, H., van Boven, S., Kaenders, R., and Heckman, G. (2022). Making sense of student mathematical thinking. Educational Studies in Mathematics, 110(3), 503–524. doi:10.1007/s10649-021-10124-2 Lombardo, M. M., and Eichinger, R. W. (2000). High potentials as high learners. Human Resource Management, 39(4), 321–329. doi:10.1002/1099-050X(200024)39:4<321::AID-HRM4>3.0.CO;2-1 Mason, J. (1985). Thinking mathematically. Prentice Hall. Mason, J., Burton, L., and Stacey, K. (2010). Thinking mathematically (2nd ed.). Pearson. Mulyani, S. (2023). Empowering minds. Cendekia: Jurnal Pendidikan dan Pembelajaran, 17(2), 185–203. doi:10.30957/cendekia.v17i2.860 Ordu, A., Altınmakas, N., ve Erdoğan, M. (2024). Öğretmenlerin denetime yönelik tutumları. Yaşadıkça Eğitim, 38(3), 519–536. doi:10.33308/26674874.2024383751 Palmér, H., and Björklund, C. (2024). The real world of toddler mathematics. In Teaching mathematics as to be meaningful (pp. 221–232). doi:10.1007/978-3-031-37663-4_17 Pradhan, R. K., Dash, S., and Jena, L. K. (2019). Do HR practices influence job satisfaction? Global Business Review, 20(1), 119–132. doi:10.1177/0972150917713895 Riccio, P. A. (2015). Predictors of improvement in critical thinking skills. Universal Journal of Educational Research, 3(9), 606–609. doi:10.13189/ujer.2015.030904 Rodgers, C. R. (2002). Seeing student learning. Harvard Educational Review, 72(2), 230–254. doi:10.17763/haer.72.2.5631743606m15751 Rotman, B. (2008). Becoming beside ourselves. Duke University Press. doi:10.2307/j.ctv11hpj7g Ruthven, K. (2011). Conceptualising mathematical knowledge in teaching. In T. Rowland and K. Ruthven (Eds.), Mathematical knowledge in teaching (pp. 83–96). Springer. doi:10.1007/978-90-481-9766-8_6 Schoenfeld, A. H. (1985). Mathematical problem solving. Academic Press. Schoenfeld, A. H. (1992). Learning to think mathematically. In D. A. Grouws (Ed.), Handbook of research in mathematics teaching and learning (pp. 334–370). MacMillan. Sherry, A., and Henson, R. K. (2005). Conducting and interpreting canonical correlation analysis. Journal of Personality Assessment, 84(1), 37–48. doi:10.1207/s15327752jpa8401_09 Simkus, J. (2023). Convenience sampling: Definition, method and examples. Simply Psychology. https://www.simplypsychology.org/convenience-sampling.html Sinclair, N., Bartolini Bussi, M., de Villiers, M., Jones, K., Kortenkamp, U., Leung, A., and Owens, K. (2016). Recent research on geometry education. ZDM-The International Journal on Mathematics Education, 48(5), 691–719. doi:10.1007/s11858-016-0796-6 Soenyono, S., and Basrowi, B. (2020). Form and trend of violence against women. International Journal of Advanced Science and Technology, 29(05), 3165–3174. Stevens, J. P. (2009). Applied multivariate statistics for the social sciences (5th ed.). Routledge. Şimşek, A. S. (2025). Exploring learning motivation and agility in educational adoption of generative AI. Education and Information Technologies. Advance online publication. doi:10.1007/s10639-025-13591- Tabachnick, B. G., and Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson. Thomas, A., and Thorne, G. (2014). Higher-order thinking. Reading Rockets. http://www.readingrockets.org/article/higher-order-thinking Vale, I. (2024). Exploring the creative potential of mathematical tasks. International Electronic Journal of Mathematics Education, 19(2), 1–15. doi:10.29333/iejme/15075 Yazıcı, Ş., and Özgenel, M. (2024). Exploring learning agility in education. Educational Administration: Theory and Practice, 30(2), 251–274.