Öğretmen Adaylarının Matematiksel Düşünme Düzeyleri ile Öğrenme Çeviklikleri Arasındaki İlişki: Kanonik Korelasyon Analizi

Abstract

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, Aksaray 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.

Keywords

• Matematiksel Düşünme
• Öğrenme Çevikliği
• Kanonik Korelasyon Analizi
• Öğretmen Adayları.

The Relationship Between Prospective Teachers' Mathematical Thinking Levels and Learning Agility: Canonical Correlation Analysis

Abstract

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. he sample of the study, in which relational survey model was used, consists of 454 pre-service teachers studying at Faculty of Education, Aksaray University. '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.

Keywords

• Mathematical Thinking
• Learning Agility
• Canonical Correlation Analysis
• Preservice Teachers.

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