Relationship Between Prospective Mathematics Teachers’ Attitudes Toward Mathematics Courses and Mathematics Education Courses
Abstract
The aim of this study is to examine the relationship between the attitudes of the prospective mathematics teachers taking education at the Mathematics Education Department of a State University toward the mathematics courses and the mathematics education courses. In addition to this, answers were sought to the questions of “Does the prospective teachers' attitudes toward the mathematics courses and the mathematics education courses change according to the different variables”. The sample of the study was consist of 261 prospective mathematics teachers taking undergaduate education at the Education Faculty during the 2018-2019 academic year. The study was both a descriptive one carried out in the general survey model and a correlational one examining the relationship between the prospective teachers attitudes toward the mathematics courses and the mathematics education courses. In order to find the mathematics prospective teachers’ levels of attitudes toward mathematics education courses, the"Attitude Scale for Mathematics Education Courses" developed by Türker and Turanlı (2008) was used and to determine the prospective teachers’ attitudes toward the mathematics courses, the "Attitude Scale for Mathematics Courses" developed by Turanlı, Türker and Keçeli (2008) was used. As a result of the study, it was obtained that the means of the total scores of the prospective teachers related to the mathematics courses and the mathematics education courses were very close to each other. It was found that there was a positive significant relationship between the prospective teachers’ attitudes toward the mathematics education courses and the mathematics courses.
Keywords
Prospective mathematics teacher,mathematics courses,attitude,mathematics education
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