Beliefs of Prospective Teachers about Mathematics, Mathematics Teaching and Mathematics Learning

Abstract

Since beliefs of teachers affect their instruction practices, beliefs have been a study domain of educators and mathematics educators for a long time. Thus, beliefs of prospective teachers, who will be the education leaders in the future, about mathematics, mathematics teaching and mathematics learning were researched in this study. 276 prospective teachers (124 prospective mathematics teachers, 152 prospective primary school teachers) were participated in the study. Descriptive method was used in the study. Data were gathered by a belief scale consisted of 6 sub-scales. In analysis of data “t test” was used to determine whether beliefs of prospective teachers change or not in terms of their genders and departments, “One-Way ANOVA” was used to determine whether beliefs of prospective teachers change or not in terms of their grade levels and also percentage (%) and arithmetic mean ( ̅x) were used in the study. As a result of data analysis it was seen that non-traditional belief levels of prospective teachers about mathematics, mathematics teaching and mathematics learning were higher than their traditional beliefs. There was not found a significant difference between traditional and non-traditional beliefs of prospective teachers in terms of gender. However, a little difference between their traditional and non-traditional beliefs in terms of class level was obtained.

Keywords

• Mathematics Education,prospective teacher,belief,gender

Öğretmen Adaylarının Matematik, Matematik Öğretimi ve Matematik Öğrenmeye İlişkin İnançları

Öz

Öğretmenlerin inançları onların sınıf içi öğretim uygulamalarını etkilediğinden inançlar uzun zamandan beri eğitimcilerin ve matematik eğitimcilerinin çalışma alanlarından birisi olmuştur. Bu nedenle bu çalışmada geleceğin eğitim liderleri olacak olan öğretmen adaylarının matematik, matematik öğretimi ve öğrenimi hakkındaki inançları araştırılmıştır. Araştırmaya toplam 276 öğretmen adayı (124 matematik, 152 sınıf öğretmeni adayı) katılmıştır. Çalışmada betimsel yöntem kullanılmıştır. Veriler 6 tane alt ölçekten oluşan inanç ölçeği kullanılarak toplanmıştır. Verileri analizinde yüzde (%), aritmetik ortalama (x ̅), öğretmen adaylarının inanç düzeylerinin cinsiyete ve öğrenim gördükleri sınıflara (İlköğretim Matematik Öğretmenliği ve Sınıf Öğretmenliği) göre değişip değişmediğini belirlemek için “bağımsız örneklemler için t testi” ve sınıf düzeylerine göre değişip değişmediğine belirlemek için de “tek yönlü varyans analizi (One-Way ANOVA)” kullanılmıştır. Verilerin analizi sonucunda öğretmen adaylarının matematik, matematik öğretimi ve öğrenimi hakkındaki geleneksel olmayan inançlarının geleneksel inançlara göre daha yüksek olduğu görülmüştür. Öğretmen adaylarının inançlarında cinsiyete göre anlamlı bir farklılık bulunmamıştır, ancak azda olsa matematik öğretimi ile ilgili hem geleneksel hem de geleneksel olmayan inançlarda öğrenim görülen sınıfa göre bir farklılık bulunmuştur.

Anahtar Kelimeler

• Matematik eğitimi,öğretmen adayı,inanç,cinsiyet farklılığı

Kaynakça

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