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

Year 2016, Volume: 6 Issue: 2, 255 - 282, 30.12.2016

Adem Duru , Resul Göl

https://doi.org/10.17984/adyuebd.306386

Cited By: 2

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

Abstract

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.

Keywords

Matematik eğitimi, öğretmen adayı, inanç, cinsiyet farklılığı

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