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

Yıl 2016, Cilt: 6 Sayı: 2, 255 - 282, 30.12.2016
https://doi.org/10.17984/adyuebd.306386

Öz

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.

Kaynakça

  • Alkhateeb, H. M. (2001). Gender differences in mathematics achievement among high school students in the United Arab Emirates, 1991–2000. School Science and Mathematics, 101(1), 5-9.
  • Ambrose, R., Clement, L., Philipp, R., and Chauvot, J. (2004). Assessing prospective elementary school teachers' beliefs about mathematics and mathematics learning: rationale and development of a constructed‐response‐format beliefs survey. School Science and Mathematics, 104(2), 56-69.
  • Arigbabu, A. A., and Mji, A. (2004). Brief Report: Is Gender a Factor in Mathematics Performance among Nigerian Pre-service Teachers? Sex Roles, 51(11-12), 749- 753.
  • Ayvaz, Ü., and Dündar, S. (2014). What are the beliefs of primary and primary mathematics teacher candidates about mathematics? International Journal of Educational Researchers, 5(2), 1-15.
  • Barkatsas, A. T., and Malone, J. (2005). A typology of mathematics teachers’ beliefs about teaching and learning mathematics and instructional practices. Mathematics Education Research Journal, 17(2), 69-90.
  • Baydar, C. S. (2000). Beliefs of pre-service mathematics teachers at the Middle East Technical University and Gazi University about the nature of mathematics and the teaching of mathematics. Unpublishhed master’s thesis. Middle East Technical University. Ankara
  • Bekdemir, M., Sanalan, V. A., Okur, M., Kanbolat, O., Baş, F., ve Sağırlı, M. Ö. (2013). Öğretmen adayların matematiğin doğasına ilişkin düşünceleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 33(33), 155-168.
  • Boz, N. (2008). Turkish pre-service mathematics teachers’ beliefs about mathematics teaching. Australian Journal of Teacher Education, 33(5), 66-80.
  • Burkhardt, H., Fraser, R., and Ridgway, J. (1990). The dynamics of curriculum change. Development In School Mathematics Education Around The World, 2, 3-29.
  • Cady, J. A., and Rearden, K. (2007). Pre-service teachers’ beliefs about knowledge, mathematics, and science. School Science and Mathematics, 107(6), 237-245.
  • Cohen, D. K., and Ball, D. L. (1990). Relations between policy and practice: A commentary. Educational Evaluation and Policy Analysis, 12(3), 331-338.
  • Dayioğlu, M., and Türüt-Aşik, S. (2007). Gender differences in academic performance in a large public university in Turkey. Higher Education, 53(2), 255-277.
  • Dede, Y. and Uysal, F. (2012). Examining Turkish pre-service elementary teachers’ beliefs about the nature and the teaching of mathematics. International Journal of Humanities and Social Science, 2(12), 125-135.
  • Dougherty, B. J. (1990). Influences of teacher cognitive/conceptual levels on problemsolving instruction. In G. Booker et al. (Eds.), Proceedings Of the Fourteenth International Conference for the Psychology of Mathematics Education (pp. 119- 126). Oaxtepec, Mexico: International
  • Duru, A. (2011). Gender‐related beliefs and mathematics performance of preservice primary teachers. School Science and Mathematics,111(4), 178-191.
  • Duru, A. ve Savaş, E. (2005). Matematik öğretiminde cinsiyet farklılığı. Erzincan Eğitim Fakültesi Dergisi Cilt:(7), (1), 35-45.
  • Duru, A., Akgün, L., ve Özdemir, M. E. (2005). İlköğretim öğretmen adaylarının matematiğe yönelik tutumlarının incelenmesi. Kazım Karabekir Eğitim Fakültesi Dergisi, 11, 520-536.
  • Duru, A., and Korkmaz, H. (2010). Teachers’ views about a new mathematics curriculum and difficulties encountering curriculum change. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 67-81.
  • Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. Mathematics teaching. The State Of The Art, 249, 254.
  • Forgasz, H. (2005). Teachers' and pre-service teachers' gendered beliefs: students and computers. Australian Mathematics Teacher, 61(2), 17-21.
  • Fullan, M. (1991). with Stiegelbauer, S.(1991). The new meaning of educational change.London: Cassell
  • Golafshani, N. (2005). Secondary teachers' professed beliefs about mathematics, mathematics teaching and mathematics learning: Iranian perspective. Unpublished Doctoral Dissertation. University of Toronto.
  • Golafshani, N. (2015). Iranian teachers’ professed beliefs about mathematics education and the efficacy on their practice. Middle Eastern & African Journal of Educational Research 17. 4-21.
  • Handal, B., and Herrington, A. (2003). Mathematics teachers’ beliefs and curriculum reform. Mathematics education research journal, 15(1), 59-69.
  • Howard, P., Perry, B., and Lindsay, M. (1997). Secondary mathematics teachers’ beliefs about the learning and teaching of mathematics. People in mathematics education, 231-238.
  • Howson, G., Keitel, C., and Kilpatrick, J. (1982). Curriculum development in mathematics. CUP Archive.
  • Hyde, J. S., Fennema, E., Ryan, M., Frost, L. A., and Hopp, C. (1990). Gender comparisons of mathematics attitudes and affect. Psychology of women Quarterly, 14(3), 299-324.
  • Kislenko, K., Breiteig, T., and Grevholm, B. (2005). Beliefs and attitudes in mathematics teaching and learning. In I. M. Stedøy (Ed.), Vurdering i matematikk – Hvorfor og hvordan? Fra småskole til voksenopplæring. Rapport fra Nordisk Konferanse i Matematikkdidaktikk ved NTNU 15.-16. november 2004 (pp. 129- 137). Trondheim: Nasjonalt Senter for Matematikk i Opplæringen.
  • Knuth, E. J. (2002). Teachers' conceptions of proof in the context of secondary school mathematics. Journal of Mathematics Teacher Education, 5(1), 61-88.
  • Koehler, M. S., and Grouws, D. A. (1992). Mathematics teaching practices and their effects. Handbook of research on mathematics teaching and learning, 1, 15-126.
  • Leder, G., and Forgasz, H. (2002). Two new instruments to probe attitudes about gender and mathematics. (ERIC Document Reproduction Service No. ED 463 312)
  • Li, Q. (1999). Teachers' beliefs and gender differences in mathematics: A review. Educational Research, 41(1), 63-76.
  • Mcmillan, J. H. and Schumacher, S. (2004). Research in Education, New York: Longman.
  • Nisbet, S., and Warren, E. (2000). Primary school teachers’ beliefs relating to mathematics, teaching and assessing mathematics and factors that influence these beliefs. Mathematics Teacher Education and Development, 2(34-47).
  • Paksu, A. D. (2008). Comparing teachers’ beliefs about mathematics in terms of their branches and gender. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 87-97.
  • Peker, M. (2016). Mathematics teaching anxiety and self-efficacy beliefs toward mathematics teaching: A path analysis. Educational Research and Review, 11(3), 97-104.
  • Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for research in mathematics education, 550-576.
  • Savaş, E. and Duru, A. (2005). Gender differences in mathematics achievement and attitude towards mathematics among first grade of high school. Eurasian Journal of Educational Research, 19, 263–271.
  • Savasci, F., and Berlin, D. F. (2012). Science teacher beliefs and classroom practice related to constructivism in different school settings. Journal of Science Teacher Education, 23(1), 65-86.
  • Schoenfeld, A. H. (1992). Learning to think mathematically: problem solving, metacognition, and sense making in mathematics. In D.A. Grouws (Ed.), Handbook of research on mathematics learning and teaching (pp. 334–370). New York: Macmillan.
  • Sosniak, L. A., Ethington, C. A., and Varelas, M. (1991). Teaching mathematics without a coherent point of view: Findings from the IEA Second International Mathematics Study. Journal Curriculum Studies, 23(2), 119-131.
  • Swars, S., Hart, L. C., Smith, S. Z., Smith, M. E., and Tolar, T. (2007). A longitudinal study of elementary pre‐service teachers' mathematics beliefs and content knowledge. School Science and Mathematics, 107(8), 325-335.
  • Thompson, A. (1984). The relationship of teachers' conceptions of mathematics teaching to instructional practice. Educational Studies in Mathematics, 15, 105-127.
  • Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. Macmillan Publishing Co, Inc.
  • Yu, H. (2008). A comparison of mathematics teachers’ beliefs between England and China. In Joubert, M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 28(2)
  • Zakaria, E., and Musiran, N. (2010). Beliefs about the nature of mathematics, mathematics teaching and learning among trainee teachers. The Social Sciences, 5(4), 346-351.

Öğretmen Adaylarının Matematik, Matematik Öğretimi ve Matematik Öğrenmeye İlişkin İnançları

Yıl 2016, Cilt: 6 Sayı: 2, 255 - 282, 30.12.2016
https://doi.org/10.17984/adyuebd.306386

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.

Kaynakça

  • Alkhateeb, H. M. (2001). Gender differences in mathematics achievement among high school students in the United Arab Emirates, 1991–2000. School Science and Mathematics, 101(1), 5-9.
  • Ambrose, R., Clement, L., Philipp, R., and Chauvot, J. (2004). Assessing prospective elementary school teachers' beliefs about mathematics and mathematics learning: rationale and development of a constructed‐response‐format beliefs survey. School Science and Mathematics, 104(2), 56-69.
  • Arigbabu, A. A., and Mji, A. (2004). Brief Report: Is Gender a Factor in Mathematics Performance among Nigerian Pre-service Teachers? Sex Roles, 51(11-12), 749- 753.
  • Ayvaz, Ü., and Dündar, S. (2014). What are the beliefs of primary and primary mathematics teacher candidates about mathematics? International Journal of Educational Researchers, 5(2), 1-15.
  • Barkatsas, A. T., and Malone, J. (2005). A typology of mathematics teachers’ beliefs about teaching and learning mathematics and instructional practices. Mathematics Education Research Journal, 17(2), 69-90.
  • Baydar, C. S. (2000). Beliefs of pre-service mathematics teachers at the Middle East Technical University and Gazi University about the nature of mathematics and the teaching of mathematics. Unpublishhed master’s thesis. Middle East Technical University. Ankara
  • Bekdemir, M., Sanalan, V. A., Okur, M., Kanbolat, O., Baş, F., ve Sağırlı, M. Ö. (2013). Öğretmen adayların matematiğin doğasına ilişkin düşünceleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 33(33), 155-168.
  • Boz, N. (2008). Turkish pre-service mathematics teachers’ beliefs about mathematics teaching. Australian Journal of Teacher Education, 33(5), 66-80.
  • Burkhardt, H., Fraser, R., and Ridgway, J. (1990). The dynamics of curriculum change. Development In School Mathematics Education Around The World, 2, 3-29.
  • Cady, J. A., and Rearden, K. (2007). Pre-service teachers’ beliefs about knowledge, mathematics, and science. School Science and Mathematics, 107(6), 237-245.
  • Cohen, D. K., and Ball, D. L. (1990). Relations between policy and practice: A commentary. Educational Evaluation and Policy Analysis, 12(3), 331-338.
  • Dayioğlu, M., and Türüt-Aşik, S. (2007). Gender differences in academic performance in a large public university in Turkey. Higher Education, 53(2), 255-277.
  • Dede, Y. and Uysal, F. (2012). Examining Turkish pre-service elementary teachers’ beliefs about the nature and the teaching of mathematics. International Journal of Humanities and Social Science, 2(12), 125-135.
  • Dougherty, B. J. (1990). Influences of teacher cognitive/conceptual levels on problemsolving instruction. In G. Booker et al. (Eds.), Proceedings Of the Fourteenth International Conference for the Psychology of Mathematics Education (pp. 119- 126). Oaxtepec, Mexico: International
  • Duru, A. (2011). Gender‐related beliefs and mathematics performance of preservice primary teachers. School Science and Mathematics,111(4), 178-191.
  • Duru, A. ve Savaş, E. (2005). Matematik öğretiminde cinsiyet farklılığı. Erzincan Eğitim Fakültesi Dergisi Cilt:(7), (1), 35-45.
  • Duru, A., Akgün, L., ve Özdemir, M. E. (2005). İlköğretim öğretmen adaylarının matematiğe yönelik tutumlarının incelenmesi. Kazım Karabekir Eğitim Fakültesi Dergisi, 11, 520-536.
  • Duru, A., and Korkmaz, H. (2010). Teachers’ views about a new mathematics curriculum and difficulties encountering curriculum change. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 67-81.
  • Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. Mathematics teaching. The State Of The Art, 249, 254.
  • Forgasz, H. (2005). Teachers' and pre-service teachers' gendered beliefs: students and computers. Australian Mathematics Teacher, 61(2), 17-21.
  • Fullan, M. (1991). with Stiegelbauer, S.(1991). The new meaning of educational change.London: Cassell
  • Golafshani, N. (2005). Secondary teachers' professed beliefs about mathematics, mathematics teaching and mathematics learning: Iranian perspective. Unpublished Doctoral Dissertation. University of Toronto.
  • Golafshani, N. (2015). Iranian teachers’ professed beliefs about mathematics education and the efficacy on their practice. Middle Eastern & African Journal of Educational Research 17. 4-21.
  • Handal, B., and Herrington, A. (2003). Mathematics teachers’ beliefs and curriculum reform. Mathematics education research journal, 15(1), 59-69.
  • Howard, P., Perry, B., and Lindsay, M. (1997). Secondary mathematics teachers’ beliefs about the learning and teaching of mathematics. People in mathematics education, 231-238.
  • Howson, G., Keitel, C., and Kilpatrick, J. (1982). Curriculum development in mathematics. CUP Archive.
  • Hyde, J. S., Fennema, E., Ryan, M., Frost, L. A., and Hopp, C. (1990). Gender comparisons of mathematics attitudes and affect. Psychology of women Quarterly, 14(3), 299-324.
  • Kislenko, K., Breiteig, T., and Grevholm, B. (2005). Beliefs and attitudes in mathematics teaching and learning. In I. M. Stedøy (Ed.), Vurdering i matematikk – Hvorfor og hvordan? Fra småskole til voksenopplæring. Rapport fra Nordisk Konferanse i Matematikkdidaktikk ved NTNU 15.-16. november 2004 (pp. 129- 137). Trondheim: Nasjonalt Senter for Matematikk i Opplæringen.
  • Knuth, E. J. (2002). Teachers' conceptions of proof in the context of secondary school mathematics. Journal of Mathematics Teacher Education, 5(1), 61-88.
  • Koehler, M. S., and Grouws, D. A. (1992). Mathematics teaching practices and their effects. Handbook of research on mathematics teaching and learning, 1, 15-126.
  • Leder, G., and Forgasz, H. (2002). Two new instruments to probe attitudes about gender and mathematics. (ERIC Document Reproduction Service No. ED 463 312)
  • Li, Q. (1999). Teachers' beliefs and gender differences in mathematics: A review. Educational Research, 41(1), 63-76.
  • Mcmillan, J. H. and Schumacher, S. (2004). Research in Education, New York: Longman.
  • Nisbet, S., and Warren, E. (2000). Primary school teachers’ beliefs relating to mathematics, teaching and assessing mathematics and factors that influence these beliefs. Mathematics Teacher Education and Development, 2(34-47).
  • Paksu, A. D. (2008). Comparing teachers’ beliefs about mathematics in terms of their branches and gender. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 87-97.
  • Peker, M. (2016). Mathematics teaching anxiety and self-efficacy beliefs toward mathematics teaching: A path analysis. Educational Research and Review, 11(3), 97-104.
  • Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for research in mathematics education, 550-576.
  • Savaş, E. and Duru, A. (2005). Gender differences in mathematics achievement and attitude towards mathematics among first grade of high school. Eurasian Journal of Educational Research, 19, 263–271.
  • Savasci, F., and Berlin, D. F. (2012). Science teacher beliefs and classroom practice related to constructivism in different school settings. Journal of Science Teacher Education, 23(1), 65-86.
  • Schoenfeld, A. H. (1992). Learning to think mathematically: problem solving, metacognition, and sense making in mathematics. In D.A. Grouws (Ed.), Handbook of research on mathematics learning and teaching (pp. 334–370). New York: Macmillan.
  • Sosniak, L. A., Ethington, C. A., and Varelas, M. (1991). Teaching mathematics without a coherent point of view: Findings from the IEA Second International Mathematics Study. Journal Curriculum Studies, 23(2), 119-131.
  • Swars, S., Hart, L. C., Smith, S. Z., Smith, M. E., and Tolar, T. (2007). A longitudinal study of elementary pre‐service teachers' mathematics beliefs and content knowledge. School Science and Mathematics, 107(8), 325-335.
  • Thompson, A. (1984). The relationship of teachers' conceptions of mathematics teaching to instructional practice. Educational Studies in Mathematics, 15, 105-127.
  • Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. Macmillan Publishing Co, Inc.
  • Yu, H. (2008). A comparison of mathematics teachers’ beliefs between England and China. In Joubert, M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 28(2)
  • Zakaria, E., and Musiran, N. (2010). Beliefs about the nature of mathematics, mathematics teaching and learning among trainee teachers. The Social Sciences, 5(4), 346-351.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Bölüm Araştırma Makaleleri
Yazarlar

Adem Duru

Resul Göl

Yayımlanma Tarihi 30 Aralık 2016
Kabul Tarihi 5 Eylül 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 6 Sayı: 2

Kaynak Göster

APA Duru, A., & Göl, R. (2016). Beliefs of Prospective Teachers about Mathematics, Mathematics Teaching and Mathematics Learning. Adıyaman University Journal of Educational Sciences, 6(2), 255-282. https://doi.org/10.17984/adyuebd.306386

                                                                                             

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