Abstract

Bu araştırma, üstbilişsel farkındalığın (ÜF), matematiğin doğasına ilişkin inançlar (MDİİ) ile matematiksel dayanıklılık (MD) arasındaki bağlantıya nasıl aracılık ettiğini araştırmayı amaçlamaktadır. Bu anlamda çalışmanın amacına uygun olarak nicel araştırma yöntemlerinden kesitsel anket modelinin kullanımı tercih edilmiştir. Çalışma 162 matematik öğretmeni adayından oluşan bir örneklemi içermektedir ve veri MDİİ Ölçeği, ÜF Ölçeği ve MD Ölçeği'ni içeren çevrimiçi formlar kullanılarak toplanmıştır. MDİİ ile MD arasındaki korelasyonda ÜF'nin aracılık rolünü araştırmak için aracılık analizleri yapılmıştır. Bulgular bu değişkenler arasında önemli ilişkiler olduğunu ortaya koymuştur. Bu durum ÜF’ın MDİİ ile MD arasındaki ilişkide kısmen aracılık ettiğini göstermiştir. Çalışma, MD'ı geliştirmede bireylerin matematik hakkındaki inançları ve üstbilişsel farkındalıklarını dikkate almanın önemini ortaya koymuştur. Bu anlamda öğretmenler, çeşitli stratejiler aracılığıyla öğrencilerin matematik hakkındaki inançlarını ve üstbilişsel farkındalıklarını geliştirerek matematiksel dayanıklılıklarını artırmayı amaçlayan sınıf içi uygulamaları gerçekleştirebilir.

Keywords

• üstbilişsel farkındalık
• matematiğin doğasına yönelik inanç
• matematiksel dayanıklılık

The Mediating Role of Metacognitive Awareness in the Relationship between Middle School Preservice Mathematics Teachers’ Beliefs About the Nature of Mathematics and Mathematical Resilience

Abstract

This research seeks to investigate how metacognitive awareness (MA) mediates the connection between beliefs about the nature of mathematics (BNM) and mathematical resilience (MR). In this sense, in accordance with the purpose of the study, the use of the cross-sectional survey model, one of the quantitative research methods, was preferred. The study involves a sample of 162 preservice mathematics teachers, and data were gathered using online forms incorporating the BNM Scale, MA Scale, and MR Scale. The mediation model analyses were performed to investigate the mediating role of MA in the correlation between BNM and MR. The findings reveal significant associations among these variables, suggesting that MA partially serves as a mediator in the relationship between BNM and MR. The study underscores the significance of taking into account individuals' beliefs about mathematics and their MA in fostering MR. In this sense, the teachers can carry out classroom practices that aim to increase students' mathematical endurance by improving their beliefs and metacognitive awareness about mathematics through various strategies.

Keywords

• metacognitive awareness
• beliefs about the nature of mathematics
• mathematical resilience

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