Matematik Öğretmen Adayları İçin Matematiksel Zihniyet Ölçeği: Geçerlik ve Güvenirlik Çalışması

Yıl 2026, Cilt: 46 Sayı: 1 , 1 - 17 , 27.04.2026

Neslihan Demirci , Rıdvan Ezentaş , Çiğdem Arslan

https://doi.org/10.17152/gefad.1720680

https://izlik.org/JA22TW63JP

Öz

Bireylerin öğrenme süreçlerini etkileyen temel unsurlardan biri, zekâ ve yeteneklerinin geliştirilebilir olduğuna dair sahip oldukları zihniyet yapısıdır. Özellikle matematik gibi zorlayıcı disiplinlerde bu zihniyet; öğrencilerin tutum, başarı ve motivasyonlarını şekillendiren kritik bir değişkendir. Bu araştırmanın amacı, Megawanti ve arkadaşları (2024) tarafından geliştirilen ve yazarlarından temin edilen geniş kapsamlı madde havuzu temel alınarak hazırlanan “Matematiksel Zihniyet Ölçeği”nin Türkçeye uyarlanması, geçerlik ve güvenirlik çalışmalarının gerçekleştirilmesidir. Araştırma, Türkiye’deki altı farklı üniversitenin ilköğretim ve ortaöğretim matematik öğretmenliği programlarında öğrenim gören 337 öğretmen adayı ile yürütülmüştür. Ölçeğin yapı geçerliğini test etmek amacıyla yapılan analizler sonucunda; öğretmen adaylarının zihniyet algılarını detaylı bir şekilde yansıtan 8 faktör ve 25 maddeden oluşan modelin iyi uyum sergilediği saptanmıştır. Ölçeğin bütününe ilişkin Cronbach Alfa iç tutarlık katsayısı 0.86 iken, alt boyutlara ait bileşik güvenirlik (CR) değerlerinin 0.603 ile 0.808 arasında değiştiği belirlenmiştir. Elde edilen bulgular, Türkçeye uyarlanan bu ölçeğin, matematik öğretmen adaylarının çok boyutlu matematiksel zihniyet yapılarını belirlemede geçerli ve güvenilir bir ölçme aracı olduğunu ortaya koymaktadır.

Anahtar Kelimeler

Matematik öğretmen adayları , matematiksel zihniyet , ölçek uyarlama , zihniyet

Mathematical Mindset Scale for Prospective Mathematics Teachers: A Validity and Reliability Study

https://izlik.org/JA22TW63JP

Öz

One of the fundamental factors influencing individuals’ learning processes is their mindset regarding the malleability of intelligence and abilities. Particularly in challenging disciplines such as mathematics, mindset constitutes a critical variable that shapes students’ attitudes, achievement, and motivation. The purpose of this study is to adapt the Mathematical Mindset Scale developed by Megawanti et al. (2024) and constructed from a comprehensive item pool provided by the original authors into Turkish and to examine its validity and reliability. The study was conducted with 337 prospective mathematics teachers enrolled in primary and secondary mathematics teacher education programs at six different universities in Türkiye. As a result of the analyses to test the construct validity of the scale, an eight-factor model comprising 25 items that comprehensively reflects prospective teachers’ mindset perceptions was found to demonstrate good model fit. The overall Cronbach’s alpha internal consistency coefficient of the scale was 0.86, while the composite reliability (CR) values for the subscales ranged from 0.603 to 0.808. The findings indicate that the Turkish version of the scale is a valid and reliable tool for assessing the multidimensional structures of prospective mathematics teachers' mathematical mindsets.

Anahtar Kelimeler

Mathematical mindset , prospective mathematics teachers , scale adaptation , mindset

Kaynakça

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