Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 38 Sayı: 1, 215 - 237, 28.06.2019

Öz

Kaynakça

  • Adnan, M., & Zakaria, E. (2010). Exploring beliefs of pre-service mathematics teachers: A Malaysian perspective. Asian Social Science, 6(10), 152-159.
  • Aksu, M., Demir, C., & Sümer, Z. (2002). Students' beliefs about mathematics: A descriptive study, Eğitim ve Bilim, 27(123), 72-77.
  • Beswick, K. (2005). The belief/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39–68.
  • 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. Unpublished master’s thesis. Middle East Terchnical University. Ankara.
  • Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London: Routledge Falmer.
  • Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
  • Creswell, J.W. (2012). Research design: Qualitative, quantitative, and mixed methods. approaches. (4th Edition), London: Sage.
  • Dede, Y. (2013). The effect of German and Turkish mathematics teachers` teaching experiences on mathematics teaching values: A cross- comparative study. International Journal of Mathematical Education in Science and Technology, 44(2), 232-252.
  • Dede, Y. (2015). Comparing primary and secondary mathematics teachers’ preferences regarding values about mathematics teaching in Turkey and Germany. International Journal of Science and Mathematics Education. 13(1). 227-255.
  • Dede, Y., & Karakuş, F. (2014).Effect of teacher education program on pre-service mathematics teachers’ beliefs about mathematics. Educational Sciences:Theory & Practice, 14(2),791 -813.
  • Depaepe, F., De Corte, E., & Verschaffel, L. (2016). Mathematical epistemological beliefs. In J. A. Greene, W. A. Sandoval, & I. Braten (Eds.), Handbook of epistemic cognition (pp. 147–164). Routledge.
  • Duatepe Paksu, A. (2008). Öğretmenlerin matematik hakkındaki inançlarının branş ve cinsiyet bakımıdan karşılaştırılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35: 87-97.
  • Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In Ernest, P. (Ed.) Mathematics teaching. The state of art, (pp. 249- 254), London: Falmer Press.
  • Felbrich, A., Müller, C. & Blömeke, S. (2008). Epistemological beliefs concerning the nature of mathematics among teacher educators and teacher education students in mathematics. ZDM Mathematics Education, 40, 763–776.
  • Fennema, E. (1990). Teachers' beliefs and gender differences in mathematics. In: Fennema, E. and Leder, G. C. (Eds) Mathematics and Gender. New York: Teachers' College Press, pp. 169-87.
  • Fennema, E. (1996). Mathematics, gender and research. In: Hanna, G. (Ed) Towards Gender Equity in Mathematics Education (p. 9-26). Dordrecht: Kluwer Academic Publishers.
  • Gerring, J. (2007). Case study research: Principles and practices. New York: Cambridge University Press.
  • Ghosh, S. (2004). Teachers' beliefs on gender differences in mathematics education. Doctoral Dissertation, Florida State University Libraries.
  • Goldin, G.A. (2002). Affect, meta-affect, and mathematical belief structures, In G. Leder, E. Pehkonen & G. Törner (eds), Beliefs: A hidden variable in mathematics education?(p. 59-72), Kluwer, Dordrecht.
  • Grigutsch, S., Raatz, U., & Törner, G. (1998). Einstellungen gegenüber Mathematik bei Mathematiklehrern. Journal für Mathematikdidaktik, 19(1), 3- 45.
  • Handal, B. (2003). Teachers’ mathematical beliefs: A review. The Mathematics Educator, 13 (2), p. 47- 57.
  • Hart, L. (2002). Preservice teachers’ beliefs and practice after participating in an integrated content/methods courses. School Science and Mathematics, 102, 4-14.
  • Irez, S. (2007). Reflection-oriented qualitative approach in beliefs research. Eurasia Jurnal of Mathematics, Science & Technology Education, 3(1), 17-27.
  • Kayar, R., Haser, Ç., & Işıksal Bostan, M. (2013). Matematik öğretmen adaylarının matematiğin doğası, öğretimi ve öğrenimi hakkındaki inanışları. Eğitim ve Bilim, 38 (167), 179-195.
  • Kloosterman,P.,& Stage,F.K.,(1992). Measuring Beliefs about Mathematical Problem Solving. School Science and Mathematics, 92(3), 109-115.
  • Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfield, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105, 805–820.
  • LaLonde, D., Leedy, M.G., & Runk, K. (2003). Gender equity in mathematics: Beliefs of students, parents and teachers. School Science and Mathematics, 103(6), 285-292.
  • Leder, G. C. (1992). Mathematics and gender: changing perspectives. In: Grouws, D. A. (Ed) Handbook of Research on Mathematics Teaching and Learning. New York: Macmillan.
  • Leder, G. C., Forgasz, H. J., & Taylor, P. J. (2006). Mathematics, gender, and large scale data: New directions or more of the same? In J.
  • Novotna, H. Moraova, M. Kratka, N. Stehlikova (Eds.), Proceedings of the 30th conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 33-40). Prague: PME.
  • Leder, G. C., Pehkonen, E., & Törner, G. (2002). Beliefs: A hidden variable in mathematics educations? Dordrecht: Kluwer Academic Publishers.
  • Lee, B. E., & Lockheed, M. E. (1990). The effects of single-sex schooling on achievement and attitudes in Nigeria. Comparative Education Review, 34(2), 209-31.
  • Li, Q. (1999). Teachers' beliefs and gender differences in mathematics: A review. Educational Research, 41:1, 63-76.
  • Li, Q. (2004). Beliefs and gender differences: A new model for research in mathematics education. Interchange, 35(4), 423–445.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newburry Park, CA: Sage.
  • Mallam, W. A. (1993). Impact of school-type and sex of the teacher on female students' attitudes toward mathematics in Nigerian secondary schools. Educational Studies in Mathematics, 24, 223-9.
  • Mcleod, D.B. (1992). Research on affect in mathematics education: A reconceptualization. In Grows, D.A. (Ed), Handbook of research on mathematics teaching and learning, (p.575 -596), New York: Macmillan.
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (3. Baskıdan Çeviri, Çeviri Editörü: S. Turan). Ankara: Nobel Yayın Dağıtım.
  • Mwamwenda, T. S., & Mwamwenda, B. B. (1989). Teacher characteristics and pupils' academic achievement in Botswana primary education. International Journal of Educational Development, 9 (1), 31-42.
  • Oakes, J. (1990). Opportunities, achievement, and choice: Women and minority students in science and mathematics. Review of Research in Education, 16, 153-222.
  • Op’t Eynde,P., & De Corte,E.,(2003). Students’ mathematics-related belief systems: Design and analysis of a questionnaire. The relationship between students’ epistemological beliefs. Cognition and Learning Symposium. American Educational Research Asscociation,Chicago.
  • Op’t Eynde,P., DeCorte,E., & Verschaffel,L.,(2002).Framing students’ mathematics-related beliefs: A quest for conceptual clarify and a comprehensive categorization. In G.Leder, E.Pehkonen, G.Törner (Eds.). Beliefs: A Hidden Variable in Mathematics Education? Dardrecht: Kluwer.
  • Philipp, R. A. (2007). Mathematics teachers' beliefs and affect. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257-315). Reston, VA: National Council of Teachers of Mathematics.
  • Philippou, G.N., & Christou, C. (1999). Teachers’ conceptions of mathematics and students’ achievement: A cross-cultural study based on results from TIMMS. Studies in Educational Evaluation, 25, 379-398.
  • Pişkin Tunç, M., & Haser, Ç. (2012). Sınıf öğretmeni adaylarının matematik öğretimine ilişkin inanışlarının incelenmesi. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Niğde.
  • Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550- 576.
  • Richardson, V. (2003). Preservice teachers’ beliefs. In J. Rath & A. C. McAninch (Eds.), Advances in teacher education series, (pp. 1-22). Greenwich, CT: Information Age.
  • Roesken, B., & Törner, G. (2010). Beliefs of university teachers of mathematics. In F. Furinghetti & F. Morselli (Eds.), Proceedings of the conference MAVI-15: Ongoing research on beliefs in mathematics education (pp. 35-46). Genova: Department of Mathematics, University of Genova.
  • Roesken, B., Pepin, B., & Toerner, G. (2011). Beliefs and beyond: Affect and the teaching and learning of mathematics. ZDM Mathematics Education, 43, 451-455.
  • Schoenfeld, A.H. (1985). Mathematics problem solving. Orlando, FL: Academic Press.
  • Schoenfeld, A.H. (1989). Explorations of students' mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20(4):338.
  • Shahvarani, A., & Savizi, B. (2007). Analyzing some Iranian-high school teachers’ beliefs on mathematics, mathematics le¬arning and mathematics teaching. Journal of Environmental & Science Education, 2(2), 54-59.
  • Shrigley, R.L., Koballa, T.R., & Simpson, R.D. (1988). Defining attitude for science educators. Journal of Research in Science Teaching, 25, 659- 678.
  • Sigel, I.E. (1985). A conceptual analysis of beliefs. In Sigel, I.E (Ed) Parental belief systems: The psychological consequences for children (p.347-71), Hillsdale, NJ: Lawrence Erlbaum.
  • Steinbring, H. (1998). Elements of epistemological knowledge for mathematics teachers. Journal of Mathematics Teacher Education, 1(2):157-189.
  • Tate, W. (1997). Race-ethicity, SES, gender, and language proficiency trends in mathematics achievement: An update. Journal for Research In Mathematics Education, 28 (6), 652-79.
  • Thompson, A. G. (1984). The relationship of teachers’ concepti¬ons of mathematics and 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. In Grouws, D. A. (Ed) Handbook of research on mathematics teaching and learning, (p. 127- 146), New York: Macmillan.
  • Toluk Uçar, Z.& Demirsoy, N. H. (2010). Eski-yeni ikilemi: Matematik öğretmenlerinin matematiksel inançları ve uygulamaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 39:321-332.
  • Warwıch, D. P., & Jatoi, H. (1994). Teacher gender and student achievement in Pakistan. Comparative Education Review, 38(3), 377-99.
  • Viholainen, A., Asikainen, M., & Hirvonen, P. E. (2014). Mathematics student teachers’ epistemolojical beliefs about the nature of mathematics and the goals of mathematics teaching and learning in the beginning of their studies. Eurasia Journal of Mathematics, Science& Technology, 10(2), 159-171.
  • Yazıcı, E., & Ertekin, E. (2010). Gender differences of elementary prospective teachers in mathematical beliefs and mathematics teaching anxiety. World Academy of Science, Engineering and Technology, International Journal of Educational and Pedagogical Sciences, 4(7), 1643-46.

Matematik Öğretmenlerinin Cinsiyetlerine Göre Matematiksel İnançları

Yıl 2019, Cilt: 38 Sayı: 1, 215 - 237, 28.06.2019

Öz

Bu çalışmanın amacı, matematik öğretmenlerinin
matematiksel inançlarının belirlenmesi ve öğretmenlerin cinsiyetlerinin onların
matematiksel inançları üzerindeki etkisinin araştırılmasıdır. Çalışma, nitel
araştırma yöntemlerinden çoklu durum çalışması kullanılarak yapılmıştır.
Araştırmanın katılımcıları, kolay ulaşılabilir örnekleme yöntemine göre
seçilmiş dört kadın ve altı erkek matematik öğretmeni olmak üzere toplam on
öğretmenden oluşmuştur. Araştırma verileri, ilgili literatüre dayalı olarak
hazırlanan on adet açık uçlu sorudan oluşan yazılı görüş formu yoluyla
toplanmıştır. Verilerin analizi ise anlamsal içerik analizi yöntemi
kullanılarak yapılmıştır. Bu kapsamda çalışmada kullanılan kategoriler;
-matematiğin doğası, matematiğin öğrenimi ve matematiğin öğretimine yönelik inançlar
için olmak üzere- formel bağlantılı, şema bağlantılı, süreç bağlantılı ve
uygulama bağlantılı matematiksel inanç kategorileridir. Çalışmanın bulguları
hem kadın hem de erkek matematik öğretmenlerinin matematiğin doğası,
matematiğin öğrenimi ve öğretimine yönelik inançlarının şema bağlantılı yönelim
hariç diğer üç matematiksel inanç kategorisinde toplandığını göstermiştir.
Matematiğin doğasına
ilişkin en fazla ilişkilendirilen yönelimin, formel bağlantılı yönelim olduğu
belirlenmiştir. Matematik öğretimine yönelik inançlar bağlamında, süreç
bağlantılı ve uygulama bağlantılı yönelimlerin hem erkek hem de kadın
öğretmenlerle en fazla ilişkilendirilen yönelimler oldukları belirlenmiştir. Formel
ve süreç bağlantılı yönelimler ise matematiği öğrenmeye ilişkin inançlar için
en sık gözlenen yönelimler olmuştur.
Erkek öğretmenlerin önemli bir kısmının matematiğin öğretimine ve
öğrenimine ilişkin inançları incelenen dört yönelim açısından hiçbir yönelimle
açıkça ilişkilendirilememiştir. Dahası
erkek
öğretmenlerin matematiğin doğası, matematiği öğretme ve öğrenmeyle ilgili görüşleri
de genel olarak kısa ve dar kapsamlı olmuştur.
Ayrıca kadın ve erkek öğretmenlerin matematiksel
inançları karşılaştırıldığında bazı benzerlikler ve farklılıklar olduğu da tespit
edilmiştir. 

Kaynakça

  • Adnan, M., & Zakaria, E. (2010). Exploring beliefs of pre-service mathematics teachers: A Malaysian perspective. Asian Social Science, 6(10), 152-159.
  • Aksu, M., Demir, C., & Sümer, Z. (2002). Students' beliefs about mathematics: A descriptive study, Eğitim ve Bilim, 27(123), 72-77.
  • Beswick, K. (2005). The belief/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39–68.
  • 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. Unpublished master’s thesis. Middle East Terchnical University. Ankara.
  • Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London: Routledge Falmer.
  • Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
  • Creswell, J.W. (2012). Research design: Qualitative, quantitative, and mixed methods. approaches. (4th Edition), London: Sage.
  • Dede, Y. (2013). The effect of German and Turkish mathematics teachers` teaching experiences on mathematics teaching values: A cross- comparative study. International Journal of Mathematical Education in Science and Technology, 44(2), 232-252.
  • Dede, Y. (2015). Comparing primary and secondary mathematics teachers’ preferences regarding values about mathematics teaching in Turkey and Germany. International Journal of Science and Mathematics Education. 13(1). 227-255.
  • Dede, Y., & Karakuş, F. (2014).Effect of teacher education program on pre-service mathematics teachers’ beliefs about mathematics. Educational Sciences:Theory & Practice, 14(2),791 -813.
  • Depaepe, F., De Corte, E., & Verschaffel, L. (2016). Mathematical epistemological beliefs. In J. A. Greene, W. A. Sandoval, & I. Braten (Eds.), Handbook of epistemic cognition (pp. 147–164). Routledge.
  • Duatepe Paksu, A. (2008). Öğretmenlerin matematik hakkındaki inançlarının branş ve cinsiyet bakımıdan karşılaştırılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35: 87-97.
  • Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In Ernest, P. (Ed.) Mathematics teaching. The state of art, (pp. 249- 254), London: Falmer Press.
  • Felbrich, A., Müller, C. & Blömeke, S. (2008). Epistemological beliefs concerning the nature of mathematics among teacher educators and teacher education students in mathematics. ZDM Mathematics Education, 40, 763–776.
  • Fennema, E. (1990). Teachers' beliefs and gender differences in mathematics. In: Fennema, E. and Leder, G. C. (Eds) Mathematics and Gender. New York: Teachers' College Press, pp. 169-87.
  • Fennema, E. (1996). Mathematics, gender and research. In: Hanna, G. (Ed) Towards Gender Equity in Mathematics Education (p. 9-26). Dordrecht: Kluwer Academic Publishers.
  • Gerring, J. (2007). Case study research: Principles and practices. New York: Cambridge University Press.
  • Ghosh, S. (2004). Teachers' beliefs on gender differences in mathematics education. Doctoral Dissertation, Florida State University Libraries.
  • Goldin, G.A. (2002). Affect, meta-affect, and mathematical belief structures, In G. Leder, E. Pehkonen & G. Törner (eds), Beliefs: A hidden variable in mathematics education?(p. 59-72), Kluwer, Dordrecht.
  • Grigutsch, S., Raatz, U., & Törner, G. (1998). Einstellungen gegenüber Mathematik bei Mathematiklehrern. Journal für Mathematikdidaktik, 19(1), 3- 45.
  • Handal, B. (2003). Teachers’ mathematical beliefs: A review. The Mathematics Educator, 13 (2), p. 47- 57.
  • Hart, L. (2002). Preservice teachers’ beliefs and practice after participating in an integrated content/methods courses. School Science and Mathematics, 102, 4-14.
  • Irez, S. (2007). Reflection-oriented qualitative approach in beliefs research. Eurasia Jurnal of Mathematics, Science & Technology Education, 3(1), 17-27.
  • Kayar, R., Haser, Ç., & Işıksal Bostan, M. (2013). Matematik öğretmen adaylarının matematiğin doğası, öğretimi ve öğrenimi hakkındaki inanışları. Eğitim ve Bilim, 38 (167), 179-195.
  • Kloosterman,P.,& Stage,F.K.,(1992). Measuring Beliefs about Mathematical Problem Solving. School Science and Mathematics, 92(3), 109-115.
  • Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfield, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105, 805–820.
  • LaLonde, D., Leedy, M.G., & Runk, K. (2003). Gender equity in mathematics: Beliefs of students, parents and teachers. School Science and Mathematics, 103(6), 285-292.
  • Leder, G. C. (1992). Mathematics and gender: changing perspectives. In: Grouws, D. A. (Ed) Handbook of Research on Mathematics Teaching and Learning. New York: Macmillan.
  • Leder, G. C., Forgasz, H. J., & Taylor, P. J. (2006). Mathematics, gender, and large scale data: New directions or more of the same? In J.
  • Novotna, H. Moraova, M. Kratka, N. Stehlikova (Eds.), Proceedings of the 30th conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 33-40). Prague: PME.
  • Leder, G. C., Pehkonen, E., & Törner, G. (2002). Beliefs: A hidden variable in mathematics educations? Dordrecht: Kluwer Academic Publishers.
  • Lee, B. E., & Lockheed, M. E. (1990). The effects of single-sex schooling on achievement and attitudes in Nigeria. Comparative Education Review, 34(2), 209-31.
  • Li, Q. (1999). Teachers' beliefs and gender differences in mathematics: A review. Educational Research, 41:1, 63-76.
  • Li, Q. (2004). Beliefs and gender differences: A new model for research in mathematics education. Interchange, 35(4), 423–445.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newburry Park, CA: Sage.
  • Mallam, W. A. (1993). Impact of school-type and sex of the teacher on female students' attitudes toward mathematics in Nigerian secondary schools. Educational Studies in Mathematics, 24, 223-9.
  • Mcleod, D.B. (1992). Research on affect in mathematics education: A reconceptualization. In Grows, D.A. (Ed), Handbook of research on mathematics teaching and learning, (p.575 -596), New York: Macmillan.
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (3. Baskıdan Çeviri, Çeviri Editörü: S. Turan). Ankara: Nobel Yayın Dağıtım.
  • Mwamwenda, T. S., & Mwamwenda, B. B. (1989). Teacher characteristics and pupils' academic achievement in Botswana primary education. International Journal of Educational Development, 9 (1), 31-42.
  • Oakes, J. (1990). Opportunities, achievement, and choice: Women and minority students in science and mathematics. Review of Research in Education, 16, 153-222.
  • Op’t Eynde,P., & De Corte,E.,(2003). Students’ mathematics-related belief systems: Design and analysis of a questionnaire. The relationship between students’ epistemological beliefs. Cognition and Learning Symposium. American Educational Research Asscociation,Chicago.
  • Op’t Eynde,P., DeCorte,E., & Verschaffel,L.,(2002).Framing students’ mathematics-related beliefs: A quest for conceptual clarify and a comprehensive categorization. In G.Leder, E.Pehkonen, G.Törner (Eds.). Beliefs: A Hidden Variable in Mathematics Education? Dardrecht: Kluwer.
  • Philipp, R. A. (2007). Mathematics teachers' beliefs and affect. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257-315). Reston, VA: National Council of Teachers of Mathematics.
  • Philippou, G.N., & Christou, C. (1999). Teachers’ conceptions of mathematics and students’ achievement: A cross-cultural study based on results from TIMMS. Studies in Educational Evaluation, 25, 379-398.
  • Pişkin Tunç, M., & Haser, Ç. (2012). Sınıf öğretmeni adaylarının matematik öğretimine ilişkin inanışlarının incelenmesi. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Niğde.
  • Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550- 576.
  • Richardson, V. (2003). Preservice teachers’ beliefs. In J. Rath & A. C. McAninch (Eds.), Advances in teacher education series, (pp. 1-22). Greenwich, CT: Information Age.
  • Roesken, B., & Törner, G. (2010). Beliefs of university teachers of mathematics. In F. Furinghetti & F. Morselli (Eds.), Proceedings of the conference MAVI-15: Ongoing research on beliefs in mathematics education (pp. 35-46). Genova: Department of Mathematics, University of Genova.
  • Roesken, B., Pepin, B., & Toerner, G. (2011). Beliefs and beyond: Affect and the teaching and learning of mathematics. ZDM Mathematics Education, 43, 451-455.
  • Schoenfeld, A.H. (1985). Mathematics problem solving. Orlando, FL: Academic Press.
  • Schoenfeld, A.H. (1989). Explorations of students' mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20(4):338.
  • Shahvarani, A., & Savizi, B. (2007). Analyzing some Iranian-high school teachers’ beliefs on mathematics, mathematics le¬arning and mathematics teaching. Journal of Environmental & Science Education, 2(2), 54-59.
  • Shrigley, R.L., Koballa, T.R., & Simpson, R.D. (1988). Defining attitude for science educators. Journal of Research in Science Teaching, 25, 659- 678.
  • Sigel, I.E. (1985). A conceptual analysis of beliefs. In Sigel, I.E (Ed) Parental belief systems: The psychological consequences for children (p.347-71), Hillsdale, NJ: Lawrence Erlbaum.
  • Steinbring, H. (1998). Elements of epistemological knowledge for mathematics teachers. Journal of Mathematics Teacher Education, 1(2):157-189.
  • Tate, W. (1997). Race-ethicity, SES, gender, and language proficiency trends in mathematics achievement: An update. Journal for Research In Mathematics Education, 28 (6), 652-79.
  • Thompson, A. G. (1984). The relationship of teachers’ concepti¬ons of mathematics and 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. In Grouws, D. A. (Ed) Handbook of research on mathematics teaching and learning, (p. 127- 146), New York: Macmillan.
  • Toluk Uçar, Z.& Demirsoy, N. H. (2010). Eski-yeni ikilemi: Matematik öğretmenlerinin matematiksel inançları ve uygulamaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 39:321-332.
  • Warwıch, D. P., & Jatoi, H. (1994). Teacher gender and student achievement in Pakistan. Comparative Education Review, 38(3), 377-99.
  • Viholainen, A., Asikainen, M., & Hirvonen, P. E. (2014). Mathematics student teachers’ epistemolojical beliefs about the nature of mathematics and the goals of mathematics teaching and learning in the beginning of their studies. Eurasia Journal of Mathematics, Science& Technology, 10(2), 159-171.
  • Yazıcı, E., & Ertekin, E. (2010). Gender differences of elementary prospective teachers in mathematical beliefs and mathematics teaching anxiety. World Academy of Science, Engineering and Technology, International Journal of Educational and Pedagogical Sciences, 4(7), 1643-46.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Tüm Alanlar
Yazarlar

Figen Uysal 0000-0002-6550-3042

Yüksel Dede 0000-0001-7634-4908

Yayımlanma Tarihi 28 Haziran 2019
Kabul Tarihi 21 Haziran 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 38 Sayı: 1

Kaynak Göster

APA Uysal, F., & Dede, Y. (2019). Matematik Öğretmenlerinin Cinsiyetlerine Göre Matematiksel İnançları. Ondokuz Mayis University Journal of Education Faculty, 38(1), 215-237. https://doi.org/10.7822/omuefd.513835