Özet:

In this study it is aimed to see whether the beliefs the undergraduate students enrolled in the Elementary School Mathematics Teaching (ESMT) program hold with respect to the nature of mathematics and the teaching and learning of mathematics are interrelated, and whether high school graduation grades, gender, year in the program, and the type of the high school the student had graduated from lead to significant differences in such beliefs. The study sample in which the survey method was used comprised of 172 students who were enrolled in the first and second years of the ESMT undergraduate program. As data collection tools ‘Belief Questionnaire about the Nature of Mathematics’ and the ‘Mathematics Related Beliefs Scale’ were utilized. The data gathered were analyzed on SPSS Statistics 23 software. As a result statistically significant correlation was found between the ESMT undergraduate students’ Scores in the Belief Questionnaire about the Nature of Mathematics (BQNM) and their Scores in the Mathematics Related Beliefs Scale (MRBS) which aims to identify beliefs regarding the teaching and learning of mathematics. On the other hand, no significant difference was observed in students’ BQNM and MRBS scores, with reference to their high school graduation grades, their gender and year in the program. Lastly, despite the lack of a statistically significant difference between the students’ MRBS scores and the type of high school they had graduated from, a significant difference was observed in the case of the students’ BQNM scores. However, this difference appeared only in case of the contrast between the scores of the students who graduated from private high schools and those of their peers who graduated from other high schools (in favor of the latter group).

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