Abstract:

This research aims to study the level of knowledge of the graduate students in primary mathematics teaching and the determination of their attitude and self-qualification towards analytical geometry in terms of gender variable. It was also asked to study the relationship between the level of knowledge on the subject of karma fractures and the attitude towards analytical geometry and its own abilities. The examples of the study are the 2nd grade bachelor students who are studying in the Primary Mathematics Teaching Program of the 9th September University School of Education in the 2020-2021 educational-educational year. The study first applied 14 material tests that included the subject of karma fractures. The second data collection tool is the scale "Analitic Geometry Attitude and Self-Qualification" developed by Ilgün, Azak and Takunyacı (2012). In the study, the general scan model was preferred.  The study found that bachelor students were successful in the karma breakthrough and that the karma breakthrough success points did not make a significant difference according to gender. The general views of the bachelor's students on analytical geometry are high when the scores are studied and when the scores are studied in terms of the lower dimensions, the demand for self-capacity and success is high, the scores of difficulty are medium. The conclusion has been that the general views and subdimensions of students on analytical geometry do not make significant differences by gender. Finally, it has been found that there is a high-level, positive and meaningful relationship between the level of learning of the subject of the interruption of the bachelor's students and their views on analytical geometry.

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