Abstract:

The processes of thinking performed by individuals have a quite complex structure. Since mathematical mind practice is also a process of thinking, it is quite difficult to clearly reveal this process and its outcome. In this study, a classification of mathematical mind-execution skills and, while achieving this classification, the analysis method that the researcher can use was explained within the conceptual framework revealed by Lithner (2006). According to this conceptual framework, mathematical intelligence is classified as three different types of mathematical intelligence, algorithm-based mathematical intelligence, and creativity-based mathematical intelligence. To determine which type of mathematical mind-execution skills students have shown, subcomponents such as mathematical depth, surface, diversity have been created. Considering all the subcomponents, the process of mathematical mind-execution that the individual shows is thoroughly studied and sought answers to the questions in the conceptual framework. This conceptual framework created is important because it will help to determine the type of mathematical mind-execution more incorrectly. In addition, this study included the processes of mathematical mind-implementation presented by the students of mathematical teaching in order to be more clearly understood by the readers of the conceptual framework and the types of mathematical mind-implementation associated with these analyses.

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