Abstract:

The concept of eternity, which is difficult to perceive by nature, is difficult to express by students, and a number of difficulties occur in the learning-learning processes of the concept. However, the concept of eternity has not been sufficiently included in the mathematical teaching program and in the teacher training program. In our country, it is also stated that the concept of eternity is intuitively included in the mathematical teaching programs. This study aims to study the place of the concept of eternity in the high school math teaching program from the eyes of the teacher candidates. The method of the research is defined as the method of the study. The study group consists of 61 mathematician candidates studying in the final class chosen by the appropriate sampling method. The research data was collected through written opinion form and semi-configured conversations. The idea that the eternity is included in the teaching programs in the study is revealed by the achievements and explanations determined by the eyes of the teacher candidates. Teacher candidates have linked the mathematics course with the concept of eternity with the 30 achievements included in the fifth, sixth, seventh and eighth class levels in the curriculum. It has been found that the achievements most associated with the concept of eternity belong to the subjects of number sets, patterns and irrational numbers. Teacher candidates emphasized their lack of knowledge about the concept of eternity and pointed out that they created awareness of the point of importance of eternity. It is also shown that the teaching candidates do not have sufficient knowledge about the teaching process of eternity.

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