Abstract:

This study aims to study the academic achievements of primary mathematics teachers candidates in the derivative subject according to their learning styles. A general scan model was used in the study. The examples of the study are made up of a total of 203 teachers candidates, including 75.86% (n=154) women and 24.14% (n=49) men, who studied in the Primary Education Mathematics Teaching Department of Buca Education Faculty in the 2015-2016 educational and educational period. As a data collection tool in the research, the 25 questions have been developed by Kolb (1976) to determine the academic achievements of teachers candidates in the subject of derivative and the Colb learning style inventory has been used by Aşkar and Akkoyunlu (1993) to determine the already selective success tests and learning styles. The study found that 39.90% of students have a learning style that absorbs, 17.24% changes, 31.52% separates and 11.34% places. Primary mathematics teaching has found that students' academic achievements in derivative matters differ statistically significantly according to the class independent variable. Primary mathematics teaching students have found that there are statistically meaningful differences between Colb learning styles according to the class independent variable. Primary mathematics teaching students have found that Colb learning styles are not affected by gender-independent variables, there is no statistically meaningful differentiation according to gender.

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