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Bu araştırmanın amacı, öğretmen adaylarının matematik öğretimine ilişkin öz-yeterlik, matematiksel problem çözmeye yönelik ve matematiksel inançlarının cinsiyet ve sınıf düzeyine göre incelenmesidir. Ayrıca, bu araştırmada, öğretmen adaylarının matematik öğretimine ilişkin öz-yeterlik, matematiksel problem çözmeye yönelik ve matematiksel inançları arasındaki ilişki incelenmiştir. Araştırma, tarama modeli kullanılarak yürütülmüştür. Araştırmanın örneklemini, Türkiye’nin üç farklı bölgesinde bulunan toplam 546 öğretmen adayı oluşturmaktadır. Çalışmada veri toplama aracı olarak belirlenen Matematik Öğretimi Öz-Yeterlik İnanç Ölçeği, Matematiksel Problem Çözmeye İlişkin İnanç Ölçeği ve Matematiksel İnanç Ölçeği aracılığı ile uygulamalar gerçekleştirilmiştir. Araştırmanın verileri de SPSS 20.0 paket programı kullanılarak analiz edilmiştir. Çalışma sonucunda öğretmen adaylarının cinsiyet değişkenine göre inançları arasında anlamlı bir farklılık bulunamamıştır. Sınıf düzeyi açısından incelendiğinde, matematiksel inançları arasında anlamlı bir farklılığın olduğu ve bu farklılığın birinci ile üçüncü sınıflar arasında olduğu görülmüştür. Bu farklılığın ise üçüncü sınıflar lehine olduğu görülmüştür. Sınıf düzeyine göre matematik öğretimi öz-yeterlik inançları ve matematiksel problem çözmeye yönelik inançları arasında ise anlamlı bir farklılık bulunamamıştır.
The objective of this research is that teachers' candidates are aimed at solving mathematical problems and studying their mathematical beliefs according to gender and class level. In addition, this study examined the relationship between the self-capacity in teaching mathematics of the teacher candidates, the mathematial problem solving and their mathematical beliefs. The research was carried out using the screening model. The sample of the study consists of a total of 546 teachers candidates located in three different regions of Turkey. Mathematical teaching, defined as a data collection tool in the study, has been implemented through the self-capacity belief scale, the mathematical problem solving belief scale and the mathematical belief scale. The research is based on SPSS 20. It is analyzed using the program. The study found no significant differences between teachers' beliefs according to the gender variable. When it is studied in terms of class level, it is found that there is a significant difference between mathematical beliefs, and that difference is between the first and third classes. This difference has been shown to be in favor of the third class. According to class level, there was no meaningful difference between the belief in mathematics and the belief in solving mathematical problems.
This research was to investigate the prospective teachers’ beliefs of self-efficacy regarding mathematics teaching, their beliefs toward mathematical problem solving and mathematics by their genders and grade levels. Also, in this research, it was investigated the relationship between prospective teachers’ beliefs of self-efficacy regarding mathematics teaching, mathematical problem solving and mathematical. The research was carried out by employing a survey model. The sample of the research consisted a total of 546 prospective teachers residing in three different regions of Turkey. Data collection tools were Scale of Belief about Mathematics Teaching Self-Efficacy, Scale of Belief about Mathematical Problem Solving, and Scale of Belief about Mathematics. The data of the research were analyzed by using SPSS 20.0 package program. As a result of the study, there were not significant differences found between genders and beliefs of the prospective teachers. When the first and third graders were compared regarding the variable of grade level, there was a significant difference between their grade levels and mathematical beliefs, and the difference was in favor of the third. However, there were not found any significant differences between their grade levels and their beliefs of self-efficacy regarding mathematics teaching and their beliefs toward mathematical problem solving.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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