Özet:

The study examined the gabbistic thinking skills of eighth class students in the context of math-oriented epistemological beliefs. The study included a total of 162 students who studied at the eighth grade of a state school in the city centre of İzmir. To determine the epistemological beliefs of students, the math-oriented epistemological beliefs scale, the gabaritic thinking tool has been used to determine their gabaritic thinking skills. Answers to questions aimed at determining the student’s cognitive thinking skills were analyzed through the rubric, statistical analyses were carried out to determine the relevant relationships. Nicel data analyses are also supported by qualitative findings obtained from students' response papers. According to the results of the analysis, significant relationships between the math-oriented epistemological beliefs of the students and the cognitive thinking skills have been determined, high, medium and weak in the positive direction. According to multiple regression, the beliefs that learning is to the effort, the ability and the existence of a single truth explained 65% of the total variation of the ability to think. According to the quality findings, students with a high confidence in the effort have been determined to be better cabbage solvents. At the end of the study, it was presented as a suggestion for the introduction of learning experiences in accordance with math-oriented epistemological beliefs when students have a good mind-thinking ability.

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