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The aim of this research is to examine the opinions of mathematics teachers about mathematical thinking. The study examined teachers’ knowledge level and views regarding mathematical thinking within the scope of a class titled “Development of Mathematical Thinking Skills in Children” in educational sciences institute of a university. The study was conducted in a pattern of descriptive case study following a qualitative paradigm. Descriptive case studies are definitive. Participants considered mathematical thinking as a process in which they related real life and mathematics in preeducation. In posteducation process, however, the participants were able to define mathematical thinking with several different viewpoints and examples and explain the process with examples.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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