The aim of this study is to determine the relationship between the geometric habits of mind and spatial relations which is one of the spatial visualization abilities of 7 th grade students. The sample of the research designed in the relational model is composed of 98 students randomly selected among 7 th grade students studying in a state secondary school. "Spatial Relations Test" and "Fostering Geometric Thinking Test" are used as data collection tool in the research. In order to analysis the data, simple linear correlation analysis and simple regression analysis were performed in SPSS 20.00 statistical program. As a result of the data analysis, it was found that the average points for geometric habits of mind and the points attained out of the spatial relations test were on an average level. A positive lowlevel relationship was reached between the geometric habits of mind and the spatial relations. The findings that there is a positively significant correlation between the spatial relations and geometric habits of mind, and mathematics achievement; and that the spatial relations predict the geometric habits of mind at a certain level were obtained. Suggestions were made in line with the findings.
The aim of this research is to determine the attitudes of mathematics teacher candidates towards scientific research and their thinking style and whether there is a significant relationship between these two. The sample of the research is constituted of 83 second year students studying at the Mathematics Education Department, Ahmet Keleşoğlu Education Faculty, Necmettin Erbakan University in the spring semester of 2017-2018 academic years. The relational screening model was used in the analysis of the data. The 'Thinking Styles Scale' developed by Sternberg and Wagner [47] and adapted to Turkish by Buluş [8], and the 'Attitude Scale towards Scientific Research' developed by Korkmaz, Şahin and Yeşil [31] were used as data collection tools in the research. Research findings show that there is no significant relationship between the thinking styles of the teacher candidates and their attitudes towards scientific research. It was found that the highest relationship was between positive attitudes toward research and open-minded (liberal) thinking styles.
Instructional Technologies and Material Design (ITMD) lesson is a tool that enables Mathematics teacher candidatesto design materials for contributing to lasting learning of their students, and use them most effectively. This lessonhelps students to activate their creative thinking skills, increase their courage and self-confidence, find differentsolutions in the face of problems, and therefore introduce creative products. In this context, firstly, it is aimed toexamine the level of Mathematics teacher candidates' attitudes towards the Instructional Technologies and MaterialDesign lesson and their effects in terms of different variables in this study and then determine whether there is arelationship between creative thinking tendencies of Mathematics teacher candidates and their attitudes towardsInstructional Technologies and Material Design lesson in this study. The sample of the research constitutes of 315Mathematics teacher candidates who are studying in Mathematics Education Department spring semester of the2016-2017 academic year of at Necmettin Erbakan University. The data were obtained by applying Marmara CreativeThinking Tendency Scale (MCTTS) developed by Özgenel and Çetin (2017) and whose validity and reliability studieswere conducted to teacher candidates, and by applying the Attitude Scale towards Instructional Technologies andMaterial Design Lesson (ASITMD) developed by Çetin, Bağçeci, Kınay, Şimşek (2013) and whose validity andreliability studies were conducted. There was no significant difference between the Attitudes towards InstructionalTechnologies and Material Design Lesson and the Creative Thinking tendencies, in terms of gender variable, but it wasfound significant difference in terms of the high school graduation variable. However, it was obtained that there is apositive and non significant relationship between creative thinking tendencies of Mathematics teacher candidates andtheir attitudes towards Instructional Technologies and Material Design lesson.
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