An examination of brain dominance and learning styles of pre-service mathematics teachers

Özgen, Kemal; Tataroğlu, Berna; Alkan, Hüseyin

doi:10.1016/j.sbspro.2011.03.176

Cited by 16 publications

(14 citation statements)

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“…A similar study carried out by Özgen, Tataroğlu, and Alkan (2011) has put forth that pre-service mathematics teachers generally want to learn through reinforcement activities, by listening from the teacher or through the use of higher level cognitive skills. The results of previous studies along with the results of the current study put forth that pre-service teachers cannot break free from teacher-centered learning approaches and that they are under the effect of this approach in their perceptions, opinions and behavior regarding the mathematics learning/teaching process.…”

Section: Discussionmentioning

confidence: 97%

An Investigation of Pre-service Mathematics Teachers’ Skills in the Development of Activities

Özgen¹,

Alkan²

2014

ESTP

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The purpose of this research is to determine pre-service mathematics teachers' skills in the development of activities. The research was carried out using the case study which is descriptive method. For the collection of data, 57 pre-service mathematics teachers' in their final year secondary math teachers' education department attended the research. Pre-service teachers were asked to develop 5 activities for the concept of function a high school mathematics curricula. After obtaining the data, it was analyzed using the descriptive analysis method. The developed activities were first examined to see if they qualified as activities, which would be used in the learning process stage, and then examined to see which skills were reflected in the activities. The findings indicated that more than half of the pre-service teachers could develop activities, although some pre-service teachers could not develop activities, and some situations were not regarded as activities. It was determined that activities typically were intended for reaching and understanding a concept and its rules. In addition, it was observed that connecting mathematics to the real world, providing multiple representations and guiding questions were used for thinking/interpreting, predicting, and generalizing. In this study, there are reflections on the difficulties of pre-service mathematics teachers' in the development activities.

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Section: Discussionmentioning

confidence: 97%

An Investigation of Pre-service Mathematics Teachers’ Skills in the Development of Activities

Özgen¹,

Alkan²

2014

ESTP

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“…Some studies Shearer (2009) and Wilson, (2007) focused on intrapersonal and existentialist intelligence respectively. Studies by , Green (2010) and Shiruffudin, (2010) did not address existentialist intelligence whereas and Ozgen et al (2011) focused on Math group only, this study will focus on multiple intelligence among first-year B.Ed students. In addition, standardized I.Q tests have been criticized to have a self-fulfilling effect, to be inconsistent with Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.10, No.33, 2019 success, and to discriminate against people outside of mainstream culture hence the choice of Multiple Intelligences to establish the types of intelligence among first-year undergraduate B.Ed students of Maseno University.…”

Section: Types Of Intelligencementioning

confidence: 99%

“…For example, interpersonal and intrapersonal intelligences are relating functions of the frontal lobes of the human brain (Al-Sabbah, Al-Sabbah & Abod, 2011). Hence a person may have all the multiple intelligences or some of them with varying degrees (Ozgen, Tataroglu & Alkan, 2011;Ghazi, Shahzada, Gilani, Shabbir & Rashid, 2011;Alghazo, Obeidat, Al-Trawneh & Alshraideh, 2009). For example, Eid and Alizh, (2004) assert that a person can have extra ordinary linguistic intelligence but low musical intelligence.…”

Section: Introductionmentioning

confidence: 99%

“…In the context of the growing interest in applying multiple intelligence theory in the educational settings, this study is different from other studies because it could be one of the few studies in Kenya that have addressed the types of intelligences and their relationships with career choice in the Kenyan context. This study focused on the nine types of intelligence among predominantly black students in an African University like Maseno University unlike some studies like Shearer (2009) , Wilson, (2007), Green (2010) and Shiruffudin, (2010) and Ozgen et al (2011) which focused on specific multiple intelligences to discriminate people outside but within a mainstream culture.…”

Section: Introductionmentioning

confidence: 99%

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Relationship Between Types of Intelligence And Career Choice Among Undergraduate Students Of Maseno University, Kenya

2019

JEP

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Training institutions in most parts of the world place high premium on those who excel in examinations based on scholastic intelligence. In Kenya, students are admitted into available undergraduate degree programmes in public universities based on their performance in Kenya Certificate of Secondary Education (KCSE). Yet, the Bachelor of Education (B.Ed) degree programmes offered in the School of Education at Maseno University have a strong bearing on types of human intelligence and not all the students admitted can fit in them. Academic qualification remains a challenge to a majority of students (79.4%) in choosing a career; hence a significant number (94%) of students end up settling for what is available rather than their choice. Apparently, limited attention has been given to exploring the relationship between students' innate occupational skills and interests hence the current low (7%) college career satisfaction level. The purpose of the study therefore, was to establish the types of intelligence and their relationship with career choice among first-year B.Ed students of Maseno University, Kenya. The objectives of the study were to establish the types of intelligence across among male and female students and to determine the degree of relationship between types of intelligence and career choice. The study was guided by the Howard Gardner's Multiple Intelligence Theory (1983). Correlation and descriptive survey designs were adopted for the study. The target population consisted of the 490 first-year B.Ed students admitted in the Academic year 2011/2012 in the School of Education. The study sample consisted of 220 firstyears B.Ed students drawn using proportionate stratified sampling. Data was collected by use of Questionnaire and document analysis guides. The questionnaire was piloted using 10% (n = 49) of the study population. Pearson Product Moment correlation was used to determine reliability at alpha level 0.05. The questionnaire had an acceptable reliability index of 0.84. Quantitative data was coded and analyzed using descriptive statistics such as mode, frequency counts and percentages. A type of intelligence was established using percentages and mean. Further, gender difference in types of intelligence was examined using mean gender differences. Further, the degree of relationship between types of intelligence and career choice was established using cross tabulation with chi-square test and Likelihood Ratio test. Qualitative data was transcribed into text form of emerging themes and reported. The results showed that first-year students scored very high in interpersonal intelligence (90.9%) and relatively lower on visual-spatial intelligence (75.5%). The study found significant difference between male and female in logical/mathematical (df 35, p = 0.005), verbal/linguistic (df 38, p = 0.004) and existentialist (df 34, p = 0.000), music-rhythmic (df 37, p = 0.012) and bodily-kinesthetic (df 33, p = 0.015) intelligence in favour of males and no significant difference in visual-spatial (df 33, p = 0.06), ...

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“…Özellikle matematik öğretmen adaylarının öğrenme stillerini belirlemeye yönelik birçok farklı bağlamda araştırma sonuçları bulunmaktadır (Ali & Kor, 2007;Elçi, 2008;Fer, 2003;Küçükkaragöz et al, 2009;Narlı, Özgen & Alkan, 2011;Orhun, 2007;Özgen, Tataroğlu & Alkan, 2011a;Özgen, Tataroğlu & Alkan, 2011b;Peker, 2009;Peker, Mirasyedioğlu ve Aydın, 2004;Seng & Yeo, 2000). Türkiye'de öğretmen adaylarının öğrenme stillerine yönelik çalışmaların çoğunda ayrıştıran ve özümseyen stillerin baskın stil olarak tercih edildiği belirlenmiştir.…”

Section: Introductionunclassified

Investigation of Pre-Service Mathematics Teachers’ Learning Styles and Beliefs about Mathematical Problem Solving

Özgen¹

2017

IOJES

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The purpose of this study was to investigate pre-service teachers' learning styles and mathematical problem solving beliefs according to gender, department, take course for mathematical problem solving, importance level of problem solving and perception of knowing problem solving steps. In addition, the purpose of this study was to determine the effects of pre-service teachers' learning styles on mathematical problem solving beliefs. Survey research model was used in this research. The study group of this research consisted of 219 pre-service mathematics teachers. Pre-service teachers were studied in department of primary and secondary mathematics education at the one of the education faculty. Kolb learning style scale, belief scale towards mathematical problem solving and personal information form were used as data collection tools. In the analysis of the obtained data, Chi-Square, t-test, Kruskall Wallis, one way Anova and regression analysis were performed. The results of the data analysis demonstrated that pre-service teachers' dominant learning styles were converger and assimilator. There wasn't any significant differences between learning styles and mathematical problem solving beliefs according to gender, department and importance level of problem solving. The same analysis also revealed that there were significant differences between learning styles and mathematical problem solving beliefs according to take course for mathematical problem solving. Pre-service teachers' beliefs about mathematical problem solving were found to be similar and did not differ according to their learning styles. In the study, a low-level significant correlation was found between concrete experience, reflective observation, abstract conceptualization and active experimentation variables which were components of Kolb learning styles model and mathematical problem solving beliefs. It was determined that reflective observation was a significant predictor of pre-service teachers' beliefs for solving mathematical problems.© 2017 IOJES. All rights reserved Keywords: 1 Learning style, mathematical problem solving, belief, pre-service teachers Extended SummaryThe concept of learning style could be defined as: the set of factors that determine how an individual psychologically perceives his/her learning environment and the way s/he interacts with and responds to his/her environment. One of the leading figures of the individual differences, Kolb developed a learning style model which is based on his "experiential learning theory". The theory particularly underlines the effect of experiences in the learning process, and maintains that learning occurs by transforming knowledge and experience. It further argues that the learning process includes two dimensions called perceiving/ comprehending and processing/transforming. These two dimensions are independent but support each other. Kolb's learning style model consists of four main categories, which are concrete experience, reflective observation, abstract conceptualization and active experim...

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An examination of brain dominance and learning styles of pre-service mathematics teachers

Cited by 16 publications

References 5 publications

An Investigation of Pre-service Mathematics Teachers’ Skills in the Development of Activities

An Investigation of Pre-service Mathematics Teachers’ Skills in the Development of Activities

Relationship Between Types of Intelligence And Career Choice Among Undergraduate Students Of Maseno University, Kenya

Investigation of Pre-Service Mathematics Teachers’ Learning Styles and Beliefs about Mathematical Problem Solving

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