Factors affecting prospective mathematics teachers beliefs about geometric habits of mind

Abstract

This study examined the effect of affective factors, the gender variable, grade level and academic achievement on prospective teachers" (PTs) beliefs about geometric habits of mind. For this purpose, The Belief Scale for geometric habits of mind, Geometry Self-efficacy Scale, Geometry Attitude Scale and a Demographic Characteristics Form were applied to 264 PTs. The data were analyzed using the correlational survey technique. As a result of the study, a significant positive relationship was found between the PTs" self-efficacy regarding geometry and their academic achievements, and their beliefs about geometric habits of mind, Additionally a negative, moderate and significant relationship was found between the attitudes of the PTs towards geometry and their beliefs about geometric habits of mind. Finally, no significant difference was found between the scores of the PTs regarding geometric habits of mind and their gender.

The Effect of the 7th Grade Students’ Geometry Oriented Self-Efficacy on the Geometric Habits of the Mind

“…In the literature, there is no research in which geometric habits of mind and geometric self-efficacy are used together at secondary school level. In the study conducted by Bülbül (2021), the relationship between preservice teachers' self-efficacy towards geometry and their beliefs about the factors affecting their geometric thinking habits was investigated. A positive and significant relationship was found between pre-service teachers' self-efficacy towards geometry, their academic achievement and their beliefs about the factors affecting their geometric thinking habits.…”

“…As a result of the research, it was found that teacher candidates used their habits of discovery and reflection more often than the first grade. As a result of the research conducted by Bülbül (2021) with 264 prospective teachers, a positive relationship was found between PTs self-efficacy towards geometry and their beliefs about academic achievement and geometric habits of the mind. In addition, a negative, moderate and significant relationship was found between PTs attitudes towards geometry and their beliefs about geometric habits of the mind.…”

“…If studies with prospective teachers are examined; in Köse and Tanışlı (2014), determining the geometric habits of the classroom teacher candidates studying in the third grade, Bülbül (2016) determined how a learning environment prepared by focusing problem solving of the prospective mathematics teachers contributes to the development of geometric habits of mind; Bülbül and Güven (2019) investigated the relationship between pre-service teachers' geometric habits of mind and mathematics achievement, Bülbül and Güven (2020) investigated how geometric habits of mind elementary mathematics teacher candidates changed from the first year of the university to the last year, Bülbül (2021) it aimed to determine the relationship between prospective teachers' (PTs) beliefs about the geometric habits of the mind and affective factors, gender, grade level and academic achievement. Köse and Tanışlı (2014) collected data using four open-ended geometry problems related to the concepts of environment and space.…”

“…In this direction, it is worth investigating how there is a relationship between affective and cognitive factors of learning. When the studies are examined, there is a study investigating the relationship between pre-service teachers' self-efficacy towards geometry and belief in geometric habits of the mind (Bülbül, 2021) and studies investigating the relationship between 10 th grade students' geometric habits of mind and their attitudes towards geometry (Erşen, 2017). In the literature, there is no research on whether the self-efficacy towards geometry, which is one of the affective factors for middle school students, affects the use of geometric habits of the mind used in solving geometry problems.…”

“…Marshall (2004) stated that habits of minds have effected the cognitive and affective dimensions in the problem-solving process. Bülbül (2021), investigated the effects of affective factors, gender, grade level, and academic achievement on prospective mathematics teachers' (PTs) beliefs about the geometric habits of the mind. In this study, GHoM was examined in terms of cognitive and affective factors.…”