Matematik Öğretmen Adaylarının Sorgulama Becerileri İle Matematik Öğretmeye Yöne

Yavuz, Güneş; Arslan, Çiğdem; Karaduman, Gülşah Batdal

doi:10.7827/turkishstudies.13360

Cited by 3 publications

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“…The second result gathered from the research is that the mathematics teaching anxiety level of prospective elementary mathematics teachers is low. In parallel with this result, it is seen that in literature review, other researches have reached the conclusion of mathematics teaching anxiety of prospective elementary mathematics teachers being low (Tatar et al, 2016;Ural, 2015;Yavuz, Arslan, & Batdal-Karaduman, 2018). In addition, when the mean points taken from sub-scales of Mathematics Teaching Anxiety Scale are examined, it is seen that generally anxiety levels of prospective elementary mathematics teachers are low.…”

Section: Discussionmentioning

confidence: 56%

“…They stated this difference may stem from pedagogical courses they take during their undergraduate education. Yavuz et al (2018) in their study only detected a decreasing anxiety in favor of fourth graders between first and fourth graders, and no significant difference between other graders. Nonetheless they stated the more the prospective elementary mathematics teachers grade up, the less mathematics teaching anxiety mean points they have.…”

Section: Discussionmentioning

confidence: 70%

“…Araştırmada elde edilen ikinci sonuç ise ilköğretim matematik öğretmeni adaylarının matematik öğretmeye yönelik kaygılarının düşük düzeyde olmasıdır. Elde edilen bu sonuca paralel olarak alan ile ilgili çalışmalarda da ilköğretim matematik öğretmeni adaylarının matematik öğretmeye yönelik kaygılarının düşük düzeyde olduğu sonucuna ulaşıldığı görülmüştür (Tatar ve ark., 2016;Ural, 2015;Yavuz, Arslan ve Batdal-Karaduman, 2018). Buna ek olarak Matematik Öğretmeye Yönelik Kaygı Ölçeğinin alt boyutlarından alınan ortalama puanlara bakıldığında, genel olarak ilköğretim matematik öğretmeni adaylarının kaygı düzeylerinin düşük olduğu görülmüştür.…”

Section: Tartışma Ve Sonuçunclassified

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Investigation Relationship Between Mathematics Teacher Candidates’ Mathematics Anxiety and Mathematics Teaching Anxiety

Yazlık¹,

Çetin²

2020

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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The aim of this study is to examine whether the mathematics anxiety of prospective elementary mathematics teachers predict their anxiety about mathematics teaching. In addition, it is aimed to examine the anxiety levels of prospective elementary mathematics teachers towards mathematics and mathematics teaching whether these concerns differ according to grade level. For this purpose, the research model is chosen as the general survey model. The research was carried out with a total of 307 prospective teachers studying in the department of mathematics education in the fall semester of the 2018-2019 academic year. In the research, "Mathematics Anxiety Scale for Teachers and Prospective Teachers" developed by Uldas (2005) and "Anxiety Scale for Teaching Mathematics" developed by Peker (2006) were used. At the end of the research, it is determined that both mathematics anxiety and mathematics teaching anxiety levels of prospective mathematics teachers are low. On the other hand, there is no significant difference as regards grade levels in mathematics anxiety and mathematics teaching anxiety levels of prospective mathematics teachers. It is concluded that there is a moderately positive significant relationship between mathematics anxiety and mathematics teaching anxiety of prospective mathematics teachers. Finally, it is determined that mathematics anxiety of prospective mathematics teachers predicts their mathematics teaching anxiety.

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Section: Discussionmentioning

confidence: 56%

Section: Discussionmentioning

confidence: 70%

Section: Tartışma Ve Sonuçunclassified

See 1 more Smart Citation

Investigation Relationship Between Mathematics Teacher Candidates’ Mathematics Anxiety and Mathematics Teaching Anxiety

Yazlık¹,

Çetin²

2020

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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“…Tanışlı (2013) examined the inquiry skills of prospective elementary mathematics teachers and pointed out that they were not at a sufficient level. In the literature, the results of studies with prospective teachers show that inquiry skills are good/high level and positive (Abalı-Öztürk et al, 2017;Balbağ & Aynur, 2020;Bedir, 2017;Şahin et al, 2017;Yavuz et al, 2018;Yılmaz & Karamustafaoğlu, 2015). Katrancı and Şengül (2020) concluded that middleschoolers' inquiry learning skills toward mathematics were high.…”

Section: Resultsmentioning

confidence: 99%

“…Studies examining middle-schoolers, prospective teachers, and teachers' levels of inquiry skills, as well as the factors that influence these skills, can be found in the literature (Abalı-Öztürk et al, 2017;Al-Afifi & Ambusaidi, 2014;Aldan-Karademir et al, 2019;Alkış-Küçükaydın, 2020;Balbağ & Aynur, 2020;Bedir, 2017;Elmalı & Yıldız, 2017;Evren, 2012;Gümüşdağ & Aydoğan, 2020;Işık, 2011;İnel-Ekici, 2017;Okumuş & Yetkil, 2020;Öner, 2019;Şahin et al, 2017;Vekli, 2021;Yavuz et al, 2018;Yılmaz & Karamustafaoğlu, 2015). In their study, Al-Afifi and Ambusaidi (2014) examined the relationship between the levels of inquiry and logical thinking skills of 182 tenth-grade students studying in Oman and the gender-related differences among students.…”

Section: Literature Reviewmentioning

confidence: 99%

Examination of Inquiry Learning Skills toward Geometry in terms of Various Variables

Kedikli,

Katrancı

2024

Kastamonu Education Journal

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Purpose: Questioning, discovering, generalizing, verifying, and disproving are fundamental aspects of geometry teaching. As seen, the inquiry is at the geometry’s core. According to this, inquiry learning toward geometry is a student-centered learning process that allows the student to construct geometric information and to create permanent learning by actively using inquiring skills such as hypothesizing, proving, and disproving in the geometry learning process. To see this process in detail, the purpose of this study is to examine middle-schoolers’ levels of inquiry learning skills toward geometry, as well as their relationship to various variables. Design/Methodology/Approach: In the survey model, 312 middle school students participated in the study. Data were collected using the Inquiry Learning Skills Scale for Geometry and Demographic Information Form. Findings: It has been determined that middle-schoolers have a high level of inquiry learning skills toward geometry. As a result, inquiry learning skills toward geometry were found to significantly differ by gender, father’s educational status, year-end achievement score, asking questions, using materials in the lesson, and associating geometry with daily life. However, there was no significant difference between these skills and the grade level and mother’s education status. Highlights: By using concrete abstract materials or models related to daily life in lessons, teachers can attract students’ interest, arouse curiosity in students, and encourage students to use and develop their inquiry learning skills. In addition to educational activities at school, parents can contribute to the development of certain skills such as observation and questioning by creating opportunities for their children to participate in scientific activities at home or in their social environment and exposing them to different stimuli.

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Öğretmen Adaylarının Sorgulama Becerileri ile Öğretim Elemanlarının Pedagojik Yeterlikleri Arasındaki İlişkinin İncelenmesi

YARALI¹

2022

e-ijer

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Bu araştırmanın amacı, öğretmen adaylarının sorgulama becerileri ile öğretim elemanlarının pedagojik yeterliklerine ilişkin görüşlerinin bazı değişkenler (cinsiyet, program, sınıf düzeyi ve akademik ortalama) açısından incelenmesi ve öğretmen adaylarının sorgulama becerileri ile öğretim elemanlarının pedagojik yeterliklerine ilişkin görüşleri arasındaki ilişkinin belirlenmesidir. Araştırmada nicel araştırma desenlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu, 2021-2022 öğretim yılında Alanya Alaaddin Keykubat Üniversitesi Eğitim fakültesinde öğrenim gören 230 öğretmen adayı (148 kadın, 82 erkek) oluşturmaktadır. Araştırmada veri toplamak amacıyla, Aldan Karademir (2013) tarafından geliştirilen sorgulama becerileri ile Kazancı Tınmaz (2013) tarafından geliştirilen pedagojik yeterlik ölçekleri kullanılmıştır. Öğretmen adaylarının sorgulama becerileri ölçeğine vermiş oldukları yanıtlara göre ölçek değerlendirildiğinde, öğretmen adaylarının ölçeğin geneline "çoğunlukla” düzeylerinde puan verdikleri görülmüştür. Pedagojik yeterlikler ölçeği öğretmen adaylarının vermiş oldukları puanlar ile değerlendirildiğinde ise ölçeğin alt boyutlarına ve ölçeğin geneline “çoğu böyledir” düzeyinde puan verdikleri tespit edilmiştir. Ayrıca öğretmen adaylarının hem sorgulama becerilerinde hem de öğretim elemanlarının pedagojik yeterliklerine ilişkin görüşlerinde cinsiyet, öğrenim görülen program ve sınıf düzeyi ile akademik ortalamalarına göre anlamlı farklılıklar bulunmamıştır. Öğretmen adaylarının sorgulama becerileri ile öğretim elemanlarının pedagojik yeterliklerine ilişkin görüşleri arasında düşük düzeyde, pozitif ve anlamlı bir ilişki belirlenmiştir.

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Matematik Öğretmen Adaylarının Sorgulama Becerileri İle Matematik Öğretmeye Yöne

Cited by 3 publications

References 0 publications

Investigation Relationship Between Mathematics Teacher Candidates’ Mathematics Anxiety and Mathematics Teaching Anxiety

Investigation Relationship Between Mathematics Teacher Candidates’ Mathematics Anxiety and Mathematics Teaching Anxiety

Examination of Inquiry Learning Skills toward Geometry in terms of Various Variables

Öğretmen Adaylarının Sorgulama Becerileri ile Öğretim Elemanlarının Pedagojik Yeterlikleri Arasındaki İlişkinin İncelenmesi

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