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Düşünme Becerilerinin Öğretimine Yönelik Matematik Öğretmenleri ve Öğretmen Adaylarının Görüşleri

IN-SERVICE AND PRE-SERVICE MATHEMATICS TEACHERS’ OPINIONS ABOUT TEACHING OF THINKING SKILLS

Journal Name:

  • The International Journal of Research in Teacher Education

Publication Year:

  • 2011

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
The purpose of this study was to determine differences among in-service and pre-service mathematics teachers’ opinions about teaching the thinking skills in view of their demographical characteristics. The sample of the study consists of 174 teachers and teacher candidates who are randomly selected from mathematics teachers of primary and secondary schools in Eskişehir and Eskişehir Osmangazi University Faculty of Education and master degree students without thesis. Data were collected by “Teaching the Thinking Skills Questionnaire for Mathematics Teachers” with demographical information form. ANOVA and t-test were employed to analyze the data. According to the results of the study, there were some differences among the mathematics teachers’ and teacher candidates’ opinions about teaching the thinking skills in view of their demographical characteristics.
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Abstract (Original Language): 
Bu araştırma, ilk ve ortaöğretim matematik öğretmenleri ile öğretmen adaylarının düşünme becerileri öğretimine yönelik görüşleri ile bu görüşlerin bazı demografik değişkenlere göre farklılaşıp farklılaşmadığını belirlemek amacıyla gerçekleştirilmiştir. Araştırmanın örneklemini, Eskişehir Osmangazi Üniversitesi Eğitim Fakültesi İlköğretim Matematik bölümü 4. sınıf öğrencileri, Tezsiz Yüksek Lisans Matematik bölümü öğrencileri ile Eskişehir’de görev yapan ilköğretim ve ortaöğretim matematik öğretmenleri arasından rastlantısal olarak seçilen toplam 174 öğretmen adayı ve öğretmen oluşturmuştur. Araştırmada veri toplama aracı olarak, “Matematik Öğretmenleri için Düşünme Becerileri Öğretimi Anketi” ile bir demografik bilgi formu birlikte kullanılmıştır. Verilerin analizinde t-testi ve tek yönlü varyans analizinden yararlanılmıştır. Elde edilen bulgularla öğretmen adaylarının eğitim aldıkları kurum ve düzey ile öğretmen okulu matematik öğretmenleri ve genel lise matematik öğretmenlerine göre düşünme becerilerini öğretmeye yönelik görüşlerin ne ölçüde farklılaştığı ile ilgili sonuçlara ulaşılmıştır.
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