Examination of secondary school pre-service mathematics teachers' self-efficacies towards proving according to various variables

Kürşat Yenilmez; Candaş Uygan

Makale detayları

Examination of secondary school pre-service mathematics teachers' self-efficacies towards proving according to various variables

Yazarlar:

Kürşat Yenilmez | Candaş Uygan

Yayıncı:

Eskişehir Osmangazi University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi Vol.8 Issue 2, pp.46-60

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302407

pISSN:

2548-0375

Anahtar kelimeler:

Özet:

 The aim of this research is to examine secondary school pre-service mathematics teachers self-efficacies towards proving according to various variables. For this purpose, it was investigated whether the secondary school mathematics teacher candidates self-efficacy for proof differs according to the variables of gender, grade level, grade point average and the number of courses with proof content completed. In this quantitative study, a causal comparative research design was used. The universe of the study consists of all pre-service teachers studying in the Education Faculty Primary Education Mathematics Teaching undergraduate program of a state university located in the Central Anatolian region, and the sample consists of 183 pre-service teachers who voluntarily filled the data collection tool of the research. The Self-Efficacy Scale for Proving, developed by Uygan and Yenilmez 2023, was used as a data collection tool in the study. In the analysis of the collected data, descriptive analysis, independent samples t-test and one-way analysis of variance were used. According to the results of the research; secondary school pre-service mathematics teachers self-efficacy towards proving is at a moderate level, and there is no difference between male and female teacher candidates in terms of these self-efficacy. In terms of grade level, the self-efficacy of the 4th grade pre-service teachers to prove is higher than the other teacher candidates, while the self-efficacy of the pre-service teachers with high and medium achievement in terms of GPA is higher than the pre-service teachers with low achievement. There is no difference between pre-service teachers who have completed almost all of the proof-containing courses and those who have completed some of them in terms of self-efficacy for proving.

 The aim of this research is to examine secondary school pre-service mathematics teachers self-efficacies towards proving according to various variables. For this purpose, it was investigated whether the secondary school mathematics teacher candidates self-efficacy for proof differs according to the variables of gender, grade level, grade point average and the number of courses with proof content completed. In this quantitative study, a causal comparative research design was used. The universe of the study consists of all pre-service teachers studying in the Education Faculty Primary Education Mathematics Teaching undergraduate program of a state university located in the Central Anatolian region, and the sample consists of 183 pre-service teachers who voluntarily filled the data collection tool of the research. The Self-Efficacy Scale for Proving, developed by Uygan and Yenilmez 2023, was used as a data collection tool in the study. In the analysis of the collected data, descriptive analysis, independent samples t-test and one-way analysis of variance were used. According to the results of the research; secondary school pre-service mathematics teachers self-efficacy towards proving is at a moderate level, and there is no difference between male and female teacher candidates in terms of these self-efficacy. In terms of grade level, the self-efficacy of the 4th grade pre-service teachers to prove is higher than the other teacher candidates, while the self-efficacy of the pre-service teachers with high and medium achievement in terms of GPA is higher than the pre-service teachers with low achievement. There is no difference between pre-service teachers who have completed almost all of the proof-containing courses and those who have completed some of them in terms of self-efficacy for proving.

 The aim of this research is to examine secondary school pre-service mathematics teachers self-efficacies towards proving according to various variables. For this purpose, it was investigated whether the secondary school mathematics teacher candidates self-efficacy for proof differs according to the variables of gender, grade level, grade point average and the number of courses with proof content completed. In this quantitative study, a causal comparative research design was used. The universe of the study consists of all pre-service teachers studying in the Education Faculty Primary Education Mathematics Teaching undergraduate program of a state university located in the Central Anatolian region, and the sample consists of 183 pre-service teachers who voluntarily filled the data collection tool of the research. The Self-Efficacy Scale for Proving, developed by Uygan and Yenilmez 2023, was used as a data collection tool in the study. In the analysis of the collected data, descriptive analysis, independent samples t-test and one-way analysis of variance were used. According to the results of the research; secondary school pre-service mathematics teachers self-efficacy towards proving is at a moderate level, and there is no difference between male and female teacher candidates in terms of these self-efficacy. In terms of grade level, the self-efficacy of the 4th grade pre-service teachers to prove is higher than the other teacher candidates, while the self-efficacy of the pre-service teachers with high and medium achievement in terms of GPA is higher than the pre-service teachers with low achievement. There is no difference between pre-service teachers who have completed almost all of the proof-containing courses and those who have completed some of them in terms of self-efficacy for proving.

 Bu araştırmanın amacı ortaokul matematik öğretmeni adaylarının ispat yapmaya yönelik öz-yeterliklerinin çeşitli değişkenlere göre incelenmesidir. Bu amaca yönelik ortaokul matematik öğretmeni adaylarının ispat yapmaya yönelik öz-yeterliklerinin cinsiyet, sınıf düzeyi, genel not ortalaması ve tamamlanan ispat içerikli ders sayısı değişkenlerine göre farklılaşıp farklılaşmadığı araştırılmıştır. Nicel türdeki bu çalışmada nedensel karşılaştırmalı araştırma deseni kullanılmıştır. Çalışmanın evrenini İç Anadolu bölgesinde yer alan bir devlet üniversitesinin Eğitim Fakültesi İlköğretim Matematik Öğretmenliği lisans programında öğrenim görmekte olan tüm öğretmen adayları, örneklemini ise bu evrenden gönüllü olarak araştırmanın veri toplama aracını dolduran 183 öğretmen adayı oluşturmaktadır. Çalışmada veri toplama aracı olarak Uygan ve Yenilmez 2023 tarafından geliştirilmiş olan İspat Yapmaya Yönelik Öz-yeterlik Ölçeği kullanılmıştır. Toplanan verilerin analizinde betimsel analiz, bağımsız örneklemler t-testi ve tek yönlü varyans analizinden yararlanılmıştır. Araştırma sonucuna göre; ortaokul matematik öğretmeni adaylarının ispat yapmaya yönelik öz-yeterlikleri orta düzeyde olup söz konusu öz-yeterlikler açısından kadın ve erkek öğretmen adayları arasında fark bulunmamaktadır. Sınıf düzeyi açısından 4. Sınıf öğretmen adaylarının ispat yapmaya yönelik öz-yeterlikleri diğer öğretmen adaylarına göre daha yüksek iken genel not ortalaması açısından yüksek ve orta başarıya sahip öğretmen adaylarının ispat yapmaya yönelik öz-yeterlikleri düşük başarıya sahip öğretmen adaylarına göre daha yüksektir. İspat içerikli derslerin neredeyse tamamını tamamlayan öğretmen adayları ile bir kısmını tamamlayan öğretmen adayları arasında ispat yapmaya yönelik öz-yeterlik açısından fark bulunmamaktadır.

Makale detayları

Examination of secondary school pre-service mathematics teachers' self-efficacies towards proving according to various variables

Yazarlar:

Kürşat Yenilmez | Candaş Uygan

Yayıncı:

Eskişehir Osmangazi University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi Vol.8 Issue 2, pp.46-60

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302407

pISSN:

2548-0375

Mathematics teacher candidates

proving

self-efficacyMatematik öğretmeni adayları

ispat yapma

öz-yeterlik

Sayı

Makale detayları

Examination of secondary school pre-service mathematics teachers' self-efficacies towards proving according to various variables

Yazarlar: Kürşat Yenilmez | Candaş Uygan

Yayıncı: Eskişehir Osmangazi University

Ana Başlıklar: Matematik Eğitimi

Dergi: Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi Vol.8 Issue 2, pp.46-60

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001302407

pISSN: 2548-0375

Mathematics teacher candidates

proving

self-efficacyMatematik öğretmeni adayları

ispat yapma

öz-yeterlik

Sayı

Yazarlar:

Kürşat Yenilmez | Candaş Uygan

Yayıncı:

Eskişehir Osmangazi University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi Vol.8 Issue 2, pp.46-60

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302407

pISSN:

2548-0375