Investigation of the Relationship Between the Reflective Thinking Levels of the Mathematics Teacher Candidates and their Philosophical Thoughts on the Nature of Mathematics

Derya Ozlem Yazlik, Solmaz Damla Gedik Altun, D. A. Kaya
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Abstract

The aim of this study is to examine the relationship between the reflective thinking levels of secondary school mathematics teacher candidates and their philosophical thoughts about the nature of mathematics. In addition, it was also aimed to examine whether the reflective thinking levels of pre-service mathematics teachers differ significantly according to the absolutist, mixed and quasi-experimental groups. For this purpose, the relational survey model was used in the research. The research was carried out with 196 volunteer secondary school mathematics teacher candidates studying in the mathematics education program in the spring semester of the 2021-2022 academic year. At the end of the study, it was determined that both the reflective thinking levels of the mathematics teacher candidates and their philosophical thoughts about the nature of mathematics were at a high level. In addition, it was determined that there was a moderately significant positive correlation between the sub-dimensions of the reflective thinking levels of pre-service mathematics teachers and their philosophical thoughts about the nature of mathematics, which explained 44%. In addition, it was determined that the reflection sub-dimension predicted the prospective teachers' philosophical thoughts on the nature of mathematics positively, and the habit sub-dimension statistically predicted negatively. Finally, it was concluded that there is a statistically significant difference between the quasi-experimental group, mixed and absolutist groups in favor of the quasi-experimental group in the critical reflection, reflection and comprehension skills of the secondary school mathematics teacher candidates, and in the habit sub-dimension, there is a statistically significant difference between the absolutist group, the mixed and quasi-experimental groups in favor of the absolutist group has been reached.
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数学教师考生反思性思维水平与数学本质哲学思想关系的调查
摘要本研究旨在探讨中学数学教师候选人的反思性思维水平与其对数学本质的哲学思考之间的关系。此外,本研究还旨在检验职前数学教师的反思性思维水平在绝对实验组、混合实验组和准实验组之间是否存在显著差异。为此,在研究中采用了关系调查模型。本研究是在2021-2022学年春季学期对196名参加数学教育项目的中学数学教师志愿候选人进行的。在研究结束时,确定了数学教师候选人的反思性思维水平和他们对数学本质的哲学思考都处于较高水平。此外,我们确定职前数学教师反思思维水平的子维度与他们对数学本质的哲学思考之间存在中等显著的正相关,这解释了44%。此外,我们发现反思子维度对未来教师对数学本质的哲学思考有正向预测,习惯子维度对未来教师对数学本质的哲学思考有负向预测。最后得出结论:准实验组、混合组和准实验组在中学数学教师候选人的批判性反思、反思和理解技能上存在统计学显著差异,而在习惯子维度上,绝对主义组之间存在统计学显著差异。赞成绝对主义的混合和准实验群体已经达到。
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来源期刊
自引率
0.00%
发文量
41
审稿时长
4 weeks
期刊介绍: Journal for the Education of Gifted Young Scientists (JEGYS) ISSN: 2149-360X covers issues such as science education, differentiated instruction in mathematics, science and social sciences for gifted students, education and training of the young scientist, giftedness, gifted education, scientific creativity, educational policy on science and math education for gifted students, teaching of the history and philosophy of science, STEM education for gifted, teaching techniques and activities in the education of the gifted young scientist, is a scientific and academic journal. JEGYS aims to be a scientific media sharing scientific research, practices, theories and ideas about gifted education and education of the gifted young scientists. STEM education for gifted, teaching techniques and activities in the education of the gifted young scientist, is a scientific and academic journal. JEGYS aims to be a scientific media sharing scientific research, practices, theories and ideas about gifted education and education of the gifted young scientists.
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