This study investigates the beliefs of pre-service mathematics teachers (PMTs)
regarding mathemat... more This study investigates the beliefs of pre-service mathematics teachers (PMTs) regarding mathematics through plotting their cognitive maps. The PMTs’ beliefs regarding the nature of mathematics, and teaching and learning mathematics were considered in depth using a phenomenological approach. Participants in the study were seven PMTs in the fourth year of the Elementary School Mathematics Education Program at a university in Istanbul. Data were collected through individual interviews and analyzed by plotting cognitive maps. The results showed that all PMTs had similar cognitive maps of beliefs regarding mathematics. Although the PMTs stated that they held traditional (teacher centered) beliefs before enrolling in the teacher-training program, they demonstrated that they held more constructivist beliefs as a result of the teacher-training program. The use of cognitive maps was shown to be effective in providing a holistic examination of the beliefs of PMTs and a comparison of their belief systems. Keywords: beliefs, cognitive maps, pre-service mathematics teachers, phenomenology, qualitative research
In this research, the aim was to get the primary school mathematics teacher training program eval... more In this research, the aim was to get the primary school mathematics teacher training program evaluated by the prospective teachers by using the six hat thinking technique. In this study, phenomenology, which is a qualitative research design, was used. The participants of the study consisted of 18 senior university students who are prospective teachers and were chosen considering their experiences in the program. The data were collected by means of a written form on which the prospective teachers expressed their ideas about the program under each hat. The data collected were subject to content analysis. Result of the research show that the opinions of prospective teachers' on the quality of the mathematics teacher training program were gathered under the following themes: the curriculum, teaching staff, educational environment and their occupation. In conclusion, prospective teachers have positive and negative opinions about quality of mathematics teacher training program. Aspects of the curriculum were emphasized by the prospective teachers in all the themes that emerged.
This study investigates the beliefs of pre-service mathematics teachers (PMTs)
regarding mathemat... more This study investigates the beliefs of pre-service mathematics teachers (PMTs) regarding mathematics through plotting their cognitive maps. The PMTs’ beliefs regarding the nature of mathematics, and teaching and learning mathematics were considered in depth using a phenomenological approach. Participants in the study were seven PMTs in the fourth year of the Elementary School Mathematics Education Program at a university in Istanbul. Data were collected through individual interviews and analyzed by plotting cognitive maps. The results showed that all PMTs had similar cognitive maps of beliefs regarding mathematics. Although the PMTs stated that they held traditional (teacher centered) beliefs before enrolling in the teacher-training program, they demonstrated that they held more constructivist beliefs as a result of the teacher-training program. The use of cognitive maps was shown to be effective in providing a holistic examination of the beliefs of PMTs and a comparison of their belief systems. Keywords: beliefs, cognitive maps, pre-service mathematics teachers, phenomenology, qualitative research
In this research, the aim was to get the primary school mathematics teacher training program eval... more In this research, the aim was to get the primary school mathematics teacher training program evaluated by the prospective teachers by using the six hat thinking technique. In this study, phenomenology, which is a qualitative research design, was used. The participants of the study consisted of 18 senior university students who are prospective teachers and were chosen considering their experiences in the program. The data were collected by means of a written form on which the prospective teachers expressed their ideas about the program under each hat. The data collected were subject to content analysis. Result of the research show that the opinions of prospective teachers' on the quality of the mathematics teacher training program were gathered under the following themes: the curriculum, teaching staff, educational environment and their occupation. In conclusion, prospective teachers have positive and negative opinions about quality of mathematics teacher training program. Aspects of the curriculum were emphasized by the prospective teachers in all the themes that emerged.
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Papers by Vildan Katmer
regarding mathematics through plotting their cognitive maps. The PMTs’ beliefs
regarding the nature of mathematics, and teaching and learning mathematics were
considered in depth using a phenomenological approach. Participants in the study
were seven PMTs in the fourth year of the Elementary School Mathematics
Education Program at a university in Istanbul. Data were collected through
individual interviews and analyzed by plotting cognitive maps. The results showed
that all PMTs had similar cognitive maps of beliefs regarding mathematics.
Although the PMTs stated that they held traditional (teacher centered) beliefs
before enrolling in the teacher-training program, they demonstrated that they held
more constructivist beliefs as a result of the teacher-training program. The use of
cognitive maps was shown to be effective in providing a holistic examination of
the beliefs of PMTs and a comparison of their belief systems.
Keywords: beliefs, cognitive maps, pre-service mathematics teachers, phenomenology,
qualitative research
regarding mathematics through plotting their cognitive maps. The PMTs’ beliefs
regarding the nature of mathematics, and teaching and learning mathematics were
considered in depth using a phenomenological approach. Participants in the study
were seven PMTs in the fourth year of the Elementary School Mathematics
Education Program at a university in Istanbul. Data were collected through
individual interviews and analyzed by plotting cognitive maps. The results showed
that all PMTs had similar cognitive maps of beliefs regarding mathematics.
Although the PMTs stated that they held traditional (teacher centered) beliefs
before enrolling in the teacher-training program, they demonstrated that they held
more constructivist beliefs as a result of the teacher-training program. The use of
cognitive maps was shown to be effective in providing a holistic examination of
the beliefs of PMTs and a comparison of their belief systems.
Keywords: beliefs, cognitive maps, pre-service mathematics teachers, phenomenology,
qualitative research