Open AccessCorrelation Between Thinking Styles and Teaching Styles of Prospective Mathematics Teachers
Author(s) -
Beyza Balamir Apaydin,
Selin Çenberci
Publication year - 2018
Publication title -
world journal of education
Language(s) - English
Resource type - Journals
eISSN - 1925-0754
pISSN - 1925-0746
DOI - 10.5430/wje.v8n4p36
Subject(s) - turkish , mathematics education , cognitive style , learning styles , style (visual arts) , psychology , scale (ratio) , data collection , quality (philosophy) , mathematics , cognition , statistics , philosophy , linguistics , physics , archaeology , epistemology , quantum mechanics , neuroscience , history
Increasing the quality of education is based on changes thinking and teaching styles. Considering variance ofthinking styles and teaching styles person to person, identifying thinking styles and teaching styles of prospectivemathematics teachers is very important. So, the aim of this study is to determine the correlation between thinking andteaching styles of prospective mathematics teachers and to examine thinking styles and teaching styles of theprospective mathematics teachers by considering some demographic characteristics. The sample of the researchconsisted of 80 prospective mathematics teachers who studied at the Mathematics Education Department of AhmetKeleşoğlu Education Faculty at Necmettin Erbakan University. Relational screening model was used in analysis ofthe data. “Thinking Styles Scale” which was developed by Sternberg and Wagner (1992) and adapted to Turkish byBuluş (2006) and “Teaching Style Inventory” developed by Grasha (1994) and adapted to Turkish by Uredi (2006)were used as data collection tool in the research. According to the conclusion of the research, a positive moderatecorrelation was found between thinking styles and teaching styles of prospective mathematics teachers.