Abstract
Abstract: This study is correlational research and aims to investigate the relationship between preservice mathematics teachers' mathematical thinking levels and attitudes for courses in mathematics. We also examined whether gender, reasons for career choice, and academic achievement lead to significant differences in pre-service teachers' attitudes and mathematical thinking levels. Participants are 109 senior pre-service mathematics teachers from three different state universities that have similar conditions. Participants are selected via convenience sampling. Seventy-nine of the participants are female, and 30 are male. "Attitude scale for courses in mathematics" and "Mathematical Thinking Scale" are used to collect data. Data were analyzed by using SPSS package program. Pre-service teachers are found to have moderate attitudes while their mathematical thinking levels are at a high-level in the sub-domains of higher-order thinking tendency, reasoning, and problem-solving and at a moderate level in the subdomain of mathematical thinking skill. Pre-service teachers' attitudes for courses in mathematics have a significant moderate relationship with higher order thinking tendency, and reasoning and have a significant and weak relationship with problem-solving.
Highlights
The permanency and utility of learning about content depend on individuals' attitudes towards that content (Eshun, 2004; Kupari & Nissinen, 2013)
This study has considered attitudes towards mathematics courses that pre-service teachers take in their undergraduate education, and this special consideration distinguishes this study from the mentioned study
This study examines what kind of a change in attitudes towards mathematics courses may occur when a change in mathematical thinking occurs
Summary
The permanency and utility of learning about content depend on individuals' attitudes towards that content (Eshun, 2004; Kupari & Nissinen, 2013). Kösa, and, Berigel (2007) suggested that permanent change in behaviors may occur if positive attitudes towards the content are developed. From this viewpoint, it is possible to say that individuals' positive attitudes towards content promote their content-related success. Attitude towards mathematics is an essential factor that is closely related to the students' behaviors and motivation in this course. Students with positive attitudes enjoy mathematics and engaging with mathematics, and they believe that he/she is good at mathematics and that mathematics is useful (Kartal, 2020). Leder (1992) identifies that the fundamental purpose of mathematics should be to make students develop positive attitudes towards mathematics. Students who have negative attitudes towards mathematics are inclined to avoid doing mathematics and believe that they are incapable of mathematics (Aljaberi, 2014; Kargar, Tarmizi & Bayat, 2010)
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