Abstract
The aim of this study is to examine the effect of the use of mathematics course on the prospective teachers’ attitudes towards mathematics and their beliefs on the nature, teaching and learning of mathematics and also to explore their opinions about the subject course. The results of the study were also interpreted according to the academic achievement variable. The study was prepared according to the mixed embedded experimental design and the study group is formed with 40 prospective teachers who take the use of mathematics compulsory elective course in a state university in Turkey. The Mathematical Attitude Scale, the Beliefs Scale about Mathematics Teaching and Learning and Student Opinion Form were used in the study. It was found that the prospective teachers who took the subject course differed significantly and positively in their attitudes towards mathematics, enjoyed mathematics more after the course and had more confidence in themselves by defeating their fears. The use of mathematics course made prospective teachers to deviate from traditional beliefs and have more constructive beliefs about mathematics. Besides, the effect of the course on the attitudes and beliefs of the prospective teachers with different academic achievement levels did not differentiate.
Highlights
The concept of use of mathematics can be defined as using mathematical concepts, processes and procedures in an appropriate way by associating them with the problem in the case of an unaccustomed problem that the student encounter in a real life or in a school environment. Baki (2018, p.94) explains that the processes of use of mathematics mainly serve two different purposes: to understand and interpret mathematics in itself or to solve the problems encountered in life
The aim of this study is to examine the effect of use of mathematics course designed as an elective course on the prospective teachers’ attitudes towards mathematics and their beliefs on the nature, teaching and learning of mathematics and to explore the prospective teachers’ opinions about the subject course
It can be said that the course of use of mathematics had a significant and positive influence on the attitudes of prospective teachers towards mathematics
Summary
The concept of use of mathematics can be defined as using mathematical concepts, processes and procedures in an appropriate way by associating them with the problem in the case of an unaccustomed problem that the student encounter in a real life or in a school environment. Baki (2018, p.94) explains that the processes of use of mathematics mainly serve two different purposes: to understand and interpret mathematics in itself or to solve the problems encountered in life. Baki (2018, p.94) explains that the processes of use of mathematics mainly serve two different purposes: to understand and interpret mathematics in itself or to solve the problems encountered in life. He states that the basic skills needed in the process of use of mathematics are problem solving, reasoning, communication, prediction, making connections and calculating from the mind. PISA is one of the world's largest educational research organized by the Organization for Economic Co-Operation and Development (OECD), and assesses the competence of 15-year-old students at the end of compulsory education in solving problems they encounter in school and out of school life (OECD, 2016)
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