Cognitive maps of the beliefs of pre-service mathematics teachers regarding mathematics: a phenomenological research

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dc.authorid0000-0002-3740-0599en_US
dc.contributor.authorKatmer Bayraklı, Vildan
dc.contributor.authorErişen, Yavuz
dc.date.accessioned2024-07-12T20:36:05Z
dc.date.available2024-07-12T20:36:05Z
dc.date.issued2019en_US
dc.departmentFakülteler, Eğitim Fakültesi, İlköğretim Matematik Öğretmenliği Bölümüen_US
dc.description.abstractThis 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.en_US
dc.identifier.citationKatmer Bayraklı, V. ve Erişen, Y. (2019). Cognitive maps of the beliefs of pre-service mathematics teachers regarding mathematics: a phenomenological research. International Journal of Instruction. 12(1), s. 1545-1566.en_US
dc.identifier.doi10.29333/iji.2019.12199a
dc.identifier.endpage1566en_US
dc.identifier.issn1694-609X
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85059689458en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage1545en_US
dc.identifier.urihttp://www.e-iji.net/volumes/353-january-2019,-volume-12,-number-1
dc.identifier.urihttps://doi.prg/10.29333/iji.2019.12199a
dc.identifier.urihttps://hdl.handle.net/20.500.12415/1014
dc.identifier.volume12en_US
dc.identifier.wosWOS:000454944200100en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Instructionen_US
dc.relation.publicationcategoryUluslararası Hakemli Dergide Makale - Kurum Öğretim Elemanıen_US
dc.rightsCC0 1.0 Universal*
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.snmzKY01657
dc.subjectBeliefsen_US
dc.subjectCognitive mapsen_US
dc.subjectPre-service mathematics teachersen_US
dc.subjectPhenomenologyen_US
dc.subjectQualitative researchen_US
dc.titleCognitive maps of the beliefs of pre-service mathematics teachers regarding mathematics: a phenomenological researchen_US
dc.typeArticle
dspace.entity.typePublication

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