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Educational Sciences: Theory & Practice • 14(2) • 804-809
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2014 Educational Consultancy and Research Center
www.edam.com.tr/estp
DOI: 10.12738/estp.2014.2.1787
The Effect of Teacher Training Programs on Pre-service
Mathematics Teachers’ Beliefs towards Mathematics*
a
b
Yüksel DEDE
Fatih KARAKUŞ
Gazi University
Afyon Kocatepe University
Abstract
The aim of this study was to determine the effects of teacher training programs on pre-service mathematics
teachers’ beliefs about mathematics. The sample of the study consisted of 173 pre-service mathematics
teachers from an education faculty in the Central Anatolia Region of Turkey. The data were obtained from an
open-ended questionnaire, categorized in terms of content analysis and analyzed quantitatively. The results of
the study showed that there was no statistical difference between both elementary and secondary pre-service
mathematics teachers’ beliefs from when they started the teaching program to when they graduated from the
programs. Yet, the mean scores about mathematical beliefs in the senior class were higher than those of the
freshman class.
Key Words
Beliefs towards Mathematics, Change in Beliefs, Effect of Training Program, Pre-service Mathematics
Teacher, Teacher Training Program.
Mathematics education reforms in the world also
have affected the Turkish mathematics education
system, moving from traditional approaches to content-based approaches based on problem solving
(Baki, 2008). In accordance with the 2005 teaching
program reforms in Turkey, a constructivist approach
was adapted. Teachers’ roles changed from traditional
to guidance within the curriculum (Milli Eğitim Bakanlığı, 2005). Conducting a successful curriculum
mostly depends on the teachers (Çakıroğlu & Çakıroğlu, 2003). In many researches it was found that
teachers and pre-service teachers attended these re*
forms, but they did not reflect the approaches focused
on in these reforms into their teaching (e.g. Gooya,
2007; Gregoire, 1999; Hiebert & Stigler, 2000; TolukUçar & Demirsoy, 2010). However, it is frequently
mentioned in the literature that teachers’ beliefs and
teachers’ perspectives effect their behavior and attitude during their teaching period (e.g. Hacıömeroğlu,
2011; Kayan & Çakıroğlu, 2008; Pajares, 1992; Raymond, 1997; Thompson, 1984; Toluk-Uçar & Demirsoy, 2010; Toluk-Uçar, Pişkin, Akkaş, & Taşçı, 2010;).
In this context, it is very important to examine the
change in teachers’ and pre-service teachers’ beliefs.
A part of this study was presented as an oral presentation at the X. Ulusal Fen ve Matematik Eğitimi Kongresi
in Nigde (June 27-30, 2012).
a Yüksel DEDE, Ph.D., is currently a professor of mathematics education. His research interests include
mathematics education, affective behaviors in mathematics education (especially teaching and learning
values) and teacher education. Correspondence: Gazi University, Gazi Faculty of Education, Department of
Mathematics Education, 06500, Teknikokullar, Ankara, Turkey. Email: ydede2000@gmail.com
b Fatih KARAKUŞ, Ph.D., is an assistant professor of mathematics education. Contact: Afyon Kocatepe
University, Faculty of Education, Department of Mathematics Education, 03200, Afyonkarahisar, Turkey.
Email: fkarakus@aku.edu.tr
DEDE, KARAKUŞ / The Effect of Teacher Training Programs on Pre-service Mathematics Teachers’ Beliefs towards Mathematics
In the literature it is stated that there is not any agreement on the definition of beliefs (Ernest, 1989;
Pajares, 1992; Thompson, 1992). Schoenfeld (1985)
and Sigel (1985) focused on the fact that belief occurs relative to one’s experiences thus focusing on
its cognitive dimension. Furinghetti and Pehkonen
(2002) and Richardson (2003) focused on the affective dimension of belief. Ernest (1989) defines belief
towards mathematics as an individual’s comprehension values, ideology and tendency towards mathematics. He classified belief towards mathematics
as instrumental, Platonist and problem solving.
Dionne (1984), on the other hand, classified belief
towards mathematics as traditional, formalist and
constructivist. Törner and Grigutsch (1994) stated
that mathematical belief has three components: toolbox, system and process. These different views are
more or less related to each other (Liljedahl, 2009).
Ernest emphasized mathematics teachers’ beliefs in
three subcontexts: beliefs about the nature of mathematics, beliefs about the teaching of mathematics
and beliefs about the learning of mathematics. Beliefs about the nature of mathematics deal with what
mathematics is used for and what its qualifications
are. Beliefs about the teaching of mathematics deal
with how teaching is expected to be done and which
materials and methods are going to be used during
teaching. Beliefs about the learning of mathematics deal with the beliefs of teachers on how they
conceive of the learning of mathematics and which
activities are appropriate for them (Baydar & Bulut,
2002; Ernest, 1989). Feiman-Nemser, McDiarmid,
Melnick, and Parker’s (1988) studies were in accordance with Ernest’s study towards describing this
classification. Philippou and Christou (1999) and
Steinbring (1998) stated that teachers’ beliefs effect
their teaching period as well as their classroom activities. Teachers’ beliefs towards mathematics can
be formed in two ways: a) the studies examining
the relationship between teachers’ beliefs and their
teaching practices regarding mathematics (e.g. Beswick, 2006; Hart, 2002; Raymond, 1997; Thompson,
1984) and b) the studies defining teachers’ beliefs
about the nature of mathematics, the teaching of
mathematics and the learning of mathematics (e.g.
Adnan & Zakaria, 2010; Paksu, 2008; Shahvarani &
Savizi, 2007). Since most of our beliefs are resistant
to change, being formed in childhood and during
the experiences of school life (Frank, 1988), studies
examining the change in teachers’ beliefs show that
teachers are extremely resistant towards changing
their current beliefs (Hiebert & Stigler, 2000). It is
clear that the studies about the effects of teacher
education programs on pre-service teachers’ beliefs
show two different results. The first is that they have
little impact on teachers’ beliefs (e.g. Lortie, 1975;
Prawat, 1992; Raymond, 1997; Weinstein, 1989).
The other is that teacher education programs have
an impact on pre-service teachers’ beliefs (Hart,
2002; Wilkins & Brand, 2004). In Turkey, when studies about teachers’ and pre-service teachers’ beliefs
about mathematics were examined, they generally
focused on beliefs about self-efficacy (Dede, 2008;
Doruk & Kaplan, 2012) and problem solving (Hacıömeroğlu, 2011; Kayan & Çakıroğlu, 2008). However, in recent years, there are a few studies focusing
on pre-service teachers’ beliefs and anxieties regarding mathematics (e.g. Hacıömeroğlu, 2013), beliefs about mathematics and teaching practices (e.g.
Toluk-Uçar & Demirsoy, 2010), and beliefs about
the nature, teaching and learning of mathematics
(e.g. Kayan, Haser, & Bostan Işıksal, 2013).
Purpose
The purpose of this study was to determine the effects of the teacher education program on elementary and secondary school pre-service teachers’
beliefs about the nature, teaching and learning of
mathematics.
Method
The descriptive method was used in this study. In
descriptive studies, a given situation is carefully
described as completely as possible (Büyüköztürk,
Çakmak, Kılıç, Özcan, Karadeniz, & Demirel,
2011). The purpose of such research is to define
what an event is and describe its components in
order to interpret, compare, classify and analyze
(Cohen, Manion, & Marrison, 2007).
Sample
The sample under investigation was comprised of
173 pre-service teachers from a university in the
Anatolian region of Turkey. 91 pre-service teachers
were from the department of elementary mathematics education and the other 82 were from the
department of secondary mathematics education in
the same education faculty.
Data Collection Instrument
Data was collected from the six open-ended questions prepared within the interview questions used
in the Banks (2005) and Bütün (2005) studies about
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
teacher and pre-service teachers’ beliefs regarding
mathematics. Among the open-ended questions,
two questions, “If your friends ask you what is mathematics, what would you answer?” and “What is
the source of mathematical knowledge?” were about the nature of mathematics. Two other questions,
“What do you think is the best way to learn mathematics?” and “what do you do when you encounter
difficulty in learning a mathematical concept or topic?” were about the learning of mathematics. The
last two questions, “What is the most effective way
to learn mathematics?” and “What do you do when
faced with teaching a mathematical topic that you
don’t exactly understand?” were about the teaching
of mathematics.
Reliability of Study
In this study a theoretical triangulation was done
(Cohen et al., 2000) according to the categories
prepared using the Ernest (1989), Raymond (1997),
and Toluk-Uçar and Demirsoy’s (2010) studies.
Pre-service teachers’ views were evaluated under
these categories. In this stage, no change was made
to the words used by the pre-service teachers and
the written text was shown to them for their approval. Hence, reliability of the data was acquired
(Creswell, 1998). Additionally, a peer review was
used in order to confirm the data as reliable (Lincoln & Guba, 1985).
Results and Discussions
Data Analysis
There are some studies which use quantitative
analysis methods while analyzing qualitative data
(e.g. Abeyasekera, 2005; Bernard, 1996; Winch &
More, 1956; Young, 1981). In this study qualitative
data was analyzed by using the quantitative method.
In this context, content analysis was used to analyze the data. The main aim of content analysis is to
show concepts and relationships that can explain
the collected data (Miles & Huberman, 1994; Tavşancıl & Aslan, 2001). Firstly, research helps determine the general categories and sub-categories. In
this study, three general categories were identified:
traditional beliefs, transmission beliefs and nontraditional beliefs, according to the Ernest (1989),
Raymond (1997) and Toluk-Uçar and Demirsoy’s
(2010) studies. After examining the beliefs based on
these three different categories, statistics was used
to determine the effect of the teacher education
program on the pre-service teachers’ beliefs. One
point for those with traditional beliefs, two points
for those with transmission beliefs, and three points
for those with non-traditional beliefs were assessed.
Finally, if the score for one pre-service teacher’s beliefs about mathematics came near to nine, he/she
was considered to have non-traditional beliefs. In
this way, qualitative data was converted to quantitative data, and using Tekin’s (1996) study this data
was scored. To determine if there was a significant
effect from the teacher education program on the
pre-service teachers’ beliefs about mathematics,
descriptive statistics and a t-test were used. Moreover, eta-squared values were calculated in order
to examine the effect of any meaningful difference
between groups (Cohen, 1988).
806
Both elementary and secondary school pre-service
teachers had traditional beliefs about mathematics
when they began the teacher education program.
Parallel to this research, Kagan (1992), Haser (2006)
and Demirsoy (2008) indicated that pre-service teachers began the teacher education program with
traditional beliefs. Moreover, both elementary and
secondary school pre-service teachers held their
traditional beliefs about mathematics when they
graduated from the program. However, Kayan et al.
(2013) found that primary pre-service mathematics teachers had more constructivist beliefs about
mathematics. This shows that the teacher education
program had different effects on pre-service teachers’ beliefs. Yet, senior class pre-service teachers in
both programs had higher beliefs on average then
the freshman pre-service teachers from both programs. Thus, the teacher education programs effected the pre-service teachers’ beliefs, but they were
not enough for changing them. Vacc and Bright
(1999), Wilkins and Brand (2004), Işıkoğlu (2008),
and Haser and Doğan (2012) stated that some courses such as subject area teaching methods, and one’s
experience in the teacher education program had
an effect on changing pre-service teachers’ beliefs.
Both elementary and secondary school pre-service
teachers had traditional beliefs about the learning
of mathematics when they began the teacher education program. When they graduated, however, the
elementary school pre-service teachers had transmission belief scores about the learning of mathematics, but secondary school pre-service teachers
held their traditional belief scores. That is, elementary school pre-service teachers’ belief scores were
higher than secondary school pre-service teachers’
belief scores in regard to the learning of mathematics. The reasons for this could be the teaching
methods as well as the secondary school teachers’
DEDE, KARAKUŞ / The Effect of Teacher Training Programs on Pre-service Mathematics Teachers’ Beliefs towards Mathematics
education program having more theoretical courses
than the primary school education program.
The results of the pre-service teachers’ beliefs about
mathematics in terms of grade levels are follows:
The results of the pre-service teachers’ beliefs about
the nature, teaching and learning of mathematics
are as follows:
a) In terms of grade levels, there was no statistical
difference between freshman pre-service elementary school mathematics teachers and senior preservice elementary school mathematics teachers’
beliefs about the nature of mathematics, but there
were differences between them according to their
beliefs about mathematics, the teaching of mathematics, and the learning of mathematics.
a) Both elementary and secondary school preservice teachers had traditional beliefs about the
nature of mathematics when they began the teacher education program. But, secondary school
pre-service teachers had higher belief scores. When
they graduated, both elementary and secondary
school pre-service teachers also had traditional beliefs about the nature of mathematics.
b) Both elementary and secondary school preservice teachers had traditional beliefs about the
teaching of mathematics when they began the teacher education program. Although beliefs leaned
towards transmission beliefs, both elementary and
secondary school pre-service teachers had traditional beliefs about the teaching of mathematics when
they graduated.
c) Both elementary and secondary school preservice teachers had traditional beliefs about the learning of mathematics when they began the teacher
education program. When they graduated, the elementary school pre-service teachers had transmission beliefs scores about the learning of mathematics, but secondary school pre-service teachers had
traditional beliefs scores. That is, elementary school
pre-service teachers’ beliefs scores are higher than
secondary school pre-service teachers’ beliefs scores about the learning of mathematics.
b) In terms of grade levels, there was no statistical
difference between freshman pre-service secondary
school mathematics teachers and senior pre-service
secondary school mathematics teachers’ beliefs
about the nature of mathematics, but there were
differences between them according to their beliefs
about mathematics, the teaching of mathematics,
and the learning of mathematics.
c) In terms of the teacher education program there was no statistical difference between freshman
elementary school and freshman secondary school pre-service mathematics teachers’ beliefs about
mathematics, the nature of mathematics, and the
teaching and learning of mathematics. When they
graduated, there was no statistical difference between senior elementary and senior secondary school
pre-service mathematics teachers’ beliefs about
mathematics, the nature of mathematics, and the
teaching of mathematics. Yet, it was determined that
there was a significant difference between them regarding their beliefs about learning mathematics in
favor of the elementary school pre-service teachers.
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
Ek 1.
Ortaöğretim Matematik Öğretmenliği Lisans Programı
1. Yıl
Kodu
Ders Adı
Güz Dönemi
AITB191
Atatürk İlk. ve İnk. Tarihi – I
ENF 100
Temel Bilgi Teknolojileri Kullanımı
FIZO119
Fizik – I
MATO127
Analiz – I
MATO147
Soyut Matematik I
TDB 101
Türk Dili – I
YDB 171
İngilizce – I
Güz Dönemi Toplamı:
Bahar Dönemi
AITB192
Atatürk İlk. ve İnk. Tarihi – II
FIZO118
Fizik – II
MATO120
Analitik Geometri
MATO128
Analiz – II
MATO148
Soyut Matematik – II
TDB 102
Türk Dili – II
YDB 172
İngilizce – II
Bahar Dönemi Toplamı:
YIL TOPLAMI:
2. Yıl
Kodu
Ders Adı
Güz Dönemi
ENF 245
Temel Bilgisayar - I
MATO215
Lineer Cebir - I
MATO233
Analiz - III
MATO253
Soyut Matematik
OMES213
Eğitim Bilimine Giriş
Güz Dönemi Toplamı:
Bahar Dönemi
ENF 246
Bilgisayar - II
MATO216
Lineer Cebir - II
MATO234
Analiz – IV
MATO260
Diferansiyel Denklemler
OMES202
Gelişim Psikolojisi
Bahar Dönemi Toplamı:
YIL TOPLAMI:
3. Yıl
Kodu
Ders Adı
Güz Dönemi
MATO313
Cebir – I
MATO323
Diferansiyel Geometri
MATO331
Kompleks Analiz
OFMM301
Program Geliştirme Ve Öğretim
Seçmeli-1
Seçmeli Dersler
SECA307
Dif. Denklemler. Seçme Konu
SECA311
Olasılık
Güz Dönemi Toplamı:
Bahar Dönemi
MATO314
Cebir – II
MATO336
Matematik İstatistik
MATO348
Genel Topoloji
OMES302
Türk Eğitim Sis. ve Okul Yön.
Seçmeli-1
Seçmeli Dersler
SECA302
Sayısal Analiz
SECA304
Sayılar Teorisi
SECA308
Dif. Geo. Seçme Konular
Bahar Dönemi Toplamı:
YIL TOPLAMI:
810
ECTS
D+U+L
Z/S
Dili
2
3
5
9
6
2
3
30
2+0+0
2+1+0
4+0+0
4+2+0
4+0+0
2+0+0
3+0+0
21+3+0
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
İngilizce
2
5
6
9
4
2
2
30
60
2+0+0
4+0+0
4+0+0
4+2+0
4+0+0
2+0+0
2+0+0
22+2+0
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
İngilizce
ECTS
D+U+L
Z/S
Dili
4
6
10
6
4
30
3+1+0
4+0+0
4+2+0
4+0+0
3+0+0
18+3+0
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
4
6
10
6
4
30
60
3+1+0
4+0+0
4+2+0
4+0+0
3+0+0
18+3+0
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
ECTS
D+U+L
Z/S
Dili
8
6
6
4
6
4+0+0
4+0+0
4+0+0
3+0+0
4+0+0
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Seçmeli
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
6
6
30
4+0+0
4+0+0
19+0+0
Seçmeli
Seçmeli
Türkçe
Türkçe
8
7
6
3
6
4+0+0
4+0+0
4+0+0
2+0+0
4+0+0
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Seçmeli
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
6
6
6
30
60
4+0+0
4+0+0
4+0+0
18+0+0
Seçmeli
Seçmeli
Seçmeli
Türkçe
Türkçe
Türkçe
DEDE, KARAKUŞ / The Effect of Teacher Training Programs on Pre-service Mathematics Teachers’ Beliefs towards Mathematics
4. Yıl
Kodu
Güz Dönemi
MATO461
OFMM403
OFMM405
OMES401
Seçmeli Dersler
SECA431
SECA433
Güz Dönemi Toplamı:
Bahar Dönemi
OFMM402
OFMM404
OFMM406
Ders Adı
ECTS
D+U+L
Z/S
Dili
Kısmı Diferansiyel Denklemler
Özel Öğretim Yöntemleri - I
Matematik Felsefesi
Sınıf Yönetimi
Seçmeli-1
9
8
4
3
6
4+0+0
2+2+0
2+0+0
2+0+0
4+0+0
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Seçmeli
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
Geometri
Trigonometri
6
6
30
4+0+0
4+0+0
14+2+0
Seçmeli
Seçmeli
Türkçe
Türkçe
Ölçme ve Değerlendirme
Öğretim Tekno. ve Mater. Tas.
Özel Öğretim Yöntemleri – II
Seçmeli-1
8
8
8
6
3+0+0
2+2+0
2+2+0
3+0+0
Zorunlu
Zorunlu
Zorunlu
Seçmeli
Türkçe
Türkçe
Türkçe
Türkçe
6
6
30
60
3+0+0
3+0+0
10+4+0
Seçmeli
Seçmeli
Türkçe
Türkçe
ECTS
D+U+L
Z/S
Dili
6
6
8
5
5
3+0+0
1+4+0
3+0+0
3+0+0
3+0+0
Zorunlu
Zorunlu
Zorunlu
Seçmeli
Seçmeli
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
5
5
5
4
4
30
3+0+0
3+0+0
3+0+0
2+0+0
2+0+0
13+4+0
Seçmeli
Seçmeli
Seçmeli
Seçmeli
Seçmeli
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
12
12
6
30
2+2+0
2+6+0
3+0+0
7+8+0
Zorunlu
Zorunlu
Zorunlu
Türkçe
Türkçe
Türkçe
Seçmeli Dersler
SECA430
Matematik Tarihi
SECA432
Fraktalar
Bahar Dönemi Toplamı:
YIL TOPLAMI:
5. Yıl
Kodu
Ders Adı
Güz Dönemi
OFMM501
Öğrenme Öğretme Kur. ve Yakl.
OFMM503
Okul Deneyimi
OFMM505
Bilimsel Araştırma Yöntemleri
Seçmeli-1
Seçmeli-2
Seçmeli Dersler
SECA531
Mat. Eğt. Bilg. Kul.
SECA533
Matematik Ve Hayat
SECA535
Matematik Eğitiminde Seç. Kon.
SECG507
Sağlık Ve Trafik Eğitimi
SECG509
Çevre Eğitimi
Güz Dönemi Toplamı:
Bahar Dönemi
OFMM500
Alan Eğitiminde Araştır. Projel
OFMM504
Öğretmenlik Uygulaması
OMES502
Rehberlik
Bahar Dönemi Toplamı:
YIL TOPLAMI:
811
EDUCATIONAL SCIENCES: THEORY & PRACTICE
Ek 2.
İlköğretim Matematik Öğretmenliği Lisans Programı
1. Yıl
Kodu
Ders Adı
Güz Dönemi
AITB191
Atatürk İlk. ve İnk. Tarihi – I
ENF 147
Bilgisayar – I
IMMT101
Genel Matematik
OMES103
Eğitim Bilimine Giriş
TURO109
Türkçe: Yazılı Anlatım – I
YDB 117
İngilizce - I
Güz Dönemi Toplamı:
Bahar Dönemi
AITB192
Atatürk İlk. ve İnk. Tarihi - II
ENF 136
Bilgisayar - II
IMMT102
Soyut Matematik
IMMT104
Geometri
OMES104
Eğitim Psikolojisi
TURO110
Türkçe II Sözlü Anlatım
YDB 118
İngilizce - II
Bahar Dönemi Toplamı:
YIL TOPLAMI:
2. Yıl
Kodu
Ders Adı
Güz Dönemi
IMFZ205
Fizik - I
IMGK207
Bilimsel Araştırma Yöntemleri
IMMT201
Analiz - I
IMMT203
Lineer Cebir - I
OMES203
Öğretim İlke ve Yöntemleri
Seçmeli-1
Seçmeli Dersler
SECA201
Grafik Analizi
Güz Dönemi Toplamı:
Bahar Dönemi
IMFZ206
Fizik - II
IMMT202
Analiz - II
IMMT204
Lineer Cebir - II
OMES204
Öğretim Tekno. ve Mater. Tasarı
Seçmeli-1
Seçmeli Dersler
SECG208
Matematik ve Hayat
SECG210
Türkiye Coğ. ve Jeopolitiği
Bahar Dönemi Toplamı:
YIL TOPLAMI:
3. Yıl
Kodu
Ders Adı
Güz Dönemi
IMMB307
Özel Öğretim Yöntemleri - I
IMMT301
Analiz - III
IMMT303
Analitik Geometri - I
IMMT305
İstatistik Ve Olasılık - I
IMMT309
Cebire Giriş
IMYK311
Bilim Tarihi
Seçmeli-1
Seçmeli Dersler
SECM313
Matematik Öğretim Programı
Güz Dönemi Toplamı:
Bahar Dönemi
IMGK312
Topluma Hizmet Uygulamaları
IMMB308
Özel Öğretim Yöntemleri - II
IMMT302
Diferansiyel Denklemler
IMMT304
Analitik Geometri - II
IMMT306
İstatistik Ve Olasılık - II
OMES306
Ölçme Ve Değerlendirme
812
ECTS
D+U+L
Z/S
Dili
2
4
16
3
2
3
30
2+0+0
2+2+0
4+2+0
3+0+0
2+0+0
3+0+0
16+4+0
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
İngilizce
2
4
9
7
3
2
3
30
60
2+0+0
2+2+0
3+0+0
3+0+0
3+0+0
2+0+0
3+0+0
18+2+0
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
ECTS
D+U+L
Z/S
Dili
6
4
8
6
3
3
4+0+0
2+0+0
4+2+0
3+0+0
3+0+0
2+0+0
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Seçmeli
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
3
30
2+0+0
18+2+0
Seçmeli
Türkçe
6
8
6
6
4
4+0+0
4+2+0
3+0+0
2+2+0
3+0+0
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Seçmeli
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
4
4
30
60
3+0+0
3+0+0
16+4+0
Seçmeli
Seçmeli
Türkçe
Türkçe
ECTS
D+U+L
Z/S
Dili
5
5
4
6
5
3
2
2+2+0
3+0+0
3+0+0
2+2+0
3+0+0
2+0+0
2+0+0
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Seçmeli
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
2
30
2+0+0
17+4+0
Seçmeli
Türkçe
6
5
3
4
6
3
1+2+0
2+2+0
4+0+0
3+0+0
2+2+0
3+0+0
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
DEDE, KARAKUŞ / The Effect of Teacher Training Programs on Pre-service Mathematics Teachers’ Beliefs towards Mathematics
OMES310
Türk Eğitim Tarihi
Bahar Dönemi Toplamı:
YIL TOPLAMI:
4. Yıl
Kodu
Ders Adı
Güz Dönemi
IMGK407
Matematik Tarihi
IMMB409
Matematik Öğr. Özel Eğitim
IMMT403
Elementer Sayı Kuramı
OMES405
Okul Deneyimi
OMES407
Rehberlik
OMES411
Sınıf Yönetimi
Seçmeli-1
Seçmeli-2
Seçmeli Dersler
SECA401
Matematiksel Modeller
SECA411
Bilgisayar Dest. Mat. Ögr.
Güz Dönemi Toplamı:
Bahar Dönemi
IMMT404
Matematik Felsefesi
OMES404
Öğretmenlik Uygulaması
OMES406
Türk Eğt. Sist. ve Okul Yönet
Seçmeli-1
Seçmeli-2
Seçmeli Dersler
SECG408
Çevre Eğitimi
SECG410
Fen Teknoloji Toplum
SECM412
Matematik Eğt. Alan Çalışması
Bahar Dönemi Toplamı:
YIL TOPLAMI:
3
30
60
2+0+0
17+6+0
Zorunlu
Türkçe
ECTS
D+U+L
Z/S
Dili
5
3
5
6
3
4
4
4
2+0+0
2+0+0
3+0+0
1+4+0
3+0+0
2+0+0
3+0+0
3+0+0
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Zorunlu
Seçmeli
Seçmeli
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
4
4
34
3+0+0
3+0+0
19+4+0
Seçmeli
Seçmeli
Türkçe
Türkçe
7
10
3
5
5
2+0+0
2+6+0
2+0+0
3+0+0
3+0+0
Zorunlu
Zorunlu
Zorunlu
Seçmeli
Seçmeli
Türkçe
Türkçe
Türkçe
Türkçe
Türkçe
5
5
5
30
64
3+0+0
3+0+0
3+0+0
12+6+0
Seçmeli
Seçmeli
Seçmeli
Türkçe
Türkçe
Türkçe
813
EDUCATIONAL SCIENCES: THEORY & PRACTICE
814

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