The predictive power to mathematical success of belief and reflective thinking for problem solving Problem cozmeye yonelik inanc ve yansitici dusunme becerisinin matematik basarisini yordama gucu
It is known that variables such as attitudes, faith, self efficacy, critical thinking skills, reflective thinking skills are variables used to explain the students' mathematical success and the impact rates of these variables are not the same. In this study, students' predictive power towards mathematical achievements of faith and reflective thinking skills were investigated in terms of problem solving as corresponding to these variables. Relational search model was used in the research. The sample of the research is composed of 143 mathematics teacher candidates who are studying in the departmen of Elemantary Mathematics Teaching in a university. Regression analysis was done for predicting students' mathematical achievement by sub dimensions of belief about problem solving which are mathematical skill, mathematical situation, understanding problem, importance of mathematics, problem solving skills and sub dimensions of reflective thinking ability which are inquiry, evaluation and heuristics. Research findings show that these variables are about 18 percent of the total variance in mathematical success. It is considered that associating the conceptual and operational knowledge during the education periods in order to increase student success of students can affect the student success. Extended English summary is in the end of Full Text PDF (TURKISH) file Ozet Matematige yonelik tutum, inanc, oz yeterlilik algisi, elestirel dusunme becerisi, yansitici dusunme becerisi gibi degiskenlerin ogrencilerin matematik basarilarini aciklamada kullanilan degiskenler oldugu ve bu degiskenlerin etki oranlarinin ayni olmadigi bilinmektedir. Arastirmada bu degiskenlere karsilik gelecek sekilde problem cozme temali olarak ogrencilerin matematige karsi inanc ve yansitici dusunce becerilerinin matematiksel basarilarina olan yordama gucu incelenmistir. Arastirmada iliskisel tarama modeli kullanilmistir. Arastirmanin orneklemini, bir universitenin Ilkogretim Matematik Ogretmenligi bolumunde ogrenim gormekte olan 143 matematik ogretmen adayi olusturmaktadir. Problem cozmeye iliskin inancin alt boyutlari olan matematiksel beceri, matematigin yeri, problemi anlama, matematigin onemi ve problem cozme becerisi ile yansitici dusunme becerisinin alt boyutlari olan sorgulama, degerlendirme ve nedenleme degiskenlerine gore ogrencilerin matematik basarisinin yordanmasina yonelik regresyon analizi yapilmistir. Arastirmada bu degiskenlerin birlikte matematik basarisindaki toplam varyansin yaklasik %18'ini acikladigi sonucu bulunmustur. Ogrenci basarisinin artirilmasi amaciyla ogrencilerin ogrenimleri suresince kavramsal ve islemsel bilginin birbirine yakin bir sekilde iliskilendirilmesinin ogrenci basarisini etkileyebilecegi dusunulmektedir.