International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289

Original article | Educational Policy Analysis and Strategic Research 2020, Vol. 15(2) 259-270

Mathematics Education Values Portrayed by Elementary Student Teachers

Güney Hacıömeroğlu

pp. 259 - 270   |  DOI: https://doi.org/10.29329/epasr.2020.251.14   |  Manu. Number: MANU-2003-04-0001.R1

Published online: June 20, 2020  |   Number of Views: 201  |  Number of Download: 661


Abstract

This study aims at investigating values in mathematics education portrayed by elementary student teachers. Data were gathered from 401 elementary student teachers at two public universities in Turkey. The results of the study showed that overall student teachers had positive mathematics education values. They recognized that the theoretical nature of mathematics apart from its relations to daily life would be meaningless. However, they held negative mathematics education values regarding conceptual learning of mathematics. They also recognized how important it was to emphasize the affective and cognitive outcomes in mathematics programs. The findings showed that no significant differences between student teachers’ mathematics education values regarding gender and year spent in the program. However, significant differences were found in theory emphasis mathematics teaching favoring female student teachers.

Keywords: Mathematics, Education, Values, Elementary, Student Teacher


How to Cite this Article?

APA 6th edition
Haciomeroglu, G. (2020). Mathematics Education Values Portrayed by Elementary Student Teachers . Educational Policy Analysis and Strategic Research, 15(2), 259-270. doi: 10.29329/epasr.2020.251.14

Harvard
Haciomeroglu, G. (2020). Mathematics Education Values Portrayed by Elementary Student Teachers . Educational Policy Analysis and Strategic Research, 15(2), pp. 259-270.

Chicago 16th edition
Haciomeroglu, Guney (2020). "Mathematics Education Values Portrayed by Elementary Student Teachers ". Educational Policy Analysis and Strategic Research 15 (2):259-270. doi:10.29329/epasr.2020.251.14.

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