THE EFFECT OF THE INQUIRY BASED MATHEMATICS APPROACH ON THE DEVELOPMENT OF THE MATHEMATICAL THINKING PROCESSES OF PROSPECTIVE TEACHERS: AN ACTION RESEARCH STUDY

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In this study, which was designed as an action research, the inquiry based learning method adapted to the mathematics was used. In the implementation of the action plan, the Inquiry-Based Mathematics Teaching (IBMT) model that Chin E. et al. (2016) developed within the scope of the PRIMAS project was used. It was determined that the prospective mathematics teachers who take the Basic Mathematics 1 course learned the mathematics topics in their previous education without questioning the knowledge they learned. Based on this observation, the IBMT model was implemented This implementation process and its results are discussed in this article. During the first weeks of the implementation process, the prospective teachers reacted to this practice which they were not accustomed to. In the following weeks, the views of the prospective teachers about the IBMT practice were obtained. The opinions of prospective teachers formed four main themes. Within the nature of mathematics theme, the prospective teachers expressed that their viewpoints of mathematics have changed, they have learned the logic of mathematics, mathematics cannot be learned through memorization, and the process of learning mathematics is important. In the method theme, the prospective teachers explained that they learned mathematics by questioning, reasoning, and concretizing without memorizing. Within the teaching skills theme, the prospective teachers expressed that the method helped them feel like teachers. Within the affective features theme, they said that the course was exciting, useful, and above their expectations.

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Teaching Mathematics , Inquiry , Based Learning , Inquiry Based Mathematics Learning , Prospective Mathematics Teachers

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi