Preservice Mathematics Teachers' Conceptions of and Approaches to Learning: A Phenomenographic Study

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dc.contributor.authorErdoğan, Ahmet
dc.date.accessioned2020-03-26T18:31:07Z
dc.date.available2020-03-26T18:31:07Z
dc.date.issued2012
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractKnowing the preservice mathematics teachers' conceptions of learning is one of the key factors of taking significant educational measures regarding the future. The purpose of this study was to investigate preservice mathematics teachers' conceptions of and approaches to learning. The phenomenographic qualitative research method was used to determine preservice mathematics teachers' conceptions of and approaches to learning. The data obtained from written materials were collected from 150 participating students using an open-ended question and analyzed through content analysis techniques. Then the participants' conceptions of and approaches to learning were categorized into six and two groups, respectively. The results show that approximately one-third of preservice mathematics teachers focus on learning as applying. Additionally, it is found that two-third of preservice mathematics teachers use surface approaches. and one-third of them use deep approaches.en_US
dc.identifier.citationErdoğan, A., (2012). Preservice Mathematics Teachers' Conceptions of and Approaches to Learning: A Phenomenographic Study. Energy Education Science and Technology Part B-Social and Educational Studies, 4(1), 21-30.
dc.identifier.endpage30en_US
dc.identifier.issn1308-7711en_US
dc.identifier.issue1en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage21en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12395/28335
dc.identifier.volume4en_US
dc.identifier.wosWOS:000292127400004en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorErdoğan, Ahmet
dc.language.isoenen_US
dc.publisherSILA SCIENCEen_US
dc.relation.ispartofEnergy Education Science and Technology Part B-Social and Educational Studiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectPreservice mathematics teachersen_US
dc.subjectLearning conceptionsen_US
dc.subjectPhenomenographyen_US
dc.titlePreservice Mathematics Teachers' Conceptions of and Approaches to Learning: A Phenomenographic Studyen_US
dc.typeArticleen_US

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