YAPILANDIRMACI ÖĞRENME YAKLAŞIMININ MATEMATİK ÖĞRETMEN ADAYLARININ MATEMATİKSEL DÜŞÜNME SÜREÇLERİNE OLAN ETKİSİ

The purpose of this study is to examine the effect of constructivist learning approach on mathematics student teachers’ mathematical thinking processes. The study is a pretest-posttest quasi-experimental research. The control and the experimental group were chosen from the mathematics student teachers attending Calculus course. The open-ended problems were used to compare subjects’ mathematical thinking processes. As a result of data analyzing, it was seen that the constructivist learning approach provided more contribution to mathematical thinking processes. It was determined that the experimental group’s subjects were more successful than control groups’ subjects in estimating, constructing mathematical models for certifying generalizations and hypnotizes, relating among these models. It is thought that this study will guide when learning