Turkish preservice mathematics teachers' mathematical values: Positivist and constructivist values

Abstract

The present study aimed to investigate preservice mathematics teachers' values toward their mathematics teaching with regard to their grade level, gender and departments. In the study, the positivist and constructivist values were used as value variables. Data were collected from 231 preservice primary and secondary mathematics teachers using a Likert-type questionnaire. Descriptive statistics were used to describe the demographic characteristics of the participants. Then, multivariate analysis was performed to determine the effects of department, gender and grade level on sub-dimensions of mathematics values. The results revealed that preservice primary and secondary mathematics teachers tend to adopt constructivist values rather than positivist values in the mathematics teaching. Teacher candidates' other values regarding mathematics are also presented.