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- Title
Matematik Felsefesi ve Matematiksel Düşünmeye Yönelik Uzman Görüşleri.
- Authors
ÇETİN, Aysun YEŞİLYURT
- Abstract
In this study, it was aimed to reveal the expert opinions on the philosophy of mathematics and mathematical thinking, and to determine the place and importance of philosophy of mathematics in mathematics education. The research was conducted with 11 academicians working in the mathematics education and philosophy education departments of a university. In this research, a written opinion form consisting of five open-ended questions was used as a data collection tool. With the first three questions in the form, it was aimed to reveal the thoughts of the participants on the concepts of mathematics, philosophy, the philosophy of mathematics and mathematical thinking. The last two questions were prepared to get the opinions of the participants about the place of the philosophy of mathematics in mathematics education and its inclusion in the curriculum of Faculty of Education. To ensure the validity of the form, the opinions of a mathematics education expert and a philosophy education expert were taken. Categories and codes were formed by subjecting the data obtained from the form to content analysis. The data were interpreted in the light of the created categories and codes. Similar to the research results of Kaplan, Işık and Öztürk (2014), who examined the teacher candidates' views on the philosophy of mathematics, it was found that some of the university academicians also saw the philosophy of mathematics as an act of inquiry. Based on the results obtained from the research, it was concluded that the academicians saw the philosophy of mathematics as an act of questioning the nature and concepts of mathematics, thinking on mathematics to understand mathematics, discussing and explaining mathematical concepts. According to many thinkers, the philosophy of mathematics is an effort to understand the mathematics (Gür, 2011: 12); mathematical thinking is a form of daily thinking based on common sense such as scientific thinking that develops in a certain direction (Yıldırım, 2015: 43). Mathematical thinking will take place if the solution of a problem requires high-level thinking skills such as customization, generalization, prediction, hypothesis generation, and checking the accuracy of the hypothesis (Yeşildere, 2006: 12). Similarly, university academicians generally use mathematical thinking as abstract and consistent thinking to produce new knowledge and solve problems with high-level thinking skills; they defined the philosophy of mathematics as the act of questioning the nature and concepts of mathematics, thinking on mathematics to understand mathematics, discussing and explaining mathematical concepts. Knowledge is necessary but not sufficient for thinking (Yıldırım, 2015: 158). In this research, an academician pointed out the existence of mathematical knowledge as a precondition for mathematical thinking. Therefore, mathematical knowledge is thought to be necessary but not sufficient for mathematical thinking. According to prospective teachers, the philosophy of mathematics course is an impressive and mysterious course and should be included in the undergraduate program (Kaplan, Işık, & Öztürk, 2014). In this research, in line with the opinions of the academicians; it was concluded that the course of the philosophy of mathematics also increased the interest and admiration for mathematics and should be included in the curriculum. Philosophy of mathematics has an important place in mathematics education in terms of understanding, explaining and applicability of mathematical knowledge. It is also predicted that the philosophy of mathematics, which faculty members consider as the cornerstone of mathematics education and has an important place in the undergraduate curriculum, will reveal new perspectives in mathematics education based on the research results. As a result of the research, it was effective that the opinions of the teacher candidates in the study of Kaplan, Işık and Öztürk (2014) and the views of the academicians in this study were similar in making such a prediction. In the light of all this information, it is thought that the mathematics education supported by the philosophy of mathematics course to be conducted by an expert lecturer in the subject area and designed to gain mathematical thinking skills will be much more effective. It is thought that a mathematics education supported by the philosophy of mathematics and designed to gain mathematical thinking skills will be much more effective.
- Subjects
PHILOSOPHY of mathematics; PHILOSOPHY of education; OUTCOME-based education; UNIVERSITY faculty; MATHEMATICS education; CODES of ethics; COMMUNITY of inquiry
- Publication
Ondokuz Mayis University Journal of Education, 2021, Vol 40, Issue 1, p459
- ISSN
1300-302X
- Publication type
Article
- DOI
10.7822/omuefd.856691