Lise öğrencilerinin matematiksel düşünme stillerinin ve problem çözmeye yönelik i̇nançlarinin i̇ncelenmesi

The aim of this study is to examine high school students' mathematical thinking styles and their beliefs about mathematical problem solving, which is the most important component of mathematical thinking. In this study, which aims to determine which ways of thinking high school students prefer in their problem solving processes, that is, which mathematical thinking styles they prefer, and their beliefs about problem solving, the survey model was chosen as the research method in accordance with the research purpose. The study group of the research consists of a total of 462 high school students, 139 girls and 323 boys, studying in two different districts of a province in the Marmara region. Mathematical Prosessing Instrument (MPI) developed by Suwarsono (1982) was used as one of the data collection tools in the research. The other data collection tool used in the study is the "Beliefs about Mathematical Problem Solving Instrument" developed by Kloosterman and Stage (1992). Descriptive statistics of arithmetic mean, frequency, standard deviation and independent t-test and ANOVA predictive statistics of the data obtained from the two measurement tools were used. In addition, correlation analysis was conducted to reveal the relationship between students' mathematical thinking styles and problem-solving beliefs. The results show that students mostly have a harmonic thinking style. This is followed by visual and analytical styles, respectively. It was observed that there was no significant difference in the distribution of students' thinking styles in terms of grade level and gender variables. When the students' beliefs regarding mathematical problem solving were examined, it was concluded that the participants' belief levels were at a medium level. In addition, students' belief scores do not differ statistically significantly according to gender and grade level variables. However, the average scores of ninth grade students in the problem solving skills sub-dimension of the scale are higher than the average scores of eleventh grade students, and the belief levels of these two classes differ statistically significantly. Another result obtained from this thesis study is; there is a positive and weak relationship between students' mathematical thinking styles and their beliefs about problem solving only in the problem solving skill sub-dimension.