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Abstract


The Relationship of Learning Approaches, Opinions about Mathematical Proof and Metacognitive Awareness

Purpose of this study is to determine learning approaches of prospective mathematics teachers throughout the education process as well as their opinions about mathematical proof and metacognitive awareness in this process and to establish the relationship between these three variables. The study focused on 50 prospective primary school mathematics teachers who are senior students. We used a survey to collect data about the prospective teachers’ learning approaches, opinions about mathematical proof and metacognitive awareness. The collected data was analyzed with SPSS statistical programmed. The study concluded that learning approaches of the prospective mathematics teachers are at an intermediate level; their opinions about mathematical proof and metacognitive awareness are at a high level. It is concluded that there is a positive and significant relationship between opinions about mathematical prof and metacognitive awareness and there is a reserve and negative relationship between opinions about mathematical proof, metacognitive awareness and learning approaches.



Keywords
prospective mathematics teacher, learning approach, metacognitive awareness, mathematical proof



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