The purpose of this study was to identify pre-service elementary mathematics teachers epistemological conceptions of mathematics and the effect of university and university grade level on these conceptions. Data was collected during the fall semester of 2005-2006 academic year from randomly selected 275 freshman, sophomore, junior, and senior pre-service middle school mathematics teachers enrolled in elementary mathematics teacher education programs at two large public universities in Ankara. In order to collect data Pre-service Teachers Conceptions of Mathematics Inventory, consisting of 56 items was used. The Two-way MANOVA results revealed that pre-service teachers level of epistemological conceptions were generally high. Additionally, results showed that university attended and university grade level have significant effect on pre-service teachers conceptions of mathematics.
Key words: Mathematics Education, Pre-service Elementary Teachers, Epistemological Conceptions
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