Examination of the achievement inferring cross section of pre-service math teachers according to the various factors

Abstract

The aim of this study was to examine the achievement inferring cross section of pre service mathematics teachers according to some factors such as gender, class level, academic achievement, taking Analytic Geometry courses, note taking during Analytic Geometry courses. This study was carried out by the participation of 145 pre-service mathematics teachers in Faculty of Education of a state university in the region of Aegean of Turkey. Santa Barbara Solids Test was administered to the participants. The results obtained from the analysis of survey data have shown that there is a significant difference between the achievement inferring cross section of 3rd grade students and 1st or 2nd grade students, but there is not a significant difference between the achievement inferring cross section of 3rd grade students and 4st grade students. Moreover, there is not a significant difference the achievement inferring cross section of pre-service mathematics teachers according to both academic achievements and genders. Furthermore, there is not a significant difference the achievement inferring cross section of pre service mathematics teacher who taken Analytic geometry courses according to genders, academic achievements and note-taking during the course.