İlköğretim Matematik Öğretmen Adaylarının Akademik Başarılarını Öğrenme Stillerine Göre İncelenmesi
Investigation of Elementary Mathematics Teacher Candidates Academic Achievement According to Kolb’s Learning Styles

Summary/Abstract: In this study, it is aimed to examine the academic achievement in derivatives subject of primary school mathematics teacher candidates in terms of their learning styles. General screening model was used in the study. The sample of the study consisted of 75,86% (n = 154) female and % 24,14 (n = 49) male pre-service teachers in Buca Faculty of Education Primary Mathematics Education Department in 2015-2016 academic year. 25-item multiple-choice achievement test to determine prospective teachers' academic achievements in the study as a data collection tool was used in order to determine learning styles of the teacher candidates Kolb Learning Style Inventory which was developed by Kolb (1976) and its applicability was proven by Aşkar and Akkoyunlu (1993) in Turkey. As a result of the research, 39,90% of the students assimilator, 17,24% of the diverger, 31,52% of the acommodator and 11,34% of the students converger form of learning styles. It was found that the academic achievement of primary school mathematics teacher candidates about derivatives subject was found to be significantly differed statistically according to the class independent variable. It was found that there were statistically significant differences between the Kolb learning styles according to the class independent variables of primary school mathematics teacher candidates. It was found that the gender-independent variables were not affected by the Kolb learning styles of primary mathematics teacher candidates.

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