| Summary: | The aim of this research is
to examine the opinions of mathematics teachers about mathematical thinking.
The study examined teachers’ knowledge level and views regarding mathematical
thinking within the scope of a class titled “Development of Mathematical Thinking
Skills in Children” in educational sciences institute of a university. The
study was conducted in a pattern of descriptive case study following a
qualitative paradigm. Descriptive case studies are definitive. Participants
considered mathematical thinking as a process in which they related real life
and mathematics in preeducation. In posteducation process, however, the
participants were able to define mathematical thinking with several different
viewpoints and examples and explain the process with examples.
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