Preservice Preschool Teachers' Opinions About Writing to Learn Mathematics and The Methods They Use While Writing

Oct 15, 2026

A quantitative survey study examines preservice preschool teachers' opinions about writing to learn mathematics and the specific methods they employ while writing. Data come from 418 preservice teachers from six state universities using the Likert-type questionnaire developed by Ozturk and Gunel (2015). Frequency analysis, Mann-Whitney U, and one-way ANOVA assess differences. Results show use of revising writing and planned writing processes, with no significant gender/grade differences in overall opinions, but significant gender-based variation in method-related views.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Introduction

Writing as a learning process and tool

Writing to learn (WTL) in education

Preservice Preschool Teachers' Opinions About Writing to Learn Mathematics and The Methods They Use While Writing Ferhat ÖZTÜRK1 Kırıkkale University Abstract This study aims to determine pre-service preschool teachers' opinions about writing to learn mathematics and the methods they use while writing. Survey design, one of the quantitative research methods, was used in the study. The sample of the study consisted of a total of 418 pre-service teachers studying in the preschool teaching undergraduate program of six different state universities. The Likert-type questionnaire developed by Ozturk and Gunel (2015) was used to collect data. Frequency analysis, Mann-Whitney U test and one-way analysis of variance (ANOVA) were used in data analysis. According to the results obtained from the study, it was determined that pre-service preschool teachers used revising writing and planned writing processes when the methods they used while writing about learning mathematics were taken into consideration. When this situation is evaluated, it can be said that the pre-service teachers carried out a comprehensive writing process. On the other hand, no significant difference was found between pre-service teachers' thoughts about writing to learn mathematics and their gender and grade level. In addition, although there was no significant difference between pre-service teachers' opinions about the methods they used while writing to learn mathematics and their grade levels, a significant difference was found according to the gender variable. Keywords: Mathematics Learning, Writing to Learn, Pre-Service Preschool Teacher DOI: 10.29329/epasr.2023 .600.21 Submitted: 01 April 2023 Accepted: 07 July 2023 Published: 30 September 2023 1Assist. Prof. Dr., Faculty of Education, Kırıkkale University, Kırıkkale, Türkiye, ORCID: 0000-0003-2849-8325 Correspondence: e-mail: [ferhatozturk@kku.edu.tr](ferhatozturk@kku.edu.tr) Introduction In today's understanding of education, the primary goal is to raise individuals who can continuously follow innovations in science and technology and who can produce solutions to social problems, whether economic, social or environmental. Individuals within the scope of this goal become ready for life with the specified competencies to the extent that they have creative, analytical and critical thinking skills and can make informed decisions by questioning. Countries and societies, aware of how important it is to raise individuals with the aforementioned characteristics, take different steps to bring the manpower needed in today's world to life. In this sense, societies approach education and training activities much more sensitively and resort to some innovations in their understanding of education. As a result of these steps taken to raise qualified individuals, it is known that the traditional understanding of education and training and the methods and techniques applied in this context are insufficient to serve the purpose. In this direction, it is seen that the use of many methods and techniques as an alternative to traditional teaching methods has become widespread and different methods and techniques have started to show their existence day by day. One of these methods is writing activities for learning purposes, which attracts attention with its possibility of use in different disciplines. As the name suggests, it is thought that it is important to examine the concept of writing before addressing the scope of writing to learn activities that emphasize the contribution of writing to learn. Writing is defined as the expression of feelings, ideas, thoughts, plans, events and things seen and experienced in writing within the framework of certain rules and with certain signs (Demir, 2013) . Yıldırım et al. (2009) consider writing an important learning product that reflects the individual's qualities along with the knowledge and skills learned. Moreover, it is possible to make ideas and thoughts more u

FAQs

What does the study investigate regarding preservice preschool teachers?

It investigates preservice preschool teachers' opinions about writing to learn mathematics and the methods they use while writing.

How was data collected and what method was used?

A Likert-type questionnaire developed by Ozturk and Gunel (2015) was used, and the study employed a survey design within quantitative research.

What methods did the preservice teachers use while writing about mathematics learning?

The results indicate they used revising writing and planned writing processes, suggesting a comprehensive writing process.

Oct 15, 2026

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