摘要：The aim of this research isto examine the opinions of mathematics teachers about mathematical thinking.The study examined teachers’ knowledge level and views regarding mathematicalthinking within the scope of a class titled “Development of Mathematical ThinkingSkills in Children” in educational sciences institute of a university. Thestudy was conducted in a pattern of descriptive case study following aqualitative paradigm. Descriptive case studies are definitive. Participantsconsidered mathematical thinking as a process in which they related real lifeand mathematics in preeducation. In posteducation process, however, theparticipants were able to define mathematical thinking with several differentviewpoints and examples and explain the process with examples.The aim of this research isto examine the opinions of mathematics teachers about mathematical thinking.The study examined teachers’ knowledge level and views regarding mathematicalthinking within the scope of a class titled “Development of Mathematical ThinkingSkills in Children” in educational sciences institute of a university. Thestudy was conducted in a pattern of descriptive case study following aqualitative paradigm. Descriptive case studies are definitive. Participantsconsidered mathematical thinking as a process in which they related real lifeand mathematics in preeducation. In posteducation process, however, theparticipants were able to define mathematical thinking with several differentviewpoints and examples and explain the process with examples.
