摘要：The present study aimed to examine the geometric thinking levels of elementary
mathematics teacher candidates and to reveal the relationship between the participants’ geometric
thinking levels and their self-efficacy beliefs towards geometry. The sample group of the study
was comprised of 85 freshman students studying in the elementary mathematics teaching
department. The study, in which the relational survey model was employed, the “Van Hiele
Geometry Thinking Test” and the “Self-Efficacy Scale towards Geometry” were administered. The
relationships were analyzed by means of the Pearson Correlation Coefficient Calculation
Technique. Interestingly, the findings revealed that approximately 30% of the teacher candidates
had not reached the 2nd level. Thus, it can be deduced that the candidates’ geometric thinking
levels were low. While the relationship between the participants’ geometric thinking scores and
their overall scores for self-efficacy towards geometry was expected to be high, the results yielded
a significantly weak (r=.064), but positive correlation. The examination of the relationship
between geometric thinking levels and the sub dimensions of the self-efficacy towards geometry
test revealed a weak (r=.004) but positive correlation between geometric thinking levels and the
scores for positive self-efficacy beliefs towards geometry. On the other hand, there was again a
weak (r= -.047) but negative relationship between geometric thinking levels and self-efficacy
towards being able to use geometry. Furthermore, the analyses yielded a weak (r= -.202) indirect,
yet a more significant correlation between geometric thinking levels and self-efficacy beliefs
towards geometry.
