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ABSTRACT
The Effect of Project Supported Education in Elementary Number Theory Course on Student Achievement
The aim of the study is to examine the effect of Project
Supported Education (PSE) on preservice teachers’
achievement and thinking style. ‘Post – test control group
Model’ is used to examine achievement results. Pre-post test
control group model is used to examine thinking styles
differences based on a “Thinking Style Inventory”. The subjects
of the study are 46 students enrolled in an Elementary Number
Theory course in the Primary Mathematics Education
Department in a large university in Istanbul, Turkey. Results
indicate that 1) project supported education has no significant
effect on student achievement and thinking styles, 2) students in
the experimental group scored higher than the control group for
their post-tests regarding both Anarchic and Oligarchic
Thinking Styles. The reasons for these are discussed further and
suggestions are provided.
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