Mathematical Thinking as a Predictor of Critical Thinking Dispositions of Pre-service Mathematics Teachers Halil Coşkun Çelik

Table 2. Results of multiple linear regression analysis on the power of critical thinking 
disposition to predict mathematical thinking 
Variables 
B 
Standard Error 

t 
p 
Constant(CT) 
1.155 
.340 
3.400 
.001 
HTT 
.113 
.073 
.111 
1.546 
.124 
R 
.141 
.068 
.149 
2.081 
.039 
MTS 
.313 
.089 
.272 
3.513 
.001 
PS 
.196 
.076 
.187 
2.567 
.011 
Dependent variable: CT. R=.536, R
2
=.287, F(4, 176)=17.737, p=.000 
The obtained regression model shows that the dimensions of mathematical thinking, high-
level thinking tendency, reasoning, mathematical thinking skills and problem-solving dimensions 
have a moderate significant relationship with pre-service teachers’ critical thinking disposition levels 
(R=.536, R
2
=.287, p<.01). Together, these variables explain 28.7% of the total variance in critical 
thinking. Accordingly, the 72% change in the level of critical thinking can be explained by different 
variables not included in the regression model. 
According to standardized regression coefficients (β), the relative importance of predictive 
variables on critical thinking disposition; MT, PS, R, HTT. According to the results of the t-test on the 
significance of regression coefficients, reasoning (B=.141, p<.05), mathematical thinking skills 
(B=.313, p<.05) and problem-solving (B=.196, p<.05) variables are significant (important) predictors 
in explaining pre-service teachers’ critical thinking levels. Considering the positive relationship 
found, the increase in reasoning, mathematical thinking skills and problem-solving success is thought 
to improve the increase in the critical thinking of pre-service teachers positively. On the other hand, 
the high-level thinking tendency variable has no significant effect. The regression-equation 
(mathematical model) for the prediction of critical thinking is given below. 
CT=1.155+ .113*HTT + .141*R + .313*MT + .146* PS