Ortaokul Öğrenci̇leri̇ni̇n Farkli Deği̇şkenlere Göre Matemati̇ksel Anlamalari

Kaba, Yasemin

doi:10.9761/jasss3109

Cited by 2 publications

(9 citation statements)

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“…The findings of the study also indicate that mathematical understanding significantly differs by grade level, which is consistent with the related literature (Kaba & Şengül, 2015;Şengül & Kaba, 2016). Middle school students' mathematical understanding decreases as grade level increases.…”

Section: Discussion Conclusion and Implementationsupporting

confidence: 90%

“…While this result is in line with Arslan's (2013) study, it contradicts with other previous studies (Kaba & Şengül, 2015;Şengül & Kaba, 2016). However, female students' mathematical understanding levels are higher than that of male students.…”

Section: Discussion Conclusion and Implementationcontrasting

confidence: 72%

“…Matematiksel anlamanın cinsiyet, sınıf seviyesi, akademik başarı, ders çalışırken yardım alıp almama, matematik çalışma süresi, matematiksel oyun oynamayı sevip sevmeme, kitap okumayı sevme, gelecekte matematikle ilgili bir iş yapma değişkenlerine göre incelendiği ve matematiksel anlamanın matematiğe yönelik tutumla ilişkisine bakıldığı (Kaba & Şengül, 2015;Şengül & Kaba, 2016) görülmüştür. Matematik kaygısının cinsiyet (Arı, Savaş, & Konca, 2010;Aydın, 2011;Dursun & Bindak, 2011;Ergene, 2011;Mutodi & Ngirande, 2014;Peker & Şentürk, 2012;Puteh & Khalin, 2016;Şahin, 2008) ve matematiğe yönelik tutum (Şahin, 2008;Yenilmez & Özabacı, 2003) değişkenleri açısından incelendiği görülmüştür.…”

Section: Türkçe Sürüm Girişunclassified

“…Bu sonuç Arslan'ın (2013) çalışmasında elde ettiği sonuçla paralellik göstermektedir. Ancak literatürdeki diğer çalışmalar (Kaba & Şengül, 2015;Şengül & Kaba, 2016) ile ters düşmektedir. Paralellik gösteren nokta kız öğrencilerin matematiksel anlamalarının erkek öğrencilerin matematiksel anlamalarına göre daha yüksek olduğu sonucudur.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

“…Mathematical understanding has been examined in terms of a set of variables including gender, grade level, academic achievement, whether or not receiving help while studying, the time to study mathematics, loving to play mathematical games, loving to read, and having a mathematics-related job in the future and the relationship between mathematical understanding and mathematical attitude has been investigated (Kaba & Şengül, 2015;Şengül & Kaba, 2016). Mathematics anxiety has been examined with respect to gender (Arı, Savaş, & Konca, 2010;Aydın, 2011;Dursun & Bindak, 2011;Ergene, 2011;Mutodi & Ngirande, 2014;Peker & Şentürk, 2012;Puteh & Khalin, 2016;Şahin, 2008) and attitude toward mathematics (Şahin, 2008;Yenilmez & Özabacı, 2003).…”

Section: Introductionmentioning

confidence: 99%

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The relationship between middle school students’ mathematics anxiety and their mathematical understanding

Kaba

Şengül

2018

Pegegog

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Development of mathematical understanding is an active process involving mathematical structures and actions. Why do students not understand mathematics? What are the reasons for that? Students have some difficulties to understand mathematics and one of them is anxiety. Mathematics anxiety is defined as an uncomfortable feeling experienced when performing a mathematical task, which is seen as an obstacle to learning mathematics. For this reason, the aim of this study was to investigate the relationship between middle school students’ mathematics anxiety and their mathematical understanding. In addition to this, possible relationship was analyzed according to gender and grade levels variables. The relational screening model was used. The study was carried out with 466 middle school students. “Determining the Mathematical Understanding Levels Scale” and “Mathematics Anxiety-Apprehension Survey” were used as data collection instruments. According to the results of the study, there was a significant strong positive correlation between middle school students’ mathematics anxiety and their mathematical understanding. On the other hand, the results showed no significant differences between students’ mathematics anxiety and their mathematical understanding with respect to gender. However, the findings revealed significant differences in both students’ mathematics anxiety and their mathematical understanding with respect to grade levels.

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Section: Discussion Conclusion and Implementationsupporting

confidence: 90%

Section: Discussion Conclusion and Implementationcontrasting

confidence: 72%

Section: Türkçe Sürüm Girişunclassified

Section: Tartışma Sonuç Ve öNerilerunclassified

Section: Introductionmentioning

confidence: 99%

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The relationship between middle school students’ mathematics anxiety and their mathematical understanding

Kaba

Şengül

2018

Pegegog

Self Cite

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Matematik Öğretmenlerinin Öğrencilerin Matematiksel Anlamalarının Değerlendirilmesine Yönelik Görüşleri: SPUR Yaklaşımı

Görgüt

Ddde

2020

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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The aim of this study is to determine the views of mathematics teachers to evaluate students' mathematical understanding. For this purpose, holistic multi-case design, one of the qualitative research methods, was used in the study. In this context, the participants of the study consisted of 12 mathematics teachers who were determined by convenience sampling method. Research data were collected through a mathematical understanding evaluation form and semi-structured interviews prepared by the researchers. The analysis of the data was conducted using a directed content analysis method based on skills, properties, uses and representations [SPUR] approach. The results of the study revealed that mathematics teachers partly consider the dimensions of the SPUR approach when evaluating students' mathematical understanding. Also, the results of the study demonstrated that mathematics teachers mostly included the "skill" dimension of the SPUR approach in their evaluations, and although they wanted to include other SPUR dimensions in their evaluations, they could not do this adequately.

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Ortaokul Öğrenci̇leri̇ni̇n Farkli Deği̇şkenlere Göre Matemati̇ksel Anlamalari

Cited by 2 publications

References 0 publications

The relationship between middle school students’ mathematics anxiety and their mathematical understanding

The relationship between middle school students’ mathematics anxiety and their mathematical understanding

Matematik Öğretmenlerinin Öğrencilerin Matematiksel Anlamalarının Değerlendirilmesine Yönelik Görüşleri: SPUR Yaklaşımı

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