Ortaokul Öğrencilerinin Matematik Dersine Yönelik Değer Algılarının Bazı Değişkenler Bakımından İncelenmesi

Birgin, Osman; Öksüz, Hava

doi:10.17278/ijesim.723186

Cited by 2 publications

(1 citation statement)

References 19 publications

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“…Otherwise, the student will have a negative attitude towards the course. It is possible for students who develop a positive or negative attitude towards mathematics to transfer it to further education levels (Birgin & Demirkan, 2017).…”

Section: Introductionmentioning

confidence: 99%

Examination of opinions of elementary school students on Mathematics course in the COVID-19 pandemic process

Tezer

Çavuş

Orkun

et al. 2021

IJLT

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As a virus which affected the world in general, the covid-19 pandemic has also created negative results on education. In this study, it was aimed to examine the opinions of elementary school students in Covid-19 pandemic process on mathematics course. The participants of the study were fifth grade elementary school students enrolled at elementary schools affiliated with the Ministry of National Education and Culture in Northern Cyprus. This study is a descriptive research and survey method was used in the study. As data collection tool, the questionnaire form developed by the researchers in this study was used. As a result, it was seen with this research that most of the students did not take private lessons during the pandemic period, and there was a decrease in the rate of attending private lessons or courses due to the pandemic compared to previous years. It was understood that a significant part of the students had difficulty in understanding the mathematics class during the pandemic period, but most of them enjoyed studying mathematics. While the students stated that the classes, materials and homework given to them in the mathematics class were not sufficient, many students stated that the mathematics teachers motivated them and they turned to help in case of difficulties in the mathematics course. It was seen with this research that the fact that the classes, materials and homework given to the students during the pandemic period were not effective in taking private lessons. As a result of the research, it was seen that the motivation of the teacher was not an important factor in students' efforts to understand mathematics. In addition to this result, the motivation of the mathematics teacher to learn the class during the pandemic period did not affect the students' private lessons. In addition, it was revealed that the teachers' motivation for the students does not mean that the students will make more effort to understand the class, and that this is not a reason for students to take private lessons.

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Section: Introductionmentioning

confidence: 99%