The relationship between geometry attitudes and self-efficacy beliefs towards geometry

Ünlü, Melihan; Avcu, Seher; Avcu, Ramazan

doi:10.1016/j.sbspro.2010.12.328

Cited by 5 publications

(6 citation statements)

References 10 publications

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“…This study is also similar to the studies in which drama is used as a method of teaching mathematics (Al-deeb & Aladini 2021;Fleming, Merrel and Tymms, 2010;Karapınarlı 2007) and geometry (Duatepe-Paksu & Ubuz, 2009;Ünlü, Avcu & Avcu, 2010;Uygun & Güner, 2021). In addition to these studies, the findings overlap with studies in which drama and art are used together, positively affecting mathematical achievement (Kotarinou & Ch, 2008;Kotarinou & Stathopoulou, 2012;Omniewski 1999).…”

Section: Discussionsupporting

confidence: 69%

Affective Learning With Creative Drama? Transformation Geometry and Teachers’ Candidates’ Learning

Arık-Karamık

Aykaç

2022

EJES

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Art is a special tool for mathematics education. Many artists have used mathematics and geometry in their artworks. This study aims to examine M.C. Escher's drawings with creative drama in the light of transformation geometry. In this study, the explanatory sequential was chosen from the mixed-method designs. Quantitative data of the study were collected with the Geometry Attitude Scale (GAS). Qualitative data were collected with the Workshop Evaluation Form, the Academic Achievement Measurement Form (AAMF), and semistructured interviews. The study group consisted of 21 volunteer participants. The data obtained from GAS were analyzed with SPSS and qualitative data were analyzed using descriptive and content analysis. Participants' GAS scores differed significantly after the implementation. Regarding both quantitative and qualitative analysis obtained from this study, which consisted of 8 workshops in total, an increase was observed in participants' attitudes towards geometry after participating in the workshop. Article visualizations:<img src="/-counters-/edu_01/0447/a.php" alt="Hit counter" />

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Section: Discussionsupporting

confidence: 69%

Affective Learning With Creative Drama? Transformation Geometry and Teachers’ Candidates’ Learning

Arık-Karamık

Aykaç

2022

EJES

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“…More specifically, the literature on the role of effect and motivation in mathematics learning suggests that teachers' positive attitude can improve students' motivation (Fan & Wolters, 2014) and their self-efficacy (Ünlü, Avcu & Avcu, 2010;Gudek, 2019;Engin, 2020;Fadhila, Ridlo, & Indriyanti, 2020;Wahyudiati & Rohaeti, 2020). Also, Teacher's attitude can motivate the students to sense the emotional and warm support in class and may assist them to regulate their academic learning skills and understanding (Sokol, Gozdek, & Figurska, 2015).…”

Section: Mathematics Achievementmentioning

confidence: 99%

Effects of a successful mathematics classroom framework on students’ mathematics self-efficacy, motivation, and achievement: a case study with freshmen students at a university foundation programme in Kuwait

Hammad

Graham²,

Dimitriadis

et al. 2020

International Journal of Mathematical Education in Science and

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Designed for this study as a conceptual framework comprising particular educational approaches and techniques for mathematics teaching and learning, the Successful Mathematics Classroom (SMC) aimed to promote college students' mathematics selfefficacy, motivation, and achievement. Through using a case study methodology, a range of tests and interviews, we investigated the effects of the SMC on a sample of 130 freshmen students from a mathematics foundation program in everyday classroom practice. The results showed a positive correlation between students' self-efficacy and achievement, as well as their motivation and achievement. The results further revealed that there was a positive impact of using the SMC framework on students' mathematics self-efficacy, motivation, and performance. The elements with most impact were teacher's teaching methodology, group work, teacher's attitude, and gamification. Further research is recommended to examine the effects of SMC in different education settings, different students, teaching styles, and larger sample sizes.

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“…In addition, a medium and positive correlation was found between the attitude towards geometry and "Positive self-efficacy beliefs". In their study, Ünlü, Avcu, and Avcu (2010) found a positive and strong correlation between the pre-service teachers' attitudes towards geometry and selfefficacy beliefs. In the current study, a negative and very weak correlation was found between the pre-service teachers' geometry self-efficacy and spatial anxiety.…”

Section: Discussionmentioning

confidence: 89%

“…Similarly, Duatepe-Paksu (2013) found that the pre-service primary school teachers' geometry self-efficacy beliefs and attitudes are at the medium level. On the other hand, Ünlü, Avcu, and Avcu (2010) found that the pre-service teachers' geometry attitude scores and geometry self-efficacy scores were high. In Tsao's (2017) study with pre-service primary school teachers, it was revealed that the pre-service teachers did not like geometry and felt insufficient in geometry even though they cared about geometry.…”

Section: Discussionmentioning

confidence: 89%

Do Geometry Self-Efficacy and Spatial Anxiety Predict the Attitudes Towards Geometry?

Yorulmaz¹,

Altıner²

2021

msd

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Self-efficacy and spatial anxiety towards geometry are stated to be effective to improve teachers' attitudes towards geometry. Therefore, it is necessary to determine the effect of geometry self-efficacy and spatial anxiety on attitude towards geometry. This determines the extent to which the pre-service primary school teachers’ geometry self-efficacy and spatial anxiety predict their attitudes towards geometry. The study used the cross-sectional survey model and the sample was determined with the convenience sampling method. The sample consists of 165 pre-service primary school teachers attending a state university. To collect the data, the geometry self-efficacy scale, the spatial anxiety scale, and the geometry attitude scale were used. Multiple regression analysis was conducted in the data analysis to explain the predictors of the attitude towards geometry. It was found that the pre-service teachers’ geometry self-efficacy beliefs and spatial anxiety were high while their geometry attitude was medium. Their geometry self-efficacy positively and significantly correlated with the attitude towards geometry and negatively and significantly correlated with spatial anxiety. While the sub-dimensions of geometry self-efficacy; positive self-efficacy beliefs, use of geometry knowledge, and negative self-efficacy beliefs had positive effects on the attitude towards geometry, spatial anxiety had a negative effect on the attitude towards geometry.

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The relationship between geometry attitudes and self-efficacy beliefs towards geometry

Cited by 5 publications

References 10 publications

Affective Learning With Creative Drama? Transformation Geometry and Teachers’ Candidates’ Learning

Affective Learning With Creative Drama? Transformation Geometry and Teachers’ Candidates’ Learning

Effects of a successful mathematics classroom framework on students’ mathematics self-efficacy, motivation, and achievement: a case study with freshmen students at a university foundation programme in Kuwait

Do Geometry Self-Efficacy and Spatial Anxiety Predict the Attitudes Towards Geometry?

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