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Öğretmen Adaylarının Matematiğe Karşı Tutumlarının İncelenmesi

Yıl 2013, Cilt: 12 Sayı: 1, 178 - 195, 01.06.2013

Öz

Bu çalışmada öğretmen adaylarının matematiğe karşı tutumlarının bazı değişkenler açısından incelenmesi amaçlanmıştır. Bu amaçla, araştırmanın örneklemi Atatürk Üniversitesi, Kazım Karabekir Eğitim Fakültesi, Ortaöğretim Matematik Öğretmenliği (N=93) ve İlköğretim Matematik Öğretmenliği (N=148) bölümlerinde öğrenim gören toplam 241 öğretmen adayı olarak belirlenmiştir. Araştırmada veri toplama aracı olarak literatürden elde edilen “Matematiğe Karşı Tutum Ölçeği” kullanılmıştır. Elde edilen veriler istatistiksel olarak (ANOVA) analiz edilmiştir. Bulgular, öğretmen adaylarının öğrenim gördükleri bölümler açısından matematiğe karşı tutumlarında anlamlı düzeyde bir farklılık olduğunu ortaya koymaktadır. Aynı zamanda, analiz sonuçları cinsiyet ve sınıf düzeyi arasında önemli düzeyde bir etkileşimin olduğunu göstermektedir. Çalışmanın sonuçları derse karşı olan tutumun önemi açısından tartışılmıştır

Kaynakça

  • Aiken, L.R. (1970). Attitudes towards mathematics. Review of Educational Research, 40(4), 551-596.
  • Aiken, L.R., & Dreger, R.M. (1961). The effect of attitudes on performance in mathematics. Journal of Educational Psychology, 52, 19-24.
  • An, S.A., Kulm, G.O., & Ma, T. (2008). The effects of a music composition activity on Chinese students’ attitudes and beliefs towards mathematics: An exploratory study. Journal of Mathematics Education, 1(1), 91-108.
  • An, S.A., Ma, T., & Capraro, M.M. (2011). Preservice teachers’ beliefs and attitude about teaching and learning mathematics through music: an intervention study. School Science and Mathematics, 111(5), 236-248.
  • Aşkar, P. (1986). Matematik dersine yönelik tutumu ölçen likert tipi bir ölçeğin geliştirilmesi. Eğitim ve Bilim, 11(62), 31-36.
  • Battista, M.T. (1986). The relationship of mathematics anxiety and mathematical knowledge to the learning of mathematical pedagogy by pre-service elementary teachers. School Science and Mathematics, 86(1), 10-19.
  • Baykul, Y. (1990). Matematikle ilgili düşünceler anketi. Ankara: ÖSYM Yayınları.
  • Behr, A.N. (1973). Achievement, aptitude and attitude in mathematics. Two-Year College Mathematics Journal, 4, 72-74.
  • Callahan, W.J. (1971). Adolescent attitudes toward mathematics. Mathematics Teacher, 64, 751-755
  • Caraway, S.D. (1985). Factors influencing competency in mathematics among entering elementary education majors. Unpublished manuscript, University of South Alabama. (ERIC Reproduction Service Document No. ED260941).
  • Carpenter, T., & Lubinski, C. (1990). Teachers’ attributions and beliefs about girls, boys and mathematics. Educational Studies in Mathematics, 21, 55-69.
  • Chen, C., & Stevenson, H.W., (1995). Motivation and mathematics achievement: a comparative study of Asian-American, Caucasian-American, and East Asian high school students. Child Development, 66(4), 1215-1234.
  • Cheung, K.C. (1988). Mathematics achievement and attitudes towards mathematics learning in Hong Kong. Educational Studies in Mathematics, 19(2), 209-219.
  • Cote, J.E., & Levine, C.G. (2000). Attitude versus aptitude: is intelligence or motivation more important for positive higher-educational outcomes? Journal of Adolescent Research, 15(1), 58-80.
  • Curtain, M. (1999). How to reduce math anxiety in the classroom at work and in everyday personal use. New York: Paperback.
  • Çelik, H.C., & Ceylan, H. (2009). Lise öğrencilerinin matematik ve bilgisayar tutumlarının çeşitli değişkenler açısından karşılaştırılması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 26, 92-101.
  • Dikici, R., & İşleyen, T. (2003). Bağıntı ve fonksiyon konusundaki öğrenme güçlüklerinin bazı değişkenler açısından incelenmesi. Kastamonu Eğitim Dergisi, 11(2), 105-116.
  • Doğan, M. (1999a). Aday öğretmenlerin matematik hakkındaki düşünceleri: Türk ve İngiliz öğrencilerin karşılaştırılması. Yüzüncü Yıl Üniversitesi Elektronik Eğitim Fakültesi Dergisi, 1(2).
  • Doğan, M. (1999b). İlköğretim aday öğretmenlerinin matematiğe karşı olan tutumlarındaki değişmeler. Unpublished doctoral thesis, University of Leeds, Leeds.
  • Duatepe, A., & Çilesiz, Ş. (1999). Matematik tutum ölçeği geliştirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 16, 45-52.
  • Duru, A. (2002). Van ilindeki lise birinci sınıflarda cinsiyet farklılığının matematik başarısı üzerindeki etkisinin araştırılması, Yayınlanmamış yüksek lisans tezi. Yüzüncü Yıl Üniversitesi, Van.
  • Duru, A., Akgün, L., & Özdemir, M.E. (2005). İlköğretim öğretmen adaylarının matematiğe yönelik tutumlarının incelenmesi. Kazım Karabekir Eğitim Fakültesi Dergisi, 11, 520-536.
  • Ekizoğlu, N., & Tezer, M. (2007). The relationship between the attitudes towards mathematics and the success marks of primary school students. Cypriot Journal of Educational Sciences, 2(1), 43-57.
  • Erden, M., & Akgül, S. (2010). İlköğretim öğrencilerinin matematik kaygısının ve öğretmen sosyal desteğinin matematik başarılarını yordama gücü. Eğitimde Kuram ve Uygulama, 6(1), 3-16.
  • Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: a model. Journal of Education for Teaching, 15(1), 13–33.
  • Gonzales, P. (2009). Highligts from TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. Retrieved from http://nces.ed.gov/pubs2009/2009001.pdf
  • Grootenboer, P., & Lowrie, T. (2002). Pre-service primary school teachers’ views on mathematics and mathematics education. In D. Edge, & B. H. Yeap (Eds.), Mathematics education for a knowledge-based era (Proceedings of the 2nd East Asia regional conference on mathematics education and 9th Southeast Asian conference on mathematics education, (pp. 232-238). Singapore: National Institute of Education.
  • Grouws, D., & Cebulla, K. (2000). Improving student achievement in mathematics, part 1: Researchfindings. Available: http://www.gpoaccess.gov/eric/200210/ed463952.pdf
  • Larson, C.N. (1983). Techniques for developing positive attitudes in pre-service elementary teachers. Arithmetic Teacher, 8-9.
  • Lucas, P.L. (1998). The relation of gender and attitudes to math achievement levels among fourth, fifth, and sixth grade students. Dissertation submitted to the Faculty of The College of Human Resources and Education at West Virginia University.
  • Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30 (5), 520-540.
  • Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude towards mathematics and achievement in mathematics: A meta-analysis. Journal of Research in Mathematics, 30, 520-540.
  • Mcmillan, J.H. & Schumacher, S. (2004). Research in Education, New York: Longman.
  • McLeod, D.B. (1992). Research on affect in mathematics education: a reconceptualization, in Grows, D. A. (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 575-596) New York: Macmillan.
  • McLeod, D.B. (1994). Research on affect and mathematics learning in the JRME: 1970 to the present. Journal for Research in Mathematics Education, 25(6), 637-647
  • MEB, (2011). 2009-2010 yılı ortaöğretim kurumları yerleştirme sistemi istatistik bilgileri. Available: http://oges.meb.gov.tr/stats/2010/2010_SBS_8_SB.pdf ve http://oges.meb.gov.tr/stats/2009/03_2009%20SBS- 8%20Test%20Say%C4%B1sal%20Bilgiler.pdf
  • Miller, L.D., & Mitchell, C.E. (1994). Mathematics anxiety and alternative methods of evaluation. Journal of Instructional Psychology, 21, 353–358.
  • Minato, S., & Yanase, S. (1984). On the relationship between student’s attitudes toward school mathematics and their levels of intelligence. Educational Studies in Mathematics. 15, 313-320.
  • Mohamed, L., & Waheed, H. (2011). Secondary students’ attitude towards mathematics in a selected school of Maldives. International Journal of Humanities and Social Science, 1(15), 277-281.
  • Neale, D.C. (1969). The role of attitudes in learning mathematics. Arithmetic Teacher, 16, 631-640.
  • OSYM, (2011). 2011 yılı lisans yerleştirme sınavı istatistik bilgileri. Available: http://www.osym.gov.tr/dosya/1-57958/h/2011- lyssayisalbilgiler21072011.pdf
  • Papanastasiou, C. (2000a). Internal and external factors affecting achievement in mathematics. Studies in Educational Evaluation, 26(1), 1-7.
  • Papanastasiou, C. (2000b). Effects of attitudes and beliefs on mathematics achievement. Studies in Educational Evaluation, 26(1), 27-42.
  • Parsons, J.E., Adler, T.F., & Kaczala, C.M. (1982). Socialization of achievement, attitudes, and beliefs: Parental influences. Child Devel., 53, 310-321.
  • Philippou, G.N., & Christou, C., (1998). The effects of a preparatory mathematics program in changing prospective teachers’ attitudes towards mathematics. Educational Studies in Mathematics, 35, 189-206.
  • Quinn, R.J. (1997). Effects of mathematics methods courses on the mathematical attitudes and content knowledge of preservice teachers. Journal of Educational Research, 91(2), 108-113.
  • Rech, J., Hartzell, J., & Stephens, L. (1993). Comparisons of mathematical competencies and attitudes of elementary education majors with established norms of a general college population. School Science and Mathematics, 93(3), 141-145.
  • Relich, J., Way, J., & Martin, A. (1994). Attitudes to teaching mathematics: Further development of a measurement instrument. Mathematics Education Research Journal, 6(1), 56-69.
  • Saracaloğlu, A.S. (2000). Öğretmen adaylarının yabancı dile yönelik tutumları ile akademik başarıları arasındaki ilişki. Eğitim ve Bilim, 25(115), 65–72.
  • Saracaloğlu, S., Başer, N., Yavuz, G., & Narlı, S. (2004). Öğretmen adaylarının matematiğe yönelik tutumları, öğrenme ve ders çalışma stratejileri ile başarıları arasındaki ilişki. Ege Eğitim Dergisi, 5(2), 53-64.
  • Savaş, E., & Duru, A. (2005). Gender differences in mathematics achievement and attitude towards mathematics among first grade of high school. Eurasian Journal of Educational Research, 19, 263–271.
  • Savaş, E., Taş, S., & Duru, A. (2010). Matematikte öğrenci başarısını etkileyen faktörler. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 113–132.
  • Schofield, H. L. (1982). Sex, grade level, and the relationship between mathematics attitude and achievement in children. Journal of Educational Research, 75, 280-284.
  • Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: effects of motivation, interest, and academic engagement. Journal of Educational Research, 95(6), 323-332.
  • Skemp, R.R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching, 77, 20-26.
  • Sullivan, P. (1989). The impact of a preservice mathematics education on beginning primary teachers. Research in Mathematics Education in Australia, August, 1-9.
  • Suydam, M.N., & Weaver, J.F. (1975). Research on mathematics learning. In J. N. Payne (Ed.), Mathematics learning in early childhood: Thirty-seventh yearbook (pp. 44-67). Reston, VA: National Council of Teachers of Mathematics.
  • Taşdemir, C. (2009). İlköğretim ikinci kademe öğrencilerinin matematik dersine karşı tutumları: Bitlis ili örneği. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 12, 89-96.
  • Tobias, S. (1993). Overcoming Math Anxiety. New York: W.W. Norton & Company.
  • Tocci, C.M., & Engelhard, G.,Jr. (1991). Achievement, parental support, and gender differences in attitude toward mathematics. J Educ. Res., 84, 280-286.
  • Van der Sandt, S. (2007). Research framework on mathematics teacher beaviour: Hoehler and Grouws’ framework revisited. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 343-350.
  • Wong, N. (1992). The relationship among mathematics achievement, affective variables and home background. Mathematics Education Research Journal, 4(3), 32-42.
  • Yara, P.O. (2009). Students attitude towards mathematics and academic achievement in some selected secondary schools in southwestern Nigeria. European Journal of Scientific Research, 36(3), 336-341.
  • Yavuz, G., & Başer, N. (2001). Öğretmen Adaylarının Matematik Dersine Yönelik Tutumları, Matematik Etkinlikleri, 24-26 Mayıs 2001, Ankara.
  • Yilmaz, C., Altun, S.A., & Olkun, S. (2010). Factors affecting students’ attitude towards math: ABC theory and its reflection on practice. Procedia Social Science and Behavioural Sciences, 2, 4502-4506.
  • Yunus, A.S.Md., & Ali, W.Z.W. (2009). Motivation in the learning of mathematics. European Journal of Social Sciences, 7(4), 93-101.
  • Zimmer, J., & Fuller, D. (1996). Factors affecting undergraduate performance in statistics: A Review of Literature. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Tuscaloosa, AL, November 1996). The ERIC Database 1992-2003. ED406424.

Investigation of Teacher Candidates’ Attitude toward Mathematics

Yıl 2013, Cilt: 12 Sayı: 1, 178 - 195, 01.06.2013

Öz

The purpose of this article is to investigate teacher candidates’ attitude towards mathematics in terms of some variables. The sample of the study consisted of 241 teacher candidates enrolled in Kazım Karabekir Education Faculty (The Secondary Mathematics Education Program= 93; The Primary Mathematics Education Program= 148) at Ataturk University. The scale of attitude towards mathematics from the literature was used as data collection tool. The data obtained was statistically analyzed through analyses of variance (ANOVA). The findings showed that there is statistically significant difference between teacher candidates’ attitude scores in terms of program attended. At the same time, the results of analysis indicated that there is a significant interaction between gender and grade level. The research results were discussed in terms of importance of attitude towards lecture

Kaynakça

  • Aiken, L.R. (1970). Attitudes towards mathematics. Review of Educational Research, 40(4), 551-596.
  • Aiken, L.R., & Dreger, R.M. (1961). The effect of attitudes on performance in mathematics. Journal of Educational Psychology, 52, 19-24.
  • An, S.A., Kulm, G.O., & Ma, T. (2008). The effects of a music composition activity on Chinese students’ attitudes and beliefs towards mathematics: An exploratory study. Journal of Mathematics Education, 1(1), 91-108.
  • An, S.A., Ma, T., & Capraro, M.M. (2011). Preservice teachers’ beliefs and attitude about teaching and learning mathematics through music: an intervention study. School Science and Mathematics, 111(5), 236-248.
  • Aşkar, P. (1986). Matematik dersine yönelik tutumu ölçen likert tipi bir ölçeğin geliştirilmesi. Eğitim ve Bilim, 11(62), 31-36.
  • Battista, M.T. (1986). The relationship of mathematics anxiety and mathematical knowledge to the learning of mathematical pedagogy by pre-service elementary teachers. School Science and Mathematics, 86(1), 10-19.
  • Baykul, Y. (1990). Matematikle ilgili düşünceler anketi. Ankara: ÖSYM Yayınları.
  • Behr, A.N. (1973). Achievement, aptitude and attitude in mathematics. Two-Year College Mathematics Journal, 4, 72-74.
  • Callahan, W.J. (1971). Adolescent attitudes toward mathematics. Mathematics Teacher, 64, 751-755
  • Caraway, S.D. (1985). Factors influencing competency in mathematics among entering elementary education majors. Unpublished manuscript, University of South Alabama. (ERIC Reproduction Service Document No. ED260941).
  • Carpenter, T., & Lubinski, C. (1990). Teachers’ attributions and beliefs about girls, boys and mathematics. Educational Studies in Mathematics, 21, 55-69.
  • Chen, C., & Stevenson, H.W., (1995). Motivation and mathematics achievement: a comparative study of Asian-American, Caucasian-American, and East Asian high school students. Child Development, 66(4), 1215-1234.
  • Cheung, K.C. (1988). Mathematics achievement and attitudes towards mathematics learning in Hong Kong. Educational Studies in Mathematics, 19(2), 209-219.
  • Cote, J.E., & Levine, C.G. (2000). Attitude versus aptitude: is intelligence or motivation more important for positive higher-educational outcomes? Journal of Adolescent Research, 15(1), 58-80.
  • Curtain, M. (1999). How to reduce math anxiety in the classroom at work and in everyday personal use. New York: Paperback.
  • Çelik, H.C., & Ceylan, H. (2009). Lise öğrencilerinin matematik ve bilgisayar tutumlarının çeşitli değişkenler açısından karşılaştırılması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 26, 92-101.
  • Dikici, R., & İşleyen, T. (2003). Bağıntı ve fonksiyon konusundaki öğrenme güçlüklerinin bazı değişkenler açısından incelenmesi. Kastamonu Eğitim Dergisi, 11(2), 105-116.
  • Doğan, M. (1999a). Aday öğretmenlerin matematik hakkındaki düşünceleri: Türk ve İngiliz öğrencilerin karşılaştırılması. Yüzüncü Yıl Üniversitesi Elektronik Eğitim Fakültesi Dergisi, 1(2).
  • Doğan, M. (1999b). İlköğretim aday öğretmenlerinin matematiğe karşı olan tutumlarındaki değişmeler. Unpublished doctoral thesis, University of Leeds, Leeds.
  • Duatepe, A., & Çilesiz, Ş. (1999). Matematik tutum ölçeği geliştirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 16, 45-52.
  • Duru, A. (2002). Van ilindeki lise birinci sınıflarda cinsiyet farklılığının matematik başarısı üzerindeki etkisinin araştırılması, Yayınlanmamış yüksek lisans tezi. Yüzüncü Yıl Üniversitesi, Van.
  • Duru, A., Akgün, L., & Özdemir, M.E. (2005). İlköğretim öğretmen adaylarının matematiğe yönelik tutumlarının incelenmesi. Kazım Karabekir Eğitim Fakültesi Dergisi, 11, 520-536.
  • Ekizoğlu, N., & Tezer, M. (2007). The relationship between the attitudes towards mathematics and the success marks of primary school students. Cypriot Journal of Educational Sciences, 2(1), 43-57.
  • Erden, M., & Akgül, S. (2010). İlköğretim öğrencilerinin matematik kaygısının ve öğretmen sosyal desteğinin matematik başarılarını yordama gücü. Eğitimde Kuram ve Uygulama, 6(1), 3-16.
  • Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: a model. Journal of Education for Teaching, 15(1), 13–33.
  • Gonzales, P. (2009). Highligts from TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. Retrieved from http://nces.ed.gov/pubs2009/2009001.pdf
  • Grootenboer, P., & Lowrie, T. (2002). Pre-service primary school teachers’ views on mathematics and mathematics education. In D. Edge, & B. H. Yeap (Eds.), Mathematics education for a knowledge-based era (Proceedings of the 2nd East Asia regional conference on mathematics education and 9th Southeast Asian conference on mathematics education, (pp. 232-238). Singapore: National Institute of Education.
  • Grouws, D., & Cebulla, K. (2000). Improving student achievement in mathematics, part 1: Researchfindings. Available: http://www.gpoaccess.gov/eric/200210/ed463952.pdf
  • Larson, C.N. (1983). Techniques for developing positive attitudes in pre-service elementary teachers. Arithmetic Teacher, 8-9.
  • Lucas, P.L. (1998). The relation of gender and attitudes to math achievement levels among fourth, fifth, and sixth grade students. Dissertation submitted to the Faculty of The College of Human Resources and Education at West Virginia University.
  • Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30 (5), 520-540.
  • Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude towards mathematics and achievement in mathematics: A meta-analysis. Journal of Research in Mathematics, 30, 520-540.
  • Mcmillan, J.H. & Schumacher, S. (2004). Research in Education, New York: Longman.
  • McLeod, D.B. (1992). Research on affect in mathematics education: a reconceptualization, in Grows, D. A. (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 575-596) New York: Macmillan.
  • McLeod, D.B. (1994). Research on affect and mathematics learning in the JRME: 1970 to the present. Journal for Research in Mathematics Education, 25(6), 637-647
  • MEB, (2011). 2009-2010 yılı ortaöğretim kurumları yerleştirme sistemi istatistik bilgileri. Available: http://oges.meb.gov.tr/stats/2010/2010_SBS_8_SB.pdf ve http://oges.meb.gov.tr/stats/2009/03_2009%20SBS- 8%20Test%20Say%C4%B1sal%20Bilgiler.pdf
  • Miller, L.D., & Mitchell, C.E. (1994). Mathematics anxiety and alternative methods of evaluation. Journal of Instructional Psychology, 21, 353–358.
  • Minato, S., & Yanase, S. (1984). On the relationship between student’s attitudes toward school mathematics and their levels of intelligence. Educational Studies in Mathematics. 15, 313-320.
  • Mohamed, L., & Waheed, H. (2011). Secondary students’ attitude towards mathematics in a selected school of Maldives. International Journal of Humanities and Social Science, 1(15), 277-281.
  • Neale, D.C. (1969). The role of attitudes in learning mathematics. Arithmetic Teacher, 16, 631-640.
  • OSYM, (2011). 2011 yılı lisans yerleştirme sınavı istatistik bilgileri. Available: http://www.osym.gov.tr/dosya/1-57958/h/2011- lyssayisalbilgiler21072011.pdf
  • Papanastasiou, C. (2000a). Internal and external factors affecting achievement in mathematics. Studies in Educational Evaluation, 26(1), 1-7.
  • Papanastasiou, C. (2000b). Effects of attitudes and beliefs on mathematics achievement. Studies in Educational Evaluation, 26(1), 27-42.
  • Parsons, J.E., Adler, T.F., & Kaczala, C.M. (1982). Socialization of achievement, attitudes, and beliefs: Parental influences. Child Devel., 53, 310-321.
  • Philippou, G.N., & Christou, C., (1998). The effects of a preparatory mathematics program in changing prospective teachers’ attitudes towards mathematics. Educational Studies in Mathematics, 35, 189-206.
  • Quinn, R.J. (1997). Effects of mathematics methods courses on the mathematical attitudes and content knowledge of preservice teachers. Journal of Educational Research, 91(2), 108-113.
  • Rech, J., Hartzell, J., & Stephens, L. (1993). Comparisons of mathematical competencies and attitudes of elementary education majors with established norms of a general college population. School Science and Mathematics, 93(3), 141-145.
  • Relich, J., Way, J., & Martin, A. (1994). Attitudes to teaching mathematics: Further development of a measurement instrument. Mathematics Education Research Journal, 6(1), 56-69.
  • Saracaloğlu, A.S. (2000). Öğretmen adaylarının yabancı dile yönelik tutumları ile akademik başarıları arasındaki ilişki. Eğitim ve Bilim, 25(115), 65–72.
  • Saracaloğlu, S., Başer, N., Yavuz, G., & Narlı, S. (2004). Öğretmen adaylarının matematiğe yönelik tutumları, öğrenme ve ders çalışma stratejileri ile başarıları arasındaki ilişki. Ege Eğitim Dergisi, 5(2), 53-64.
  • Savaş, E., & Duru, A. (2005). Gender differences in mathematics achievement and attitude towards mathematics among first grade of high school. Eurasian Journal of Educational Research, 19, 263–271.
  • Savaş, E., Taş, S., & Duru, A. (2010). Matematikte öğrenci başarısını etkileyen faktörler. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 113–132.
  • Schofield, H. L. (1982). Sex, grade level, and the relationship between mathematics attitude and achievement in children. Journal of Educational Research, 75, 280-284.
  • Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: effects of motivation, interest, and academic engagement. Journal of Educational Research, 95(6), 323-332.
  • Skemp, R.R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching, 77, 20-26.
  • Sullivan, P. (1989). The impact of a preservice mathematics education on beginning primary teachers. Research in Mathematics Education in Australia, August, 1-9.
  • Suydam, M.N., & Weaver, J.F. (1975). Research on mathematics learning. In J. N. Payne (Ed.), Mathematics learning in early childhood: Thirty-seventh yearbook (pp. 44-67). Reston, VA: National Council of Teachers of Mathematics.
  • Taşdemir, C. (2009). İlköğretim ikinci kademe öğrencilerinin matematik dersine karşı tutumları: Bitlis ili örneği. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 12, 89-96.
  • Tobias, S. (1993). Overcoming Math Anxiety. New York: W.W. Norton & Company.
  • Tocci, C.M., & Engelhard, G.,Jr. (1991). Achievement, parental support, and gender differences in attitude toward mathematics. J Educ. Res., 84, 280-286.
  • Van der Sandt, S. (2007). Research framework on mathematics teacher beaviour: Hoehler and Grouws’ framework revisited. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 343-350.
  • Wong, N. (1992). The relationship among mathematics achievement, affective variables and home background. Mathematics Education Research Journal, 4(3), 32-42.
  • Yara, P.O. (2009). Students attitude towards mathematics and academic achievement in some selected secondary schools in southwestern Nigeria. European Journal of Scientific Research, 36(3), 336-341.
  • Yavuz, G., & Başer, N. (2001). Öğretmen Adaylarının Matematik Dersine Yönelik Tutumları, Matematik Etkinlikleri, 24-26 Mayıs 2001, Ankara.
  • Yilmaz, C., Altun, S.A., & Olkun, S. (2010). Factors affecting students’ attitude towards math: ABC theory and its reflection on practice. Procedia Social Science and Behavioural Sciences, 2, 4502-4506.
  • Yunus, A.S.Md., & Ali, W.Z.W. (2009). Motivation in the learning of mathematics. European Journal of Social Sciences, 7(4), 93-101.
  • Zimmer, J., & Fuller, D. (1996). Factors affecting undergraduate performance in statistics: A Review of Literature. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Tuscaloosa, AL, November 1996). The ERIC Database 1992-2003. ED406424.
Toplam 67 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA33GZ42KH
Bölüm Makale
Yazarlar

Betül Küçük Bu kişi benim

Sakıp Kahraman Bu kişi benim

Tevfik İşleyen Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2013
Gönderilme Tarihi 1 Haziran 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 12 Sayı: 1

Kaynak Göster

APA Küçük, B., Kahraman, S., & İşleyen, T. (2013). Investigation of Teacher Candidates’ Attitude toward Mathematics. Gaziantep University Journal of Social Sciences, 12(1), 178-195.