ÖĞRENCİLERİN MATEMATİK BAŞARISI İÇİN ÖNEMLİ ÖNGEREKLİLİKLER

Abstract

Bu çalışmanın genel amacı öğrencilerin matematik başarısındaki önkoşulları ortaya çıkarmaktır. Bu çalışma öğrencilerin matematik başarısı için birbiriyle ilişkili bir takım şartların var olduğu varsayımı üzerine kurulmuştur. Gerçek olan şu ki bireylerin zihinsel yetileri arasında farklar bulunmaktadır. Ancak bu çalışma bağlamsal boyutları açısından eğitsel önkoşullar ve aile arkaplanına odaklanmıştır. Temel varsayımlardan biri şudur ki, bir öğrencinin matematik dersine karşı olan tutumu onun başarısını ve aldığı notları etkileyebilmektedir. Bu varsayımları doğrulayabilmek veya çürütebilmek için öğrencilerin matematik dersine olan tutumları, sınıf ortamları ile ilgili algıları, aileden gördükleri destek ve gerçek başarıları ile ilgili veriler toplanmıştır. Ulusal çapta 120 farklı okulu kapsayan bir anket sonucunda yaklaşık 16 yaşlarında 9.sınıfta okuyan 6758 öğrenciden toplanan veriler analiz edilmiştir. Sonuçlar göstermektedir ki aynı sınıf ortamı ve eğitsel strateji, farklı öğrencilerde farklı etkiler meydana getirebilmektedir. Bazı öğrenciler için belirli hedefler, yüksek beklentiler ve katılım yönündeki teşvikler matematik dersine karşı olumlu tutum geliştirmede etkili olurken, aynı durumdaki başka öğrenciler bundan zarar görmekte ve olumsuz tutum geliştirmektedir. Bu çalışmada elde edilen veriler öğrencilerin ev ortamları da göz önünde bulundurularak değerlendirilmektedir.

Keywords

• Matematik, öğrenme, öğretme, tutumlar, başarı

References

1. Aitkin, M., & Zukovsky, R. (1994). Multilevel interaction models and their use in analysis of large-scale school effectiveness studies. School and School Improvement, 5, 45-73.
2. Andersson, C. S. (1991). Increasing teacher effectiveness. Paris, UNESCO: International Institute for Educational Planning.
3. Behets, D. (1997). Comparison of more and less effective teaching behaviours in secondary physical education. Teaching and Teacher Education, 13, 215-224.
4. Bernstein, B. (1971). Class, code and control. Routledge and Kegan Paul: London.
5. Boaler, J. (1999). Participation, knowledge, and beliefs: A community perspective Mathematics, 40, 259-281. mathematics learning. Educational Studies in
6. Boaler, J. (2000). Exploring situated insights into research and learning. Journal for Research in Mathematics Education, 31, 113-119.
7. Boaler, J. (2002). The development of disciplinary relationships: Knowledge, practice, and identity in mathematics classroom. Proceedings of the annual meeting of the International Group for Psychology of Mathematics Education (1-9). Norwich, United Kingdom.
8. Carpenter, T.P., Brown, C., Kouba, V., Lindquist, M. M., Solver, E. A. and Swafford, J. O. (1987). Results from the fourth mathematical assessment of the National Assessment of Educational Progress. Reston: National Council of Teachers of Mathematics.

9. Case, R. (1996). Changing views of knowledge and their impact on educa- tional research and practice. In D. R. Olsson, & N. Torrance (Eds.). The handbook of education and human development. New models of learning, teaching and schooling (75-99). London: Blackwell Publishers.
10. Chapman, J. W., & Tunmer, W. E. (1997). A longitudinal study of beginning reading achievement and reading self-concept. British Journal of Educational Psychology, 67, 279-291.
11. Clark, D. M. (1997). The changing role of the mathematics teacher. Journal for Research in Mathematics Education, 28, 278-308.
12. Cobb, P. (1998). Analyzing the mathematical learning of classroom community: The case of statistical data analysis. Proceedings of 22nd Conference of the International Group for Psychology of Mathematics Education, vol. 1, 33-48. South Africa: the University of Stellenbosch.
13. Cobb, P., Wood, T., & Yackel, E. (1993). Discourse, mathematical thinking, and classroom practice. In E. Forman, N. Minnick & C. A. Stone (Eds.). Contexts For Learning: Sociocultural Dynamics in Children’s Development (91-119). New York: Oxford University Press.
14. Conell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and resilience in Africa-American youth: Context, self, action, and outcomes in school. Child Development, 65, 493-506.
15. Cooper, B., & Dunne, M. (2000). Assessing children’s mathematical knowledge: Social class, sex and problem-solving.
16. Crocker, R.: (1986). What research says to teacher: Classroom processes and student outcome. (ERIC Reproduction Service No. ED277095).
17. Cuban, L. (1993). How teachers taught. Constancy and change in American classrooms 1890-1990. New York: Teachers College Press.
18. Davies, G., & Thomas, M. (1989). Effective schools and effective teacher. Boston: Allyn & Bacon.
19. Dunkin, M., & Biddle, B. (1984). Effects of formal teacher education upon student teachers` cognitions regarding teaching. Teaching and Teacher Education, 10, 395-408.
20. Eccles, J. S. (1993). School and family effects on ontogeny of children’s interest, self-perceptions, and activity choice. In J. Jacobs (Ed.) Nebraska Symposium on Motivation: Vol. 40. Developmental perspectives on motivation (145-208). Lincoln: University of Nebraska Press.
21. Fetler, M. (2001). Student Mathematics Achievement Test Scores, Dropout Rates, and Teacher Characteristics. Teacher Education Quarterly, 28, 151-168.
22. Foire, G. (1999). Math-abused students: are we prepared to teach them? Mathematics Teacher, 92, 403-407.
23. Fuligni, A. J. (1997). The academic achievement of adolescents from immigrant families: The roles of family background, attitudes, and behaviour. Child Development, 68, 351-363.
24. Gierl, M. J., & Bisanz, J. (1995). Anxieties and attitudes related to Mathematics in grades 3 and 6. Journal of Experimental Education, 63, 139-159.
25. Giovanelli, M. (2003). Relationship between Reflective Disposition toward Teaching and Effective Teaching. The Journal of Educational Research, 96, 293-309.
26. Granström, K. (2006). Group phenomena and classroom management. A Swedish perspective. In C.M. Evertson & C. S. Weinstein (Eds.). Handbook for Classroom Management: Research, Practice, and Contemporary Issues (1141-1160), New York: Erlbaum.
27. Greeno, J. (1998). Trajectories of participation and practice: Some dynamic aspects of the thinking practices of teaching, educational design, and research. In J. Greeno & S. Goldman (Eds.), Thinking practices in mathematics and science learning (79-88). Mahwah, NJ: Lawrence Erlbaum Association. Inc.
28. Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their casual ordering. Journal of Educational Psychology, 95, 124-136.
29. Halle, T. G., Kurtz-Costes, B., & Mahoney, J. L. (1997). Family influences on school achievement in low-income, African American children. Journal of Educational Psychology, 89, 527-537.
30. Jones, I., & White, C. S. (2000). Family composition, parental involvement, and young children’s achievement. Early Child Development and Care, 161, 71-82.
31. Jussim, L., & Eccles, J. S. (1992). Teacher expectations: II. Construction and reflection of student achievement. Journal of Personality and Social Psychology, 63, 932-944.
32. Konu, A. I., Linton, T. P., & Autio, V. J. (2002). Evaluation of well-being in schools: A multilevel analysis of general subjective well-being. School Effectiveness and School Improvement, 13, 187-200.
33. Lubienski, S. T. (2001). A second look at mathematics achievement gaps: Intersections of Race, Class and Gender in MAEP Data. Paper presented at the annual meeting of the American Educational Research Association, Seattle.
34. Lowman, J. (1996). Characteristics of exemplary teachers. New Directions for Teaching and Learning, 65, 33-40.
35. Ma, L. (1999). Knowing and teaching elementary mathematics. Mahwah, N.J: Lawrence Erlbaum Associates.
36. Maccoby, E., & Martin, J. (1983). Socialization in the context of the family: Parent-child interaction. In E.M. Hetherington (Ed). Handbook of Child Psychology (IV). New York: Wiley.
37. Midgley, C., & Urdan, T. C. (1995). Predictors of middle school students’ use of self-handicapping strategies. Journal of Early Adolescence, 15, 389- 411.
38. NU 2003.: 2004, Nationella utvärderingen av grundskolan 2003, Skolverket, Rapport 250.
39. Onatsu-Arvillomi, T. P., & Nurmi, J-E. (2000). The development of achievement strategies and academic skills during the first year of primary school. Learning and Instruction, 12, 509-527.
40. Oppendekker, M-C., & Van Damme, J. (2006). Teacher Characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22, 1-21.
41. Patrick, J., & Smart, R. (1998). An empirical evaluation of teacher effectiveness: The emergence of three critical factors. Assessment & Evaluation in Higher Education, 23, 165-178.
42. Pelligrini, A. D., & Blachford, P. (2000). The child at school. Interactions with peers and teachers. London:Arnold.
43. Samuelsson, J. (2006). ICT as a change agent of mathematics teaching in Swedish secondary school. Education and Information Technologies, 11, 1-11.
44. Saxe, G., Guberman, S., & Gearhart, M. (1987). Culture and cognitive development: Studies in mathematical understandings. Hillsdale: Erlbaum.
45. Snow, R. (1992). Aptitude theory. Educational Psychologist, 27, 5-32.
46. Tang, T. (1997). Teaching evaluation at a public institution of higher education: Factors related to overall teaching effectiveness. Public Personnel Management, 26, 370-389.
47. Teddlie, C., & Reynolds, D. (2000). International handbook of school effectiveness. London, UK: Falmer.
48. Tobias, S. (1987). Succeed with math. The College Board Publication.
49. Tuckman, B. (1995). Assessing effective teaching. Peabody Journal of Education, 70, 127-138.
50. Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-belifs and academics achievement: A meta-analytic review. Educational Psychologist, 39, 111-133.
51. Walkerdine, V. (1988). The mastery of reason. London: Routledge.
52. Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Developmental, 73, 287-301.
53. Wigfield, A., & Meece, J. L. (1990). Predictors of Math Anxiety and its influence on younger adolescents´ Course Enrollment Intentions on performance in Mathematics. Journal of Educational Psychology, 82, 60- 70.
54. Wigfield, A., & Harold, R. D. (1992). Teacher beliefs and children’s
55. achievement self-perceptions: A developmental perspective. In D. H. Shunk
56. & J. L. Meece (Eds.), Student perceptions in the classroom (95-121).
57. Hillsdale, NJ: Erlbaum.
58. Zevenbergen, R. (2000). Cracking the code of mathematics: School success as
59. a function of linguistic, social and cultural background. In J. Boaler (Ed.).
60. Multiple Perspectives on Mathematics Teaching and Learning. Ablex, Westport, CT.
61. Zuckerman, M., Kieffer, S. C., & Knee, C. R. (1998). Consequences of self- handicapping: effects on coping, academic performance and adjustment. Journal of Personality and Social Psychology, 74, 1619-1628. Appendix 1 Table 4: Items related to different factors of attitude to maths as a school subject Components
62. Positive attitude Question Loading 0.592 0.805 0.695 0.793
63. ) Maths knowledge is important in future education
64. ) Maths knowledge is important in future work
65. ) I am going to use the maths I learn in school
66. ) I only work with maths to pass tests
67. ) Too much time learning mathematics
68. ) Mathematics is a difficult subject
69. ) I give up if the task is too difficult
70. ) I could have been better in math if I had tried 0.737 0.747 0.630 0.507 0.652 0.735 0.574 more
71. ) I’ve learned a lot of unnecessary knowledge in maths lessons 0.590