Research Article
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The Effect of Teaching Algebraic Expressions with Educational Games on Sixth-Grade Students’ Attitudes towards Mathematics

Year 2023, Volume: 7 Issue: 15, 797 - 816, 21.10.2023
https://doi.org/10.31458/iejes.1347251

Abstract

The aim of this study was to determine effectively teaching acquisitions which algebraic expressions sub-learning take place in algebra learning field to sixth-grade students by using educational games in addition available teaching methods and the student perspectives on the mathematics lesson. The research's study group consisted of 31 sixth graders from two village middle schools in the province of Niğde’s central district. One of the mixed research approaches, exploratory sequential design, was selected since it was better in accordance with the study's objectives. Both groups took the attitude scale as a pre-test before the application. The experimental group was then taught mathematics using educational games, whereas the control group received no intervention and was simply taught using the techniques found in the present curriculum. Both groups were given the attitude scale as a post-test after the application. Qualitative information was acquired by asking the experimental group’s students their opinions of the method after it had been used. Since the collected quantitative data had a normal distribution, comparisons between groups were made using the independent sample t-test, while comparisons within groups were made using the dependent sample t-test. The qualitative data that was collected was analyzed using content analysis. The results of the study showed that employing educational games to teach mathematics significantly changed the attitudes of the experimental group members toward the topic, or, to put it another way, positively impacted them. After taking into account the students’ perceptions of the process, it was determined that the use of educational games during the lesson raised interest, motivated students, increased their participation in the lesson, helped them understand the subject, and the students enjoyed the process.

Ethical Statement

This research was carried out with the permission of Niğde Ömer Halisdemir University Publication Ethics Board with the decision numbered 2022/13-57 dated 23.11.2022.

Project Number

YOK

References

  • Açıkgöz, K. (2003). Etkili öğrenme ve öğretme [Effective learning and teaching]. 4th edition. İzmir: Education World Publications.
  • Altun, M. (2014). Eğitim fakülteleri ve sınıf öğretmenleri için matematik öğretimi [Mathematics teaching for education faculties and classroom teachers]. 18th edition. Bursa: Alfa Academy.
  • Altun, M. (2016). Ortaokullarda (5, 6, 7 ve 8. sınıflarda) matematik öğretimi [Teaching mathematics in secondary schools (5th, 6th, 7th and 8th grades)]. (12th edition). Bursa: Current Publications.
  • Aydın, Ş. (2018). Matematik eğitiminde: Matematik dersi ve problem. Ortaokul 8. sınıf öğrencilerin matematik dersine ve problem kavramına yönelik görüşleri [In mathematics education: Mathematics lesson and problem. Opinions of secondary school 8th grade students on mathematics lesson and problem concept]. Beau Bassin: Lambert Academic Publishing.
  • Aykaç, M. & Köğce, D. (2019). Preservice clasroom teachers’ opinions on use of educational games in ınstructions of primary school courses. Educational Policy Analysis and Strategic Reserch, 14(1), 116-143.
  • Aykaç, M. & Köğce, D. (2021). Eğitsel oyunlar ile matematik öğretimi (okul öncesi ve ilkokul kazanımları) [Teaching mathematics with educational games (pre-school and primary school achievements)]. (2nd edition). Ankara: Pegem Academy.
  • Baki, Ü. (2022). Oyun temelli matematik öğretiminin 6. sınıf öğrencilerinin muhakeme becerilerine yansıması [Reflection of game-based mathematics teaching on 6th grade students' reasoning skills]. Unpublished Master’s Thesis. Ondokuz Mayıs University, Samsun.
  • Baykul, Y. (2009). İlköğretimde matematik öğretimi (6-8. sınıflar) [Mathematics teaching in primary education (6th-8th grades)]. Ankara: Pegem Academy.
  • Bayturan, S. (2004). İlköğretim ikinci kademe öğrencilerinin matematik başarılarının matematiğe yönelik tutum, psikososyal ve sosyo demografik özellikleri ile ilişkisi [The relationship between the mathematics achievement of secondary school students and their attitudes towards mathematics, psychosocial and socio-demographic characteristics]. Unpublished Master’s Thesis. Dokuz Eylül University, İzmir.
  • Büyüköztürk, Ş. (2021). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. (29th edition). Ankara: Pegem Academy.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2021). Bilimsel araştırma yöntemleri [Scientific research methods]. (30th edition). Ankara: Pegem Academy.
  • Can, Ş. (2022). Yedinci sınıf çokgenler konusunda eğitsel oyunlarla zenginleştirilen matematik öğretiminin öğrencilerin matematik başarısı ve tutumuna etkisi [The effect of mathematics teaching enriched with educational games on seventh grade polygons on students' mathematics achievement and attitude]. Unpublished Master’s Thesis. Niğde Ömer Halisdemir University, Niğde.
  • Chen, S., Jamiatul Husnaini, S. & Chen, J. J. (2020). Effects of games on students' emotions of learning science and achievement in chemistry. International Journal of Science Education, 42(13), 2224-2245.
  • Creswell, J. W. (2021). Karma yöntem araştırmalarına giriş [Introduction to mixed methods research]. (Çev. Ed. M. Sözbilir) [Trans. Ed. M. Sözbilir]. Ankara: Pegem Academy.
  • Çalışkan, M. (2019). İkinci sınıf matematik dersi sayı yuvarlama ve tahmin konusunda oyun ve etkinliklerin başarıya etkisi [The effect of games and activities on success in number rounding and estimation in second grade mathematics course]. Unpublished Master’s Thesis. Niğde Ömer Halisdemir University, Niğde.
  • Çopur, H. G. (2021). Dijital oyun destekli matematik eğitim programının 54-66 aylık çocukların saymaya ilişkin temel matematik becerilerinin gelişimine etkisi [The effect of digital game supported mathematics education program on the development of basic math skills of 54-66 months old children]. Unpublished PhD Thesis. Gazi University, Ankara.
  • Çubukluöz, Ö. (2019). 6. sınıf öğrencilerinin matematik dersindeki öğrenme zorluklarının scratch programıyla tasarlanan matematiksel oyunlarla giderilmesi: Bir eylem araştırması [Eliminating the learning difficulties of 6th grade students in mathematics with mathematical games designed with the scratch program: An action research]. Unpublished Master’s Thesis. Bartın University, Bartın.
  • Demir, N. & Bilgin, E. A. (2021). Ortaokul 8. sınıf matematik dersinde oyun tabanlı öğretim yönteminin akademik başarıya ve tutuma etkisi [The effect of game-based teaching method on academic achievement and attitude in middle school 8th grade mathematics lesson]. E-International Journal of Educational Research, 12(3), 28-48.
  • Dönmez, B., Dönmez, K. H., Kolukısa, Ş. & Yılmaz, S. (2021). İlkokul matematik dersinde oyunla öğretim yöntemi kullanılmasının tutum ve başarıya etkisi [The effect of using game teaching method in primary school mathematics lesson on attitude and success]. Uluslararası Bozok Spor Bilimleri Dergisi [International Journal of Bozok Sports Sciences], 2(2), 58-70.
  • Ersoy, Y. (1997). Okullarda matematik eğitimi: Matematikte okur-yazarlık [Mathematics education in schools: Literacy in mathematics]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Journal of Hacettepe University Faculty of Education], 13, 107-112.
  • Galiç, S. (2020). Oyun ögeleri ile zenginleştirilmiş matematik etkinliklerinin öğrencilerin başarı, tutum ve motivasyonları üzerine etkisinin incelenmesi [Investigation of the effect of mathematical activities enriched with game elements on students' achievement, attitude and motivation]. Unpublished Master’s Thesis. Hacettepe University, Ankara.
  • George, D. & Mallery, M. (2010). SPSS for windows step by step: A simple guide and reference, 17.0 update (10a ed.) Boston: Pearson.
  • Gün, H. K., Işık, O. R. & Şahin, B. (2021). Oyunla öğretimin sayma ve olasılık başarısına ve matematik dersine yönelik tutuma etkisi [The effect of teaching with games on counting and probability achievement and attitude towards mathematics lesson]. Journal of Mustafa Kemal University Faculty of Education, 5(7), 263-276.
  • Güneş, F. (2015). Oyunla öğrenme yaklaşımı [Game-based learning approach]. Turkish Studies-International Periodical For The Languages, Literature and History of Turkish or Turkic, 10(11), 773-786.
  • Köğce, D. (2021). Matematik öğretiminde origami kullanımı [The use of origami in mathematics teaching]. Ankara: Pegem Academy.
  • Martin, A. S., Mendoza, J. L. C., & Martin, A. P. (2016). Aprendizaje matemático mediante aplicaciones tecnológicas en un enfoque de gamificacion. Revista Iberoamericana de Produccion Academica y Gestion Educativa, 3(5).
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd Edition). Thousand Oaks, CA: Sage Publications.
  • Ministry of National Education [MoNE], (2018). İlköğretim matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [Primary school mathematics curriculum (primary and secondary school 1, 2, 3, 4, 5, 6, 7 and 8th grades)]. Ankara: T.C. Ministry of National Education Board of Education and Discipline.
  • National Council of Teachers of Mathematics [NCTM], (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • Özden, A. (2022). İlkokul matematik öğretimine yönelik geliştirilen eğitsel oyunların uygulanabilirliğinin incelenmesi [Examining the applicability of educational games developed for primary school mathematics teaching]. Unpublished Master’s Thesis. Trabzon University, Graduate Education Institute, Trabzon.
  • Soydan, Ş. N. (2019). Tam sayılar öğretiminde eğitsel oyun kullanımının 7. sınıf öğrencilerinin akademik başarısı ve derse karşı tutumu üzerine etkisinin araştırılması [Investigation of the effect of using educational games in teaching integers on 7th grade students' academic achievement and attitude towards the lesson]. Unpublished Master’s Thesis. Gazi University, Institute of Educational Sciences, Ankara.
  • Tarım, K. & Dinç-Artut, P. (2016). Tutum ve matematik başarısı [Attitude and math achievement]. E. Bingölbali, S. Arslan & İ. Ö. Zembat (Editörler) [Editors], Matematik eğitiminde teoriler [Theories in mathematics education]. Ankara: Pegem Academy.
  • Uysal-Koğ, O. (2007). İlköğretim II. kademe öğrencilerinin matematik dersine yönelik problem çözme becerileri, kaygıları ve tutumları arasındaki ilişkilerin değerlendirilmesi [Primary education II. evaluation of the relations between the problem solving skills, anxieties and attitudes of the secondary level students towards the mathematics lesson]. Unpublished Master’s Thesis. Dokuz Eylül University, İzmir.
  • Ünlü, M. (2021). Cebirsel düşünme ve cebirsel düşünmenin matematik öğretimindeki yeri [Algebraic thinking and the place of algebraic thinking in mathematics teaching]. G. S. Aktaş (Editör) [Editor]. Uygulama örnekleriyle cebirsel düşünme ve öğretimi. Ankara: Pegem Academy.
  • Van Putten, S., Blom, N. & Van Coller, A. (2022). The developmental influence of collaborative games in the grade 6 mathematics classroom. International Journal of Mathematical Education in Science and Technology, 53(6), 1478-1501.
  • Yağmur, B. E. (2020). Asal sayıların öğretiminde oyun tabanlı bir öğretim etkinliği [A game-based teaching activity in teaching prime numbers]. Journal of Inquiry Based Activities, 10(1), 18-30.
  • Yavuzer, H. (2019). Çocuk psikolojisi [Child psychology]. (44. basım) [44th edition]. Istanbul: Remzi Bookstore.
  • Yeşilkaya, İ. (2013). 7. sınıf sosyal bilgiler dersi “zaman içinde bilim” ünitesinin eğitsel oyun yöntemi ile öğretilmesi [Teaching the "science in time" unit of the 7th grade social studies lesson with the educational game method]. Unpublished Master’s Thesis. İnönü University, Malatya.
  • Yetgin, N. B. (2019). İlkokul öğrencilerinin matematik tutumlarına ilişkin bir ölçek geliştirilmesi [Developing a scale for primary school students' math attitudes]. Unpublished Master’s Thesis. Yıldız Technical University, Institute of Social Sciences, İstanbul.

The Effect of Teaching Algebraic Expressions with Educational Games on Sixth-Grade Students’ Attitudes towards Mathematics

Year 2023, Volume: 7 Issue: 15, 797 - 816, 21.10.2023
https://doi.org/10.31458/iejes.1347251

Abstract

The aim of this study was to determine effectively teaching acquisitions which algebraic expressions sub-learning take place in algebra learning field to sixth-grade students by using educational games in addition available teaching methods and the student perspectives on the mathematics lesson. The research's study group consisted of 31 sixth graders from two village middle schools in the province of Niğde’s central district. One of the mixed research approaches, exploratory sequential design, was selected since it was better in accordance with the study's objectives. Both groups took the attitude scale as a pre-test before the application. The experimental group was then taught mathematics using educational games, whereas the control group received no intervention and was simply taught using the techniques found in the present curriculum. Both groups were given the attitude scale as a post-test after the application. Qualitative information was acquired by asking the experimental group’s students their opinions of the method after it had been used. Since the collected quantitative data had a normal distribution, comparisons between groups were made using the independent sample t-test, while comparisons within groups were made using the dependent sample t-test. The qualitative data that was collected was analyzed using content analysis. The results of the study showed that employing educational games to teach mathematics significantly changed the attitudes of the experimental group members toward the topic, or, to put it another way, positively impacted them. After taking into account the students’ perceptions of the process, it was determined that the use of educational games during the lesson raised interest, motivated students, increased their participation in the lesson, helped them understand the subject, and the students enjoyed the process.

Supporting Institution

Yok

Project Number

YOK

Thanks

YOK

References

  • Açıkgöz, K. (2003). Etkili öğrenme ve öğretme [Effective learning and teaching]. 4th edition. İzmir: Education World Publications.
  • Altun, M. (2014). Eğitim fakülteleri ve sınıf öğretmenleri için matematik öğretimi [Mathematics teaching for education faculties and classroom teachers]. 18th edition. Bursa: Alfa Academy.
  • Altun, M. (2016). Ortaokullarda (5, 6, 7 ve 8. sınıflarda) matematik öğretimi [Teaching mathematics in secondary schools (5th, 6th, 7th and 8th grades)]. (12th edition). Bursa: Current Publications.
  • Aydın, Ş. (2018). Matematik eğitiminde: Matematik dersi ve problem. Ortaokul 8. sınıf öğrencilerin matematik dersine ve problem kavramına yönelik görüşleri [In mathematics education: Mathematics lesson and problem. Opinions of secondary school 8th grade students on mathematics lesson and problem concept]. Beau Bassin: Lambert Academic Publishing.
  • Aykaç, M. & Köğce, D. (2019). Preservice clasroom teachers’ opinions on use of educational games in ınstructions of primary school courses. Educational Policy Analysis and Strategic Reserch, 14(1), 116-143.
  • Aykaç, M. & Köğce, D. (2021). Eğitsel oyunlar ile matematik öğretimi (okul öncesi ve ilkokul kazanımları) [Teaching mathematics with educational games (pre-school and primary school achievements)]. (2nd edition). Ankara: Pegem Academy.
  • Baki, Ü. (2022). Oyun temelli matematik öğretiminin 6. sınıf öğrencilerinin muhakeme becerilerine yansıması [Reflection of game-based mathematics teaching on 6th grade students' reasoning skills]. Unpublished Master’s Thesis. Ondokuz Mayıs University, Samsun.
  • Baykul, Y. (2009). İlköğretimde matematik öğretimi (6-8. sınıflar) [Mathematics teaching in primary education (6th-8th grades)]. Ankara: Pegem Academy.
  • Bayturan, S. (2004). İlköğretim ikinci kademe öğrencilerinin matematik başarılarının matematiğe yönelik tutum, psikososyal ve sosyo demografik özellikleri ile ilişkisi [The relationship between the mathematics achievement of secondary school students and their attitudes towards mathematics, psychosocial and socio-demographic characteristics]. Unpublished Master’s Thesis. Dokuz Eylül University, İzmir.
  • Büyüköztürk, Ş. (2021). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. (29th edition). Ankara: Pegem Academy.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2021). Bilimsel araştırma yöntemleri [Scientific research methods]. (30th edition). Ankara: Pegem Academy.
  • Can, Ş. (2022). Yedinci sınıf çokgenler konusunda eğitsel oyunlarla zenginleştirilen matematik öğretiminin öğrencilerin matematik başarısı ve tutumuna etkisi [The effect of mathematics teaching enriched with educational games on seventh grade polygons on students' mathematics achievement and attitude]. Unpublished Master’s Thesis. Niğde Ömer Halisdemir University, Niğde.
  • Chen, S., Jamiatul Husnaini, S. & Chen, J. J. (2020). Effects of games on students' emotions of learning science and achievement in chemistry. International Journal of Science Education, 42(13), 2224-2245.
  • Creswell, J. W. (2021). Karma yöntem araştırmalarına giriş [Introduction to mixed methods research]. (Çev. Ed. M. Sözbilir) [Trans. Ed. M. Sözbilir]. Ankara: Pegem Academy.
  • Çalışkan, M. (2019). İkinci sınıf matematik dersi sayı yuvarlama ve tahmin konusunda oyun ve etkinliklerin başarıya etkisi [The effect of games and activities on success in number rounding and estimation in second grade mathematics course]. Unpublished Master’s Thesis. Niğde Ömer Halisdemir University, Niğde.
  • Çopur, H. G. (2021). Dijital oyun destekli matematik eğitim programının 54-66 aylık çocukların saymaya ilişkin temel matematik becerilerinin gelişimine etkisi [The effect of digital game supported mathematics education program on the development of basic math skills of 54-66 months old children]. Unpublished PhD Thesis. Gazi University, Ankara.
  • Çubukluöz, Ö. (2019). 6. sınıf öğrencilerinin matematik dersindeki öğrenme zorluklarının scratch programıyla tasarlanan matematiksel oyunlarla giderilmesi: Bir eylem araştırması [Eliminating the learning difficulties of 6th grade students in mathematics with mathematical games designed with the scratch program: An action research]. Unpublished Master’s Thesis. Bartın University, Bartın.
  • Demir, N. & Bilgin, E. A. (2021). Ortaokul 8. sınıf matematik dersinde oyun tabanlı öğretim yönteminin akademik başarıya ve tutuma etkisi [The effect of game-based teaching method on academic achievement and attitude in middle school 8th grade mathematics lesson]. E-International Journal of Educational Research, 12(3), 28-48.
  • Dönmez, B., Dönmez, K. H., Kolukısa, Ş. & Yılmaz, S. (2021). İlkokul matematik dersinde oyunla öğretim yöntemi kullanılmasının tutum ve başarıya etkisi [The effect of using game teaching method in primary school mathematics lesson on attitude and success]. Uluslararası Bozok Spor Bilimleri Dergisi [International Journal of Bozok Sports Sciences], 2(2), 58-70.
  • Ersoy, Y. (1997). Okullarda matematik eğitimi: Matematikte okur-yazarlık [Mathematics education in schools: Literacy in mathematics]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Journal of Hacettepe University Faculty of Education], 13, 107-112.
  • Galiç, S. (2020). Oyun ögeleri ile zenginleştirilmiş matematik etkinliklerinin öğrencilerin başarı, tutum ve motivasyonları üzerine etkisinin incelenmesi [Investigation of the effect of mathematical activities enriched with game elements on students' achievement, attitude and motivation]. Unpublished Master’s Thesis. Hacettepe University, Ankara.
  • George, D. & Mallery, M. (2010). SPSS for windows step by step: A simple guide and reference, 17.0 update (10a ed.) Boston: Pearson.
  • Gün, H. K., Işık, O. R. & Şahin, B. (2021). Oyunla öğretimin sayma ve olasılık başarısına ve matematik dersine yönelik tutuma etkisi [The effect of teaching with games on counting and probability achievement and attitude towards mathematics lesson]. Journal of Mustafa Kemal University Faculty of Education, 5(7), 263-276.
  • Güneş, F. (2015). Oyunla öğrenme yaklaşımı [Game-based learning approach]. Turkish Studies-International Periodical For The Languages, Literature and History of Turkish or Turkic, 10(11), 773-786.
  • Köğce, D. (2021). Matematik öğretiminde origami kullanımı [The use of origami in mathematics teaching]. Ankara: Pegem Academy.
  • Martin, A. S., Mendoza, J. L. C., & Martin, A. P. (2016). Aprendizaje matemático mediante aplicaciones tecnológicas en un enfoque de gamificacion. Revista Iberoamericana de Produccion Academica y Gestion Educativa, 3(5).
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd Edition). Thousand Oaks, CA: Sage Publications.
  • Ministry of National Education [MoNE], (2018). İlköğretim matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [Primary school mathematics curriculum (primary and secondary school 1, 2, 3, 4, 5, 6, 7 and 8th grades)]. Ankara: T.C. Ministry of National Education Board of Education and Discipline.
  • National Council of Teachers of Mathematics [NCTM], (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • Özden, A. (2022). İlkokul matematik öğretimine yönelik geliştirilen eğitsel oyunların uygulanabilirliğinin incelenmesi [Examining the applicability of educational games developed for primary school mathematics teaching]. Unpublished Master’s Thesis. Trabzon University, Graduate Education Institute, Trabzon.
  • Soydan, Ş. N. (2019). Tam sayılar öğretiminde eğitsel oyun kullanımının 7. sınıf öğrencilerinin akademik başarısı ve derse karşı tutumu üzerine etkisinin araştırılması [Investigation of the effect of using educational games in teaching integers on 7th grade students' academic achievement and attitude towards the lesson]. Unpublished Master’s Thesis. Gazi University, Institute of Educational Sciences, Ankara.
  • Tarım, K. & Dinç-Artut, P. (2016). Tutum ve matematik başarısı [Attitude and math achievement]. E. Bingölbali, S. Arslan & İ. Ö. Zembat (Editörler) [Editors], Matematik eğitiminde teoriler [Theories in mathematics education]. Ankara: Pegem Academy.
  • Uysal-Koğ, O. (2007). İlköğretim II. kademe öğrencilerinin matematik dersine yönelik problem çözme becerileri, kaygıları ve tutumları arasındaki ilişkilerin değerlendirilmesi [Primary education II. evaluation of the relations between the problem solving skills, anxieties and attitudes of the secondary level students towards the mathematics lesson]. Unpublished Master’s Thesis. Dokuz Eylül University, İzmir.
  • Ünlü, M. (2021). Cebirsel düşünme ve cebirsel düşünmenin matematik öğretimindeki yeri [Algebraic thinking and the place of algebraic thinking in mathematics teaching]. G. S. Aktaş (Editör) [Editor]. Uygulama örnekleriyle cebirsel düşünme ve öğretimi. Ankara: Pegem Academy.
  • Van Putten, S., Blom, N. & Van Coller, A. (2022). The developmental influence of collaborative games in the grade 6 mathematics classroom. International Journal of Mathematical Education in Science and Technology, 53(6), 1478-1501.
  • Yağmur, B. E. (2020). Asal sayıların öğretiminde oyun tabanlı bir öğretim etkinliği [A game-based teaching activity in teaching prime numbers]. Journal of Inquiry Based Activities, 10(1), 18-30.
  • Yavuzer, H. (2019). Çocuk psikolojisi [Child psychology]. (44. basım) [44th edition]. Istanbul: Remzi Bookstore.
  • Yeşilkaya, İ. (2013). 7. sınıf sosyal bilgiler dersi “zaman içinde bilim” ünitesinin eğitsel oyun yöntemi ile öğretilmesi [Teaching the "science in time" unit of the 7th grade social studies lesson with the educational game method]. Unpublished Master’s Thesis. İnönü University, Malatya.
  • Yetgin, N. B. (2019). İlkokul öğrencilerinin matematik tutumlarına ilişkin bir ölçek geliştirilmesi [Developing a scale for primary school students' math attitudes]. Unpublished Master’s Thesis. Yıldız Technical University, Institute of Social Sciences, İstanbul.
There are 39 citations in total.

Details

Primary Language English
Subjects Mathematics Education
Journal Section Research Article
Authors

Sevde Kayan 0000-0002-9662-6192

Şevket Aydın 0000-0001-9777-7649

Project Number YOK
Early Pub Date October 15, 2023
Publication Date October 21, 2023
Submission Date August 21, 2023
Published in Issue Year 2023 Volume: 7 Issue: 15

Cite

APA Kayan, S., & Aydın, Ş. (2023). The Effect of Teaching Algebraic Expressions with Educational Games on Sixth-Grade Students’ Attitudes towards Mathematics. International E-Journal of Educational Studies, 7(15), 797-816. https://doi.org/10.31458/iejes.1347251

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