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Investigation of Experimental Abstraction Processes for Slope Concept According to Students’ Attitude, Anxiety, Motivation and Self Efficacy Perceptions towards Mathematics

Year 2020, Volume: 21 Issue: 2, 785 - 800, 31.08.2020
https://doi.org/10.17679/inuefd.657175

Abstract

The aim of this study is to investigate the experimental abstraction processes of 7th grade students in relation to the variables of attitude, anxiety, self-efficacy and motivation towards mathematics. This is a mixed method correlational study using a sequential explanatory design with two distinct stages. The study group consist of 91 students attending public schools in Ordu city center who were selected by using criterion sampling technique. The data collection tools used in the study are Abstraction Test (AT) which was developed by the researchers and consisting of 8 open ended, gap filling and multiple choice questions, Clinical Interview Processes conducted with the students, Mathematics Attitude Scale developed by Duatepe and Çilesiz (1999), Math Anxiety Scale developed by Erol (1989), Mathematical Self-Efficacy Scale developed by Umay (2001) and Mathematics Motivation Scale developed by Githua and Mwangi (2003)- adapted to Turkish by Ayan (2014). In the analysis of the qualitative data obtained from the study, Action Sequence formed by the researchers and the Clinical Interviews conducted with students were used while Pearson-Correlation analysis techniques were used for the analysis of the quantitative data of the study. As a result of the study, it was seen that students generally do not perform well in the process of knowledge construction and they have misconceptions about the concept of slope. In addition, a significant positive relationship was found between students' knowledge construction processes and attitude-self-efficacy scores towards mathematics, while a significant negative relationship was found between knowledge construction processes and anxiety levels. In the light of the results obtained from the study, some suggestions were made for the literature and teaching environments.

References

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Eğim Kavramına Yönelik Deneysel Soyutlama Süreçlerinin Matematiğe Yönelik Tutum, Kaygı, Motivasyon ve Öz-Yeterlik Algısı Değişkenlerine Göre İncelenmesi

Year 2020, Volume: 21 Issue: 2, 785 - 800, 31.08.2020
https://doi.org/10.17679/inuefd.657175

Abstract

Bu çalışmanın amacı 7. sınıf öğrencilerinin deneysel soyutlama süreçlerinin matematiğe yönelik tutum, kaygı, öz-yeterlik ve motivasyon değişkenleri ile ilişkili olarak incelenmesidir. Çalışma karma yönteme ait keşfedici sıralı desenin kullanıldığı ilişkisel bir araştırmadır ve iki aşamada yürütülmüştür. Çalışma grubunu Ordu il merkezinde öğrenim görmekte olan ve ölçüt örnekleme tekniği ile belirlenen 91 öğrenci oluşturmaktadır. Çalışmada kullanılan veri toplama araçları araştırmacılar tarafından geliştirilmiş olan ve 8 sorudan oluşan Soyutlama Testi ve öğrencilerle gerçekleştirilen Klinik Mülakat süreçleri ile birlikte Duatepe ve Çilesiz (1999) tarafından geliştirilen Matematik Tutum Ölçeği, Erol (1989) tarafından geliştirilen Matematik Kaygı Ölçeği, Umay (2001) tarafından geliştirilen Matematik Öz-yeterlik Ölçeği ve Githua ve Mwangi (2003) tarafından geliştirilip Ayan (2014) tarafından Türkçeye uyarlanan Matematik Motivasyon Ölçeği’dir. Çalışmadan elde edilen nitel verilerin analizinde araştırmacılar tarafından oluşturulan Eylem Dizisi ve öğrencilerle yürütülen klinik mülakatlar, nicel verilerin analizinde ise Pearson korelasyon analizi teknikleri kullanılmıştır. Çalışma sonucunda öğrencilerin bilgi oluşturma süreçlerinde genelde yüksek performans gösteremedikleri ve eğim kavramı ile ilgili çeşitli kavram yanılgılarına sahip oldukları görülmüştür. Ayrıca öğrencilerin bilgi oluşturma süreçleri ile matematiğe yönelik tutum ve öz-yeterlik puanları arasında pozitif yönde anlamlı, kaygı düzeyleri arasında ise negatif yönde anlamlı ilişkiler tespit edilmiştir. Çalışma sonuçları ışığında alan yazına ve öğretim süreçlerine yönelik çeşitli önerilerde bulunulmuştur.

References

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  • Ateş, F. (2016). Assessment of the effects of math anxiety, attitude and self-efficacy beliefs on the 8th grade students' graph reading and interpretations. (Unpublished master's thesis). Kocatepe University, Afyon.
  • Aydın Çınar, B. (2019). Exami̇nation of the abstraction process about slope knowledge of 8th grade students. (Master's thesis). Balıkesir University, Balıkesir.
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  • Deniz, Ö., & Kabael, T. (2017). 8th grade students’ construction processes of the concept of slope. Education and Science, 42(192), 139-172.
  • Dienes, Z. P. (1961). On abstraction and generalization. Harvard Educational Review, 31(3), 281-301.
  • Doğan, A., & Çetin, İ. (2009). Doğru ve ters orantı konusundaki 7. ve 9. sınıf öğrencilerinin kavram yanılgıları. Uşak Üniversitesi Sosyal Bilimler Dergisi, 2(2), 118-128.
  • Doğan, N., & Barış, F. (2010). Tutum, değer ve öz-yeterlik değişkenlerinin TIMSS-1999 ve TIMSS-2007 sınavlarında öğrencilerin matematik başarılarını yordama düzeyleri. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 1(1), 44-50.
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  • Duatepe, A., Akkuş Çıkla, O., & Kayhan, M. (2005). Orantısal akıl yürütme gerektiren sorularda öğrencilerin kullandıkları çözüm stratejilerinin soru türlerine göre değişiminin incelenmesi. Hacettepe University Journal of Education, 28, 73-81.
  • Dubinsky, E. (1991). Constructive aspects of reflective abstraction in advanced mathematics. In: L.P. Steffe (Ed.), Epistemological foundations of mathematical experience (pp. 160–187). New York: Springer-Verlag.
  • Duncan, B., & Chick, H. L. (2013). How do adults perceive, analyse and measure slope? In 36th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 36) (p. 258-265). Melbourne.
  • Erol, E. (1989). Prevalence and correlates of math anxiety in Turkish high school students. (Unpublished master's thesis). Bogazici University, İstanbul.
  • Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education. New York: Mc Graw Hill.
  • Githua, B.N., & Mwangi, J.G. (2003). Students’ mathematics self-concept and motivation to learn mathematics: relationship and gender differences among Kenya’s secondary-school students in Nairobi and Rift Valley provinces. International Journal of Educational Development, 23, 487-499.
  • Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255-274.
  • Hershkowitz, R., Schwarz, B., & Dreyfus, T. (2001). Abstraction in contexts: epistemic actions. Journal for Research in Mathematics Education, 32(2), 195-222.
  • İlhan, M., & Öner Sünkür, M. Ö. (2013). Investigation of predictive power of mathematics anxiety on mathematics achievement in terms of gender and class variables. Gaziantep University Journal of Social Sciences, 12(3), 427- 441.
  • Janvier, C. (1981). Use of situations in mathematics education. Educational Studies in Mathematics, 12(1), 113-122.
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
  • Kahraman, H., Kul, E., & Aydoğdu-İskenderoğlu, T. (2019). Strategies Employed by 7th and 8th Graders for Quantitative Proportional Reasoning Problems. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 10(1), 195-216.
  • Kalaycı, Ş. (Ed.) (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Pub.
  • Kaya, D., & Bozdag, H. C. (2016). Resources of mathematics self-efficacy and perception of science self-efficacy as predictors of academic achievement. European Journal of Contemporary Education, 18(4), 438-451.
  • Kertil, M., Erbaş, A. K., & Çetinkaya, B. (2017). Pre-service elementary mathematics teachers’ ways of thinking about rate of change in the context of a modeling activity. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 8(1), 188-217.
  • Kesici, A., & Aşılıoğlu, B. (2017). Ortaokul öğrencileri için stres ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Kastamonu Eğitim Dergisi, 25(6), 2413-2426.
  • Knuth, E. J. (2000). Student understanding of the Cartesian connection: An exploratory study. Journal for Research in Mathematics Education, 31(4), 500-508.
  • Kocaman, M. (2017). Investigation of mathematical thinking and the reasoning skills of the 11th grade students. (Master's thesis). Balıkesir University, Balıkesir.
  • Koçyiğit Gürbüz, M. (2018). Investigation of the process of creating ratio-proportion concepts in the 7th grade students' activity based learning approach: APOS theory. (Master's thesis). Eskişehir Osmangazi University, Eskişehir.
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Details

Primary Language English
Journal Section Articles
Authors

Aslıhan Özmen

Hayal Yavuz Mumcu 0000-0002-6720-509X

Publication Date August 31, 2020
Published in Issue Year 2020 Volume: 21 Issue: 2

Cite

APA Özmen, A., & Yavuz Mumcu, H. (2020). Investigation of Experimental Abstraction Processes for Slope Concept According to Students’ Attitude, Anxiety, Motivation and Self Efficacy Perceptions towards Mathematics. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 21(2), 785-800. https://doi.org/10.17679/inuefd.657175
AMA Özmen A, Yavuz Mumcu H. Investigation of Experimental Abstraction Processes for Slope Concept According to Students’ Attitude, Anxiety, Motivation and Self Efficacy Perceptions towards Mathematics. INUJFE. August 2020;21(2):785-800. doi:10.17679/inuefd.657175
Chicago Özmen, Aslıhan, and Hayal Yavuz Mumcu. “Investigation of Experimental Abstraction Processes for Slope Concept According to Students’ Attitude, Anxiety, Motivation and Self Efficacy Perceptions towards Mathematics”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 21, no. 2 (August 2020): 785-800. https://doi.org/10.17679/inuefd.657175.
EndNote Özmen A, Yavuz Mumcu H (August 1, 2020) Investigation of Experimental Abstraction Processes for Slope Concept According to Students’ Attitude, Anxiety, Motivation and Self Efficacy Perceptions towards Mathematics. İnönü Üniversitesi Eğitim Fakültesi Dergisi 21 2 785–800.
IEEE A. Özmen and H. Yavuz Mumcu, “Investigation of Experimental Abstraction Processes for Slope Concept According to Students’ Attitude, Anxiety, Motivation and Self Efficacy Perceptions towards Mathematics”, INUJFE, vol. 21, no. 2, pp. 785–800, 2020, doi: 10.17679/inuefd.657175.
ISNAD Özmen, Aslıhan - Yavuz Mumcu, Hayal. “Investigation of Experimental Abstraction Processes for Slope Concept According to Students’ Attitude, Anxiety, Motivation and Self Efficacy Perceptions towards Mathematics”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 21/2 (August 2020), 785-800. https://doi.org/10.17679/inuefd.657175.
JAMA Özmen A, Yavuz Mumcu H. Investigation of Experimental Abstraction Processes for Slope Concept According to Students’ Attitude, Anxiety, Motivation and Self Efficacy Perceptions towards Mathematics. INUJFE. 2020;21:785–800.
MLA Özmen, Aslıhan and Hayal Yavuz Mumcu. “Investigation of Experimental Abstraction Processes for Slope Concept According to Students’ Attitude, Anxiety, Motivation and Self Efficacy Perceptions towards Mathematics”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 21, no. 2, 2020, pp. 785-00, doi:10.17679/inuefd.657175.
Vancouver Özmen A, Yavuz Mumcu H. Investigation of Experimental Abstraction Processes for Slope Concept According to Students’ Attitude, Anxiety, Motivation and Self Efficacy Perceptions towards Mathematics. INUJFE. 2020;21(2):785-800.

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