The Effect of Reflective Thinking Activities on Sixth Grade Students’ Attitude towards Mathematics

Year 2019, Volume: 27 Issue: 1, 247 - 260, 15.01.2019

Fatma Erdoğan , Sare Şengül

https://doi.org/10.24106/kefdergi.2503

Cited By: 1

Abstract

The aim of this research was to examine the effect of reflective thinking activities on sixth grade students’ attitude towards mathematics. The research has been arranged as the pre- and post-test control group quasi-experimental design. The research participants were composed of 72 sixth grade students. Reflective thinking activities were used in the experimental group. In the control group, mathematics teaching was carried out in accordance with the curriculum of the mathematics course. Dependent and independent samples t-test were used in data analysis, and covariance analysis (ANCOVA) was applied to determine the difference regarding post-tests scores of the groups. According to the results of the data analysis, at the end of the interventions, it seemed that the attitude towards mathematics of the experimental group students were significantly higher than the attitudes of the control group students. Based upon the findings of this study, it can be concluded that reflective thinking activities have a positive effect on students’ attitude towards mathematics. Considering the findings, the researchers have offered suggestions for those who are to perform any other research on reflective thinking activities.

Keywords

Reflective thinking, attitude towards mathematics, mathematics teaching, middle school

Yansıtıcı Düşünme Etkinliklerinin Altıncı Sınıf Öğrencilerinin Matematik Tutumuna Etkisi

Abstract

Araştırmanın
amacı, yansıtıcı düşünme etkinliklerinin altıncı sınıf öğrencilerinin matematik
tutumu üzerindeki etkisini incelemektir. Araştırma, ön test-son test kontrol
gruplu yarı deneysel model kapsamında düzenlenmiştir. Araştırmanın çalışma
grubu 72 altıncı sınıf öğrencisinden oluşmaktadır. Dersler, deney grubunda
yansıtıcı düşünme etkinlikleriyle işlenmiştir. Kontrol grubunda ise mevcut
matematik dersi öğretim programına uygun bir matematik öğretimi
gerçekleştirilmiştir. Veri analizinde bağımlı ve bağımsız örneklemler t-testi, ayrıca
grupların son test puanları arasındaki farkı belirlemek için kovaryans analizi (ANCOVA) kullanılmıştır.
Bulgulara göre, deneysel uygulamaların ardından, deney grubundaki öğrencilerin
matematik dersine yönelik tutumlarının kontrol grubundaki öğrencilere kıyasla
anlamlı seviyede yüksek olduğu saptanmıştır. Araştırmada ulaşılan bulgulara
dayanarak, yansıtıcı düşünme etkinliklerinin öğrencilerim
matematik tutumları üzerinde pozitif etkisinin olduğu söylenebilir. Elde edilen bulgular göz önüne alınarak, araştırma sonunda,
yansıtıcı düşünme etkinlikleri ile araştırma yapacak araştırmacılara yönelik
öneriler sunulmuştur.

Keywords

Yansıtıcı düşünme, matematik tutumu, matematik öğretimi, ortaokul

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