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GeoGebra Yazılımının Matematik Kaygısı ve Matematik Öğretme Kaygısına Etkisinin İncelenmesi

Year 2017, Volume: 14 Issue: 1, 908 - 939, 15.09.2017

Abstract

Bu çalışmanın amacı, GeoGebra yazılımı kullanılarak
tasarlanan öğrenme ve öğretme sürecinin öğretmen adaylarının matematik kaygısı
ve matematik öğretme kaygısına etkisini incelemektir. Çalışma nicel ve nitel
metotların birlikte kullanıldığı karma yönteme dayalı olarak
gerçekleştirilmiştir. Çalışmanın katılımcılarını 40 matematik öğretmeni adayı
oluşturmaktadır. Nicel veriler matematik kaygı ölçeği ve matematik öğretme
kaygı ölçeği ile nitel veriler ise açık uçlu sorulardan oluşan bir görüş formu
ile toplanmıştır. Nicel veriler ilişkili örneklemler için t-testi ve Wilcoxon işaretli sıralar testi ile analiz edilmiştir.
Nitel veriler ise içerik analizi kullanılarak analiz edilmiştir. Verilerin
analizi sonucunda, GeoGebra yazılımıyla tasarlanan öğrenme ve öğretme sürecinin
öğretmen adaylarının matematik kaygıları ve matematik öğretme kaygılarının
azaltılmasına katkı sağladığı belirlenmiştir. Nitel bulgulara göre, bu kaygı
türlerinin azalmasında GeoGebra yazılımının matematiksel bilginin dinamik bir
ortamda yapılandırılmasına katkı sağlamasının önemli rol oynadığı ortaya
çıkmıştır. 

References

  • Adeyemi, A. A. (2015). Investigating and overcoming mathematics anxiety in in-service elementary school teachers. (Unpublished doctoral dissertation). University of Windsor, Windsor, Ontario, Canada.
  • Ashcraft, M. H., & Moore, A. M. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27(3), 197-205.
  • Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi (4. bs.). Ankara: Harf Eğitim Yayıncılık.
  • 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.
  • Bu, L., Spector, J. M., & Haciomeroglu, E. S. (2011). Toward Model-Centered Mathematics Learning and Instruction Using GeoGebra: A Theoretical Framework for Learning Mathematics with Understanding. L. Bu and R. Schoen (eds.), Model-Centered Learning: Pathways to Mathematical Understanding Using GeoGebra (pp. 13–40). Rotterdam: Sense Publishers.
  • Burke, M., & Kennedy, P. (2011). GeoGebra: From Simulation to Formalization in Teacher Preparation and inservice Programs. In L. Bu, ve R. Schoen (Eds.), Model-centered learning: Pathways to mathematical understanding using GeoGebra (pp. 57–72). Rotterdam: Sense Publishers.
  • Büyüköztürk, Ö. (2011). Sosyal bilimler için veri analizi el kitabı (14. bs.). Ankara: Pegem Akademi.
  • Cemen, P. B. (1987). The nature of mathematics anxiety. Stillwater, OK: Oklahoma State University.
  • Creswell, J. W. (2012). Educational research planning, conducting and evaluating quantitative and qualitative research (4 th ed.). Boston, MA: Pearson Education, Inc.
  • Deniz, L., & Üldaş, İ. (2008). Validity and reliability study of the mathematics anxiety scale involving teachers and prospective teachers. Eurasian Journal of Educational Research, 30, 49-62.
  • Dikovic, L. (2009). Implementing dynamic mathematics resources with GeoGebra at the college level. International Journal of Emerging Technologies in Learning, 4(3), 51-54.
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London, England: Sage Publications.
  • Fiore, G. (1999). Math-abused students: Are we prepared to teach them?. The Mathematics Teacher, 92(5), 403-406.
  • Frary, R. B., & Ling, J. L. (1983). A factor-analytic study of mathematics anxiety. Educational and Psychological Measurement, 43(4), 985-993.
  • Frenkel, E. (2013). Aşk ve matematik: Saklı gerçeğin kalbi. (C. Keskin, Çev.). İstanbul: Paloma Yayınevi.
  • Furner, J. M., & Marinas, C. A. (2007). Geometry sketching software for elementary children: Easy as 1, 2, 3. Eurasia Journal of Mathematics, Science ve Technology Education, 3(1), 83-91.
  • Furner, J. M., & Marinas, C. A. (2014). Addressing math anxiety in teaching mathematics using photography and GeoGebra. The International Conference on Technology in Collegiate Mathematics Twenty-sixth Annual Conference, 134-143.
  • Gomez-Chacon, I. M. (2011). Mathematics attitudes in computerized environments: A proposal using GeoGebra. L. Bu and R. Schoen (eds.), Model-Centered Learning: Pathways to Mathematical Understanding Using GeoGebra (pp. 145–168). Rotterdam: Sense Publishers.
  • Gresham, G. (2007). A study of mathematics anxiety in pre-service teachers. Early Childhood Education Journal, 35(2), 181-188.
  • Gresham, G. (2008). Mathematics anxiety and mathematics teacher efficacy in elementary pre‐service teachers. Teaching Education, 19(3), 171-184.
  • Hackworth, R D. (1992). Math anxiety reduction. Clearwater, FL: H&H Publishing.
  • Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33–46.
  • Hohenwarter J., & Hohenwarter M. (2013). Introduction to GeoGebra 4.4. www.geogebra.org adresinden 17.03.2014 tarihinde alınmıştır.
  • Hohenwarter, M., Preiner, J., & Yi, T. (2007). Incorporating GeoGebra into teaching mathematics at the college level. Proceedings of the International Conference for Technology in Collegiate Mathematics, Boston, USA.
  • Hohenwarter, M., & Jones, K. (2007). Ways of linking geometry and algebra: The case of GeoGebra. Proceedings of the British Society for Research into Learning Mathematics, 27 (3), 126-131.
  • Hoşşirin Elmas, S. (2010). Sınıf öğretmeni adaylarının matematik öğretmeye yönelik kaygı düzeyleri ve bu kaygıya neden olan faktörler. (Yayımlanmamış yüksek lisans tezi). Afyon Kocatepe Üniversitesi, Afyonkarahisar.
  • Kalaycı, Ş. (Ed.) (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri (5. bs.). Ankara: Asil Yayın Dağıtım.
  • Levine, G. (1993). Prior mathematics history, anticipated mathematics teaching style, and anxiety for teaching mathematics among pre-service elementary school teachers. 15th Annual Meeting of the International Group for the Psychology of Mathematics Education, USA, 1-22 (ERIC Document Reproduction Service No. ED373972).
  • Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis. Journal of Adolescence, 27(2), 165-179.
  • Martinez, J. G. R. (1987). Preventing math anxiety: A prescription. Academic Therapy, 23 (2), 117-125.
  • McMillan, J. H. & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th ed.). Boston, MA: Pearson Education, Inc.
  • Milli Eğitim Bakanlığı (MEB), (2013). Ortaöğretim matematik dersi (9, 10, 11 ve 12. sınıflar) öğretim programı. Ankara.
  • Peker, M. (2006). Matematik öğretmeye yönelik kaygı ölçeğinin geliştirilmesi. Eğitim Bilimleri ve Uygulama, 5 (9), 73-92.
  • Peker, M. (2009). The use of expanded microteaching for reducing pre-service teachers teaching anxiety about mathematics. Scientific Research and Essays, 4(9), 872-880.
  • Peker, M., & Ertekin, E. (2011). The relationship between mathematics teaching anxiety and mathematics anxiety. The New Educational Review, 23(1), 213-226.
  • Schoenfeld, A. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334–370). New York: MacMillan.
  • Şengül, S., & Dereli, M. (2010). Does instruction of “Integers” subject with cartoons effect students’ mathematics anxiety?. Procedia-Social and Behavioral Sciences, 2(2), 2176-2180.
  • Shadaan, P., & Leong, K. E. (2013). Effectiveness of Using GeoGebra on Students' Understanding in Learning Circles. Malaysian Online Journal of Educational Technology, 1(4), 1-11.
  • Smith, S.S. (1997). Early childhood mathematics. Needham Heights, MA: Allyn & Bacon.
  • Sun, Y., & Pyzdrowski, L. (2009). Using technology as a tool to reduce mathematics anxiety. The Journal of Human Resource and Adult Learning, 5(2), 38-44.
  • Swars, S. L., Daane, C. J., & Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers?. School Science and Mathematics, 106(7), 306-315.
  • Taylor, L., & Brooks, K. (1986). Building Math Confidence by Overcoming Math Anxiety. Adult Literacy and Basic Education, 10(1), 7-8.
  • Tobias, S. (1998). Anxiety and mathematics. Harvard Education Review, 50, 63–70.
  • Üldaş, İ. (2005). Öğretmen ve öğretmen adaylarına yönelik matematik kaygı ölçeği (MKÖ-Ö)’nin geliştirilmesive matematik kaygısına ilişkin bir değerlendirme. (Yayımlanmamış yüksek lisans tezi). Marmara Üniversitesi, İstanbul.
  • Vinson, B. M. (2001). A comparison of preservice teachers’ mathematics anxiety before and after a methods class emphasizing manipulatives. Early Childhood Education Journal, 29 (2), 89-94.
  • Waxman, H. C., & Huang, S. Y. L. (1996). Differences by level of technology use on students' motivation, anxiety, and classroom learning environment in mathematics. Journal of Educational Technology Systems, 25(1), 67-77.
  • Wilson, S. (2013). Investigating rural pre-service teachers' mathematics anxiety using the Revised Mathematics Anxiety Scale (RMARS). Australian and International Journal of Rural Education, 23(3), 1-11.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. bs.). Ankara: Seçkin Yayıncılık.
  • Yıldırım, C. (2011). Matematiksel Düşünme (7. bs.). Ankara: Remzi Kitabevi.

The Investigation of the Effect of GeoGebra Software on Mathematics Anxiety and Mathematics Teaching Anxiety

Year 2017, Volume: 14 Issue: 1, 908 - 939, 15.09.2017

Abstract

The purpose of this study
was to investigate the effect of learning and teaching process which was
designed by using GeoGebra on pre-service teachers’ mathematics anxiety and
their mathematics teaching anxiety. In the study, mixed method research was
used where both quantitative and qualitative data collection and analysis
procedures were combined. The participants of the study consisted of 40
pre-service mathematics teachers. Quantitative data were gathered by
mathematics anxiety scale and mathematics teaching anxiety scale. The
qualitative data were obtained by the open ended questionnaire. Quantitative
data were analyzed using the Wilcoxon signed rank test and dependent t-test.
Qualitative data were analyzed using content analysis. As a conclusion, it was
found that the learning and teaching process designed with the help of GeoGebra
software contributed to reduce pre-service teachers’ mathematics anxiety and
mathematics teaching anxiety. Based on qualitative findings, it was found that
building mathematical knowledge with GeoGebra software in the dynamic
environment played a key role in decreasing these anxiety types.

References

  • Adeyemi, A. A. (2015). Investigating and overcoming mathematics anxiety in in-service elementary school teachers. (Unpublished doctoral dissertation). University of Windsor, Windsor, Ontario, Canada.
  • Ashcraft, M. H., & Moore, A. M. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27(3), 197-205.
  • Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi (4. bs.). Ankara: Harf Eğitim Yayıncılık.
  • 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.
  • Bu, L., Spector, J. M., & Haciomeroglu, E. S. (2011). Toward Model-Centered Mathematics Learning and Instruction Using GeoGebra: A Theoretical Framework for Learning Mathematics with Understanding. L. Bu and R. Schoen (eds.), Model-Centered Learning: Pathways to Mathematical Understanding Using GeoGebra (pp. 13–40). Rotterdam: Sense Publishers.
  • Burke, M., & Kennedy, P. (2011). GeoGebra: From Simulation to Formalization in Teacher Preparation and inservice Programs. In L. Bu, ve R. Schoen (Eds.), Model-centered learning: Pathways to mathematical understanding using GeoGebra (pp. 57–72). Rotterdam: Sense Publishers.
  • Büyüköztürk, Ö. (2011). Sosyal bilimler için veri analizi el kitabı (14. bs.). Ankara: Pegem Akademi.
  • Cemen, P. B. (1987). The nature of mathematics anxiety. Stillwater, OK: Oklahoma State University.
  • Creswell, J. W. (2012). Educational research planning, conducting and evaluating quantitative and qualitative research (4 th ed.). Boston, MA: Pearson Education, Inc.
  • Deniz, L., & Üldaş, İ. (2008). Validity and reliability study of the mathematics anxiety scale involving teachers and prospective teachers. Eurasian Journal of Educational Research, 30, 49-62.
  • Dikovic, L. (2009). Implementing dynamic mathematics resources with GeoGebra at the college level. International Journal of Emerging Technologies in Learning, 4(3), 51-54.
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London, England: Sage Publications.
  • Fiore, G. (1999). Math-abused students: Are we prepared to teach them?. The Mathematics Teacher, 92(5), 403-406.
  • Frary, R. B., & Ling, J. L. (1983). A factor-analytic study of mathematics anxiety. Educational and Psychological Measurement, 43(4), 985-993.
  • Frenkel, E. (2013). Aşk ve matematik: Saklı gerçeğin kalbi. (C. Keskin, Çev.). İstanbul: Paloma Yayınevi.
  • Furner, J. M., & Marinas, C. A. (2007). Geometry sketching software for elementary children: Easy as 1, 2, 3. Eurasia Journal of Mathematics, Science ve Technology Education, 3(1), 83-91.
  • Furner, J. M., & Marinas, C. A. (2014). Addressing math anxiety in teaching mathematics using photography and GeoGebra. The International Conference on Technology in Collegiate Mathematics Twenty-sixth Annual Conference, 134-143.
  • Gomez-Chacon, I. M. (2011). Mathematics attitudes in computerized environments: A proposal using GeoGebra. L. Bu and R. Schoen (eds.), Model-Centered Learning: Pathways to Mathematical Understanding Using GeoGebra (pp. 145–168). Rotterdam: Sense Publishers.
  • Gresham, G. (2007). A study of mathematics anxiety in pre-service teachers. Early Childhood Education Journal, 35(2), 181-188.
  • Gresham, G. (2008). Mathematics anxiety and mathematics teacher efficacy in elementary pre‐service teachers. Teaching Education, 19(3), 171-184.
  • Hackworth, R D. (1992). Math anxiety reduction. Clearwater, FL: H&H Publishing.
  • Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33–46.
  • Hohenwarter J., & Hohenwarter M. (2013). Introduction to GeoGebra 4.4. www.geogebra.org adresinden 17.03.2014 tarihinde alınmıştır.
  • Hohenwarter, M., Preiner, J., & Yi, T. (2007). Incorporating GeoGebra into teaching mathematics at the college level. Proceedings of the International Conference for Technology in Collegiate Mathematics, Boston, USA.
  • Hohenwarter, M., & Jones, K. (2007). Ways of linking geometry and algebra: The case of GeoGebra. Proceedings of the British Society for Research into Learning Mathematics, 27 (3), 126-131.
  • Hoşşirin Elmas, S. (2010). Sınıf öğretmeni adaylarının matematik öğretmeye yönelik kaygı düzeyleri ve bu kaygıya neden olan faktörler. (Yayımlanmamış yüksek lisans tezi). Afyon Kocatepe Üniversitesi, Afyonkarahisar.
  • Kalaycı, Ş. (Ed.) (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri (5. bs.). Ankara: Asil Yayın Dağıtım.
  • Levine, G. (1993). Prior mathematics history, anticipated mathematics teaching style, and anxiety for teaching mathematics among pre-service elementary school teachers. 15th Annual Meeting of the International Group for the Psychology of Mathematics Education, USA, 1-22 (ERIC Document Reproduction Service No. ED373972).
  • Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis. Journal of Adolescence, 27(2), 165-179.
  • Martinez, J. G. R. (1987). Preventing math anxiety: A prescription. Academic Therapy, 23 (2), 117-125.
  • McMillan, J. H. & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th ed.). Boston, MA: Pearson Education, Inc.
  • Milli Eğitim Bakanlığı (MEB), (2013). Ortaöğretim matematik dersi (9, 10, 11 ve 12. sınıflar) öğretim programı. Ankara.
  • Peker, M. (2006). Matematik öğretmeye yönelik kaygı ölçeğinin geliştirilmesi. Eğitim Bilimleri ve Uygulama, 5 (9), 73-92.
  • Peker, M. (2009). The use of expanded microteaching for reducing pre-service teachers teaching anxiety about mathematics. Scientific Research and Essays, 4(9), 872-880.
  • Peker, M., & Ertekin, E. (2011). The relationship between mathematics teaching anxiety and mathematics anxiety. The New Educational Review, 23(1), 213-226.
  • Schoenfeld, A. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334–370). New York: MacMillan.
  • Şengül, S., & Dereli, M. (2010). Does instruction of “Integers” subject with cartoons effect students’ mathematics anxiety?. Procedia-Social and Behavioral Sciences, 2(2), 2176-2180.
  • Shadaan, P., & Leong, K. E. (2013). Effectiveness of Using GeoGebra on Students' Understanding in Learning Circles. Malaysian Online Journal of Educational Technology, 1(4), 1-11.
  • Smith, S.S. (1997). Early childhood mathematics. Needham Heights, MA: Allyn & Bacon.
  • Sun, Y., & Pyzdrowski, L. (2009). Using technology as a tool to reduce mathematics anxiety. The Journal of Human Resource and Adult Learning, 5(2), 38-44.
  • Swars, S. L., Daane, C. J., & Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers?. School Science and Mathematics, 106(7), 306-315.
  • Taylor, L., & Brooks, K. (1986). Building Math Confidence by Overcoming Math Anxiety. Adult Literacy and Basic Education, 10(1), 7-8.
  • Tobias, S. (1998). Anxiety and mathematics. Harvard Education Review, 50, 63–70.
  • Üldaş, İ. (2005). Öğretmen ve öğretmen adaylarına yönelik matematik kaygı ölçeği (MKÖ-Ö)’nin geliştirilmesive matematik kaygısına ilişkin bir değerlendirme. (Yayımlanmamış yüksek lisans tezi). Marmara Üniversitesi, İstanbul.
  • Vinson, B. M. (2001). A comparison of preservice teachers’ mathematics anxiety before and after a methods class emphasizing manipulatives. Early Childhood Education Journal, 29 (2), 89-94.
  • Waxman, H. C., & Huang, S. Y. L. (1996). Differences by level of technology use on students' motivation, anxiety, and classroom learning environment in mathematics. Journal of Educational Technology Systems, 25(1), 67-77.
  • Wilson, S. (2013). Investigating rural pre-service teachers' mathematics anxiety using the Revised Mathematics Anxiety Scale (RMARS). Australian and International Journal of Rural Education, 23(3), 1-11.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. bs.). Ankara: Seçkin Yayıncılık.
  • Yıldırım, C. (2011). Matematiksel Düşünme (7. bs.). Ankara: Remzi Kitabevi.
There are 49 citations in total.

Details

Journal Section Articles
Authors

Yılmaz Zengin

Publication Date September 15, 2017
Published in Issue Year 2017 Volume: 14 Issue: 1

Cite

APA Zengin, Y. (2017). GeoGebra Yazılımının Matematik Kaygısı ve Matematik Öğretme Kaygısına Etkisinin İncelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 908-939.