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

Yıl 2019, , 247 - 260, 15.01.2019
https://doi.org/10.24106/kefdergi.2503

Öz

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.

Kaynakça

  • Aryani, F., Rais, M., & Wirawan, H. (2017). Reflective learning model in improving student critical thinking skills. Global Journal of Engineering Education, 19(1), 19-23.
  • Baki, A., Güç, F. A., & Özmen, Z. M. (2012). İlköğretim matematik öğretmeni adaylarının problem çözmeye yönelik yansıtıcı düşünme becerilerinin incelenmesi. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 2(3), 59-72.
  • Baş, G., & Beyhan, Ö. (2012). İngilizce dersinde yansıtıcı düşünme etkinliklerinin öğrencilerin akademik başarılarına ve derse yönelik tutumlarına etkisi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 128-142.
  • Baş, G., & Kıvılcım, Z. S. (2013). Lise öğrencilerinin problem çözmeye yönelik yansıtıcı düşünme becerileri ile matematik ve geometri derslerindeki akademik başarıları arasındaki ilişki. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 14(3), 1-17.
  • Beveridge, I. (1997). Teaching your students to think reflectively: The case for reflective journals. Teaching in Higher Education, 2(1), 33-43.
  • Brockbank, A., & McGill, I. (2006). Facilitating reflective learning through mentoring and coaching. London, Philadelphia, PA: Kogan Page.
  • Burton, J. (2009). Reflective writing: Getting to the heart of teaching and learning. In J. Burton, P. Quirke, C. L. Reichmann, & J. K. Peyton (Eds.), Reflective writing: A way to lifelong teacher learning (pp. 1-11). TESL-EJ Publications.
  • Can, R., & Altuntaş, B. (2016). Yansıtıcı günlük yazma uygulamasına ilişkin öğrenci görüşleri. Ana Dili Eğitimi Dergisi, 4(1), 53-63.
  • Caine, R. N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Choy, S. C., & Oo, P. S. (2012). Reflective thinking and teaching practices: A precursor for incorporating critical thinking into the classroom. International Journal of Instruction, 5(1), 167-182.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
  • Davis, E. (2003). Prompting middle school science students for productive reflection: Generic and directed prompts. Journal of the Learning Sciences, 12(1), 91-142.
  • Demirel, M., Derman, İ., & Karagedik, E. (2015). A study on the relationship between reflective thinking skills towards problem solving and attitudes towards Mathematics. Procedia - Social and Behavioral Sciences, 197, 2086-2096.
  • Dewey, J. (1933). How we think. Boston: Heath & CO.
  • Epstein, A. S. (2003). How planning and reflection develop young children's thinking skills. Young Children, 58(5), 28-36.
  • Erdoğan, F. (2013). Matematik öğretiminde üstbilişsel stratejilerle desteklenen işbirlikli öğrenme yönteminin 6. sınıf öğrencilerinin akademik başarıları, üstbilişsel becerileri ve matematik tutumuna etkisinin incelenmesi (Yayımlanmamış doktora tezi). Marmara Üniversitesi: İstanbul.
  • Eshun, B. A. (2004). Sex-differences in attitude of students towards mathematics in secondary schools. Mathematics Connection, 4(1), 1-3.
  • Farrah, M. (2012). Reflective journal writing as an effective technique In the writing process. An-Najah University Journal for Research – Humanities, 26(4), 997-1025.
  • Fraser, B. J., & Kahle, J. B. (2007). Classroom, home and peer environment influences on student outcomes in science and mathematics: An analysis of systemic reform data. International Journal of Science Education, 29(15), 1891–1909.
  • Garcia, M., Sanchez, V., & Escudero, I. (2007). Learning through reflection in mathematics teacher education. Educational Studies in Mathematics, 64(1), 1-17.
  • Gorlewski J., & Greene K. (2011). Research for the classroom: The power of reflective writing. The English Journal, 100(4), 90-93.
  • Graham. L. (2003). Writing journals: An investigation. Reading Literacy and Language, 37(1), 39-42.
  • Grossman, R. (2009). Structures for facilitating student reflection. College Teaching, 57, 15-22.
  • Grossman, S., & Williston, L. (2001). Strategies for teaching early childhood students to connect reflective thinking to practice. Childhood Education, 7(4), 236-240.
  • Hartman, H. J. (2001). Developing students’ metacognitive knowledge and strategies. In H. J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research, and practice (pp. 33-68). London-The Netherlands: Kluwer Academic Publishers. Chapter 8 Dordrecht.
  • Hinett, K. (2002). Developing reflective practice in legal education. UK: Centre for Legal Education.
  • Hodges, C. B., & Kim, C. (2013). Improving college students’ attitudes toward mathematics. Tech Trends: Linking Research and Practice to Improve Learning, 57(4), 59-66.
  • Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Educational Technology & Society, 15(1), 38-52.
  • Inoue, N., & Buczynski, S. (2011). You asked open-ended questions, now what? Understanding the nature of stumbling blocks in teaching inquiry lessons. The Mathematics Educator, 20(2), 10-23.
  • Incikabi, L., Tuna, A., & Biber, A. C. (2013). An analysis of mathematics teacher candidates’ critical thinking dispositions and their logical thinking skills. Journal of International Education Research (JIER), 9(3), 257-266.
  • Kandemir, M. A. (2015). İlköğretim matematik ve sınıf öğretmeni adaylarının yansıtıcı düşünme eğilim düzeylerinin bazı değişkenlere göre incelenmesi. NWSA-Education Sciences, 10(4), 253-275.
  • Kızılkaya, G. (2009). Yansıtıcı düşünme etkinlikleri ile desteklenmiş web tabanli öğrenme ortamlarinin problem çözme üzerine etkisi (Yayımlanmamış doktora tezi). HacettepeÜniversitesi: Ankara.
  • Kızılkaya, G., & Aşkar, P. (2009). Problem çözmeye yönelik yansıtıcı düşünme becerisi ölçeğinin geliştirilmesi. Eğitim ve Bilim, 34(154), 82-92.
  • King, F. J., Goodson, L., & Rohani, F. (2013). Higher order thinking skills. Center for advancement of learning and assessment. http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf adresinden erişildi.
  • Kramarski, B., & Kohen, Z. (2017). Promoting preservice teachers’ dual self-regulation roles as learners and as teachers: Effects of generic vs. specific prompts. Metacognition Learning, 12(2), 157-191.
  • Kramarski, B., Weiss, I., & Sharon, S. (2013). Generic versus context-specific prompts for supporting selfregulation in mathematical problem solving among students with low or high prior knowledge. Journal of Cognitive Education and Psychology, 12(2), 197-214.
  • Lebow, D. (1993). Constructivist values for instructional systems design: Five principles toward new mindset. Educational Technology Research and Development, 41(3), 4-16.
  • Lin, X. D., Hmelo, C., Kinzer, C. K., & Secules, T. J. (1999). Designing technology to support reflection. Educational Technology Research and Development, 47(3), 43-62.
  • Lindh, I., & Thorgren, S. (2016). Critical event recognition: An extended view of reflective learning. Management Learning, 47(5), 525-542.
  • Mahnaz, M. (1997). Content and nature of reflective teaching: A case of an experiment middle school science teacher. Clearing House, 70(3), 143-151.
  • Mata, M. L., Monteiro, V., & Peixoto, F. (2012). Attitudes towards mathematics: Effects of individual, motivational, and social support factors. Child Development Research, 2, 1-10.
  • Mayes, R., Chase, P. N., & Walker, V. L. (2008). Supplemental practice and diagnostic assessment in an applied college algebra course. Journal of College Reading and Learning, 38(2), 7-30.
  • McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualisation. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-596). New York, NY: Macmillan Publishing Company.
  • McNaught, K. (2010). Reflective writing in mathematics education programmes. Reflective Practice, 11(3), 369-379.
  • Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco:Jossey-Bass. Milli Eğitim Bakanlığı (2013). Ortaokul matematik dersi (5-6-7-8. sınıflar) öğretim programı. Ankara: MEB Yayınları.
  • Mohamed, L., & Waheed, H. (2011). Secondary students’ attitude towards mathematics in a selected school of Maldives. International Journal of Humanities and Social Science, 1(15), 277-281.
  • Moon, J. A. (2006). Learning journals: Handbook for reflective practice and professional development. London: Routledge.
  • Moon, J. (2010). Learning journals and logs. Ucd teaching and learning/resources. http://ar.cetl.hku.hk/pdf/ucdtla0035.pdf adresinden erişildi.
  • Muzzatti, B., & Agnoli, F. (2007). Gender and mathematics: Attitudes and stereotype threat susceptibility in Italian children. Developmental Psychology, 43(3), 747-759.
  • Nazlıçiçek. N., & Erktin, E. (2002). İlköğretim matematik öğretmenleri için kısaltılmış matematik tutum ölçeği. http://www.fedu.metu.edu .tr/ufbmek-5/b_ kitabı adresinden erişildi.
  • Neale, D. (1969). The role of attitudes in learning mathematics. The Arithmetic Teacher, 16(8), 631-641.
  • Pallant, J. (2016). SPSS kullanma kılavuzu. (Çev. Sibel Balcı ve Berat Ahi) Ankara: Anı Yayıncılık.
  • Phan, H. P. (2009). Exploring students' reflective thinking practice, deep processing strategies, effort, and achievement goal orientations. Educational Psychology, 29(3), 297-313.
  • Pimta, S., Tayruakham, S., & Nuangchalerm, P. (2009). Factors influencing mathematic problem-solving ability of sixth grade students. Journal of Social Science, 5(4), 382-385.
  • Pugalee D. K. (2004). A comparison of verbal and written descriptions of students’ problem solving processes. Educational Studies in Mathematics, 55, 27-47.
  • Samuelsson, J., & Granström, K. (2007). Important prerequisites for students’ mathematical achievement. Journal of Theory and Practice in Education, 3(2), 150-170.
  • Saygılı, G., & Atahan, R. (2014). Üstün zekâlı çocukların problem çözmeye yönelik yansıtıcı düşünme becerilerinin çeşitli değişkenler bakımından incelenmesi. SDÜ Fen Edebiyat Fakültesi Sosyal Bilimler Dergisi, 31, 181-192.
  • Schön, D. (1987). Educating the reflective practitioner:Toward a new design for teaching and learning in the professions. San Francisco: Jossey Bass.
  • Schoenfeld, A. H. (1985). Metacognitive and epistemological issues in mathematical understanding. In E. A. Silver (Eds.), Teaching and learning mathematical problem solving: Multiple research perspectives (pp. 361-379). Hillsdale, Nj: Erlbaum.
  • Şen, H. S. (2013). Reflective thinking skills of primary school students based on problem solving ability. International Journal of Academic Research, 5(5), 41-48.
  • Tabachnick, B. G., & Fidell, L. S. (2000). Using multivariate statistics. Boston: Allyn & Bacon.
  • Taber, K. S. (2008). Exploring student learning from a constructivist perspective in diverse educational contexts. Journal of Turkish Science Education, 5(1), 2-21.
  • Taggart, G. L., & Wilson, A. P. (2005). Promoting reflective thinking in teachers: 50 action strategies. California: Corwin Press.
  • Thurstone, L. L. (1931). Measurement of social attitudes. Journal of Abnormal and Social Psychology, 26(3), 249-269.
  • Tichenor, M., & Plavchan, J. (2010). Summer camps: A fun way to reinforce math skills. Journal of Instructional Psychology, 37(1), 71-75.
  • Tok, Ş. (2008). Fen bilgisi dersinde yansıtıcı düşünme etkinliklerinin öğrencilerin akademik başarılarına ve fen bilgisi dersine yönelik tutumlarına etkisi. İlköğretim Online, 7(3), 557-568.
  • Uygun, K., & Çetin, T. (2014). Sosyal bilgiler öğretiminde yansıtıcı düşünme uygulamalarının akademik başarı ve tutuma etkisi. Researcher: Social Science Studies, 2(3), 50-72.
  • Walker, S. E. (2006). Journal writing as a teaching technique to promote reflection. Journal of Athletic Training, 42(2), 216-221.
  • Wilson J., & Jan W. L. (1993). Thinking for themselves developing strategies for reflective learning. Australia: Eleanor Curtain Publishing.

Yansıtıcı Düşünme Etkinliklerinin Altıncı Sınıf Öğrencilerinin Matematik Tutumuna Etkisi

Yıl 2019, , 247 - 260, 15.01.2019
https://doi.org/10.24106/kefdergi.2503

Öz

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.

Kaynakça

  • Aryani, F., Rais, M., & Wirawan, H. (2017). Reflective learning model in improving student critical thinking skills. Global Journal of Engineering Education, 19(1), 19-23.
  • Baki, A., Güç, F. A., & Özmen, Z. M. (2012). İlköğretim matematik öğretmeni adaylarının problem çözmeye yönelik yansıtıcı düşünme becerilerinin incelenmesi. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 2(3), 59-72.
  • Baş, G., & Beyhan, Ö. (2012). İngilizce dersinde yansıtıcı düşünme etkinliklerinin öğrencilerin akademik başarılarına ve derse yönelik tutumlarına etkisi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 128-142.
  • Baş, G., & Kıvılcım, Z. S. (2013). Lise öğrencilerinin problem çözmeye yönelik yansıtıcı düşünme becerileri ile matematik ve geometri derslerindeki akademik başarıları arasındaki ilişki. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 14(3), 1-17.
  • Beveridge, I. (1997). Teaching your students to think reflectively: The case for reflective journals. Teaching in Higher Education, 2(1), 33-43.
  • Brockbank, A., & McGill, I. (2006). Facilitating reflective learning through mentoring and coaching. London, Philadelphia, PA: Kogan Page.
  • Burton, J. (2009). Reflective writing: Getting to the heart of teaching and learning. In J. Burton, P. Quirke, C. L. Reichmann, & J. K. Peyton (Eds.), Reflective writing: A way to lifelong teacher learning (pp. 1-11). TESL-EJ Publications.
  • Can, R., & Altuntaş, B. (2016). Yansıtıcı günlük yazma uygulamasına ilişkin öğrenci görüşleri. Ana Dili Eğitimi Dergisi, 4(1), 53-63.
  • Caine, R. N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Choy, S. C., & Oo, P. S. (2012). Reflective thinking and teaching practices: A precursor for incorporating critical thinking into the classroom. International Journal of Instruction, 5(1), 167-182.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
  • Davis, E. (2003). Prompting middle school science students for productive reflection: Generic and directed prompts. Journal of the Learning Sciences, 12(1), 91-142.
  • Demirel, M., Derman, İ., & Karagedik, E. (2015). A study on the relationship between reflective thinking skills towards problem solving and attitudes towards Mathematics. Procedia - Social and Behavioral Sciences, 197, 2086-2096.
  • Dewey, J. (1933). How we think. Boston: Heath & CO.
  • Epstein, A. S. (2003). How planning and reflection develop young children's thinking skills. Young Children, 58(5), 28-36.
  • Erdoğan, F. (2013). Matematik öğretiminde üstbilişsel stratejilerle desteklenen işbirlikli öğrenme yönteminin 6. sınıf öğrencilerinin akademik başarıları, üstbilişsel becerileri ve matematik tutumuna etkisinin incelenmesi (Yayımlanmamış doktora tezi). Marmara Üniversitesi: İstanbul.
  • Eshun, B. A. (2004). Sex-differences in attitude of students towards mathematics in secondary schools. Mathematics Connection, 4(1), 1-3.
  • Farrah, M. (2012). Reflective journal writing as an effective technique In the writing process. An-Najah University Journal for Research – Humanities, 26(4), 997-1025.
  • Fraser, B. J., & Kahle, J. B. (2007). Classroom, home and peer environment influences on student outcomes in science and mathematics: An analysis of systemic reform data. International Journal of Science Education, 29(15), 1891–1909.
  • Garcia, M., Sanchez, V., & Escudero, I. (2007). Learning through reflection in mathematics teacher education. Educational Studies in Mathematics, 64(1), 1-17.
  • Gorlewski J., & Greene K. (2011). Research for the classroom: The power of reflective writing. The English Journal, 100(4), 90-93.
  • Graham. L. (2003). Writing journals: An investigation. Reading Literacy and Language, 37(1), 39-42.
  • Grossman, R. (2009). Structures for facilitating student reflection. College Teaching, 57, 15-22.
  • Grossman, S., & Williston, L. (2001). Strategies for teaching early childhood students to connect reflective thinking to practice. Childhood Education, 7(4), 236-240.
  • Hartman, H. J. (2001). Developing students’ metacognitive knowledge and strategies. In H. J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research, and practice (pp. 33-68). London-The Netherlands: Kluwer Academic Publishers. Chapter 8 Dordrecht.
  • Hinett, K. (2002). Developing reflective practice in legal education. UK: Centre for Legal Education.
  • Hodges, C. B., & Kim, C. (2013). Improving college students’ attitudes toward mathematics. Tech Trends: Linking Research and Practice to Improve Learning, 57(4), 59-66.
  • Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Educational Technology & Society, 15(1), 38-52.
  • Inoue, N., & Buczynski, S. (2011). You asked open-ended questions, now what? Understanding the nature of stumbling blocks in teaching inquiry lessons. The Mathematics Educator, 20(2), 10-23.
  • Incikabi, L., Tuna, A., & Biber, A. C. (2013). An analysis of mathematics teacher candidates’ critical thinking dispositions and their logical thinking skills. Journal of International Education Research (JIER), 9(3), 257-266.
  • Kandemir, M. A. (2015). İlköğretim matematik ve sınıf öğretmeni adaylarının yansıtıcı düşünme eğilim düzeylerinin bazı değişkenlere göre incelenmesi. NWSA-Education Sciences, 10(4), 253-275.
  • Kızılkaya, G. (2009). Yansıtıcı düşünme etkinlikleri ile desteklenmiş web tabanli öğrenme ortamlarinin problem çözme üzerine etkisi (Yayımlanmamış doktora tezi). HacettepeÜniversitesi: Ankara.
  • Kızılkaya, G., & Aşkar, P. (2009). Problem çözmeye yönelik yansıtıcı düşünme becerisi ölçeğinin geliştirilmesi. Eğitim ve Bilim, 34(154), 82-92.
  • King, F. J., Goodson, L., & Rohani, F. (2013). Higher order thinking skills. Center for advancement of learning and assessment. http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf adresinden erişildi.
  • Kramarski, B., & Kohen, Z. (2017). Promoting preservice teachers’ dual self-regulation roles as learners and as teachers: Effects of generic vs. specific prompts. Metacognition Learning, 12(2), 157-191.
  • Kramarski, B., Weiss, I., & Sharon, S. (2013). Generic versus context-specific prompts for supporting selfregulation in mathematical problem solving among students with low or high prior knowledge. Journal of Cognitive Education and Psychology, 12(2), 197-214.
  • Lebow, D. (1993). Constructivist values for instructional systems design: Five principles toward new mindset. Educational Technology Research and Development, 41(3), 4-16.
  • Lin, X. D., Hmelo, C., Kinzer, C. K., & Secules, T. J. (1999). Designing technology to support reflection. Educational Technology Research and Development, 47(3), 43-62.
  • Lindh, I., & Thorgren, S. (2016). Critical event recognition: An extended view of reflective learning. Management Learning, 47(5), 525-542.
  • Mahnaz, M. (1997). Content and nature of reflective teaching: A case of an experiment middle school science teacher. Clearing House, 70(3), 143-151.
  • Mata, M. L., Monteiro, V., & Peixoto, F. (2012). Attitudes towards mathematics: Effects of individual, motivational, and social support factors. Child Development Research, 2, 1-10.
  • Mayes, R., Chase, P. N., & Walker, V. L. (2008). Supplemental practice and diagnostic assessment in an applied college algebra course. Journal of College Reading and Learning, 38(2), 7-30.
  • McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualisation. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-596). New York, NY: Macmillan Publishing Company.
  • McNaught, K. (2010). Reflective writing in mathematics education programmes. Reflective Practice, 11(3), 369-379.
  • Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco:Jossey-Bass. Milli Eğitim Bakanlığı (2013). Ortaokul matematik dersi (5-6-7-8. sınıflar) öğretim programı. Ankara: MEB Yayınları.
  • Mohamed, L., & Waheed, H. (2011). Secondary students’ attitude towards mathematics in a selected school of Maldives. International Journal of Humanities and Social Science, 1(15), 277-281.
  • Moon, J. A. (2006). Learning journals: Handbook for reflective practice and professional development. London: Routledge.
  • Moon, J. (2010). Learning journals and logs. Ucd teaching and learning/resources. http://ar.cetl.hku.hk/pdf/ucdtla0035.pdf adresinden erişildi.
  • Muzzatti, B., & Agnoli, F. (2007). Gender and mathematics: Attitudes and stereotype threat susceptibility in Italian children. Developmental Psychology, 43(3), 747-759.
  • Nazlıçiçek. N., & Erktin, E. (2002). İlköğretim matematik öğretmenleri için kısaltılmış matematik tutum ölçeği. http://www.fedu.metu.edu .tr/ufbmek-5/b_ kitabı adresinden erişildi.
  • Neale, D. (1969). The role of attitudes in learning mathematics. The Arithmetic Teacher, 16(8), 631-641.
  • Pallant, J. (2016). SPSS kullanma kılavuzu. (Çev. Sibel Balcı ve Berat Ahi) Ankara: Anı Yayıncılık.
  • Phan, H. P. (2009). Exploring students' reflective thinking practice, deep processing strategies, effort, and achievement goal orientations. Educational Psychology, 29(3), 297-313.
  • Pimta, S., Tayruakham, S., & Nuangchalerm, P. (2009). Factors influencing mathematic problem-solving ability of sixth grade students. Journal of Social Science, 5(4), 382-385.
  • Pugalee D. K. (2004). A comparison of verbal and written descriptions of students’ problem solving processes. Educational Studies in Mathematics, 55, 27-47.
  • Samuelsson, J., & Granström, K. (2007). Important prerequisites for students’ mathematical achievement. Journal of Theory and Practice in Education, 3(2), 150-170.
  • Saygılı, G., & Atahan, R. (2014). Üstün zekâlı çocukların problem çözmeye yönelik yansıtıcı düşünme becerilerinin çeşitli değişkenler bakımından incelenmesi. SDÜ Fen Edebiyat Fakültesi Sosyal Bilimler Dergisi, 31, 181-192.
  • Schön, D. (1987). Educating the reflective practitioner:Toward a new design for teaching and learning in the professions. San Francisco: Jossey Bass.
  • Schoenfeld, A. H. (1985). Metacognitive and epistemological issues in mathematical understanding. In E. A. Silver (Eds.), Teaching and learning mathematical problem solving: Multiple research perspectives (pp. 361-379). Hillsdale, Nj: Erlbaum.
  • Şen, H. S. (2013). Reflective thinking skills of primary school students based on problem solving ability. International Journal of Academic Research, 5(5), 41-48.
  • Tabachnick, B. G., & Fidell, L. S. (2000). Using multivariate statistics. Boston: Allyn & Bacon.
  • Taber, K. S. (2008). Exploring student learning from a constructivist perspective in diverse educational contexts. Journal of Turkish Science Education, 5(1), 2-21.
  • Taggart, G. L., & Wilson, A. P. (2005). Promoting reflective thinking in teachers: 50 action strategies. California: Corwin Press.
  • Thurstone, L. L. (1931). Measurement of social attitudes. Journal of Abnormal and Social Psychology, 26(3), 249-269.
  • Tichenor, M., & Plavchan, J. (2010). Summer camps: A fun way to reinforce math skills. Journal of Instructional Psychology, 37(1), 71-75.
  • Tok, Ş. (2008). Fen bilgisi dersinde yansıtıcı düşünme etkinliklerinin öğrencilerin akademik başarılarına ve fen bilgisi dersine yönelik tutumlarına etkisi. İlköğretim Online, 7(3), 557-568.
  • Uygun, K., & Çetin, T. (2014). Sosyal bilgiler öğretiminde yansıtıcı düşünme uygulamalarının akademik başarı ve tutuma etkisi. Researcher: Social Science Studies, 2(3), 50-72.
  • Walker, S. E. (2006). Journal writing as a teaching technique to promote reflection. Journal of Athletic Training, 42(2), 216-221.
  • Wilson J., & Jan W. L. (1993). Thinking for themselves developing strategies for reflective learning. Australia: Eleanor Curtain Publishing.
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Derleme Makale
Yazarlar

Fatma Erdoğan 0000-0002-4498-8634

Sare Şengül 0000-0002-1069-9084

Yayımlanma Tarihi 15 Ocak 2019
Kabul Tarihi 5 Şubat 2018
Yayımlandığı Sayı Yıl 2019

Kaynak Göster

APA Erdoğan, F., & Şengül, S. (2019). Yansıtıcı Düşünme Etkinliklerinin Altıncı Sınıf Öğrencilerinin Matematik Tutumuna Etkisi. Kastamonu Education Journal, 27(1), 247-260. https://doi.org/10.24106/kefdergi.2503