Analysis of Philosophy of Mathematics Activities on Students’ Attitudes and Beliefs Towards Mathematics

Yıl 2020, , 57 - 71, 26.06.2020

Mehmet Kasim Koyuncu , Ahmet Özdemir

https://doi.org/10.17278/ijesim.703291

Cited By: 2

Öz

When the strong relationship between mathematics and philosophy, behavioral objectives from the secondary mathematics education curriculum of Ministry of National Education and the goal of the philosophy of mathematics is considered, it is realized that there is no scientific research scrutinizing the philosophy of mathematics activities. From this perspective, it is important to investigate the effects of these activities on the attitudes and beliefs towards mathematics. This study has two aims. One of them is conceptualize the Philosophy of Mathematics Activity and the other one is specify the effects of these activities on 9th grade students’ attitudes and beliefs towards mathematics. As the quantitative research methodology pretest-posttest control- experimental design, as the qualitative research methodology, phenomenological study formed the methodology. At the end of the treatment semi-structured interviews were held to collect further data about attitudes and beliefs. At the end of the analyses, it is demonstrated that Philosophy of Mathematics Activities increases students’ attitudes and beliefs towards mathematics.

Anahtar Kelimeler

attitudes, philosophy of mathematics, philosophy of mathematics activity., belief

Teşekkür

Derginin yayınlanmasında emeği geçen herkese teşekkür ederim.

Kaynakça

• Baki, A. (2014). History and Philosophy of Mathematics. Ankara: Pegem Academy.
• Baykul, Y. (1990). Changes in attitudes towards Math and Science from the elementary school fifth grade to the last classes of high school and equivalent schools. Ankara: OSYM Publications.
• Bloom, B. S. (2012). Human Qualifications and Learning At School. Ankara: Pegem Academy.
• Carter, G., & Norwood, K. (1997). The Relationship Between Teacher and Student Beliefs About Mathematics. School Science and Mathematics, 97(2), 62-67.
• Cobb, P. (1986). Contexts, goals, beliefs, and learning mathematics. For the Learning of Mathematics, 2-9.
• Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative (pp. 146-166). Upper Saddle River, NJ: Prentice Hall.
• Crilly, T. (2013). The Big Questions: Mathematics (2 b.). London: Quercus Publishing Plc.
• De la Garza, M. (1999). Philosophy of Mathematics in the Classroom Aspects of A Tri-National Study. Analytic Teaching, 20(2), 88-104.
• Di Martino, P., & Zan, R. (2001). 25th Conference of the International Group for the Psychology of Mathematics Education. Attitude toward mathematics: some theoretical issues (s. 3-351). Holland: Utrecht University.
• Ernest, P. (2004). The Philosophy of Mathematics Education. Taylor & Francis.
• Ernest, P. (2004). What Is The Philosophy Of Mathematics Education. Philosophy of Mathematics Education Journal, 1-16.
• Frank, M. (1988). Problem Solving and Mathematical Beliefs. The Arithmetic Teacher, 35(5), 32-34.
• Gaarder, J. (1994). Sofi's World. Istanbul: Pan Publishing.
• Gür, B. S. (2004). Philosophy of Mathematics. Ankara: Orient Publications.
• Hart, L. (2002). Preservice Teachers’ Beliefs and Practice After Participatingin an Integrated Content/Methods Course. School Science and Mathematics, 102(1), 4-14.
• Hart, L. (2004). Beliefs and perspectives of first-year, alternative preparation, elementary teachers in urban classrooms. School Science and Mathematics, 104(2).
• Hersh, R. (1997). What Is Mathematics, Really? Oxford: Oxford University Press.
• Jankvist, U., & Iversen, , S. M. (2014). ‘Whys’ and ‘Hows’ of Using Philosophy in Mathematics. Science & Education, 23(1), 205–222.
• Kandemir, M. A. (2011). Analysis of the effect of modelling activities on students? affective features and thoughts on problem solving and technology. Balıkesir: Balıkesir University.
• Kloosterman, P., & Stage, F. (1992). Measuring Beliefs About Mathematical Problem Solving. School Science and Mathematics, 92(3), 109.
• Koyuncu, M. K. (2018). Investigating the effect of activities of philosophy of mathematics on the students' mathematical thinking skills, the attitudes and beliefs on mathematics (Doctoral dissertation, Marmara University, İstanbul).
• Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for research in mathematics education, 28(1), 26-47.
• Mason, L. (2003). High school students’ beliefs about maths, mathematical problem solving and their achievement in maths: A cross sectional study. Educational Psyhology, 23(1), 73-85.
• McKeon, R. (1930). Causation and the Geometric Method in the Philosophy of Spinoza (I). The Philosophical Review, 178-189.
• MNE. (2016). Secondary School Prep Class Mathematics Course Curriculum. Ankara: MNE Publisher.
• Moodley, T., Adendorff, S., & Pather, S. (2016). At-risk student teachers’ attitudes and aspirations as learners and teachers of mathematics. South African Journal of Childhood Education, 1-10.
• Mutodi, P., & Ngirande, H. (2014). The Influence of Students` Perceptions on Mathematics Performance. A Case of a Selected High School in South Africa . Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy, 431-445.
• Nale, D. (1969). The role of attitudes in learning mathematics. The Arithmetic Teacher, 16(8), 631-640.
• Nesin, A. (2007). Mathematics and Infinity. İstanbul: Nesin Publisher.
• Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
• Pather, S. (2012). Activity Theory as a lens to examine pre-service teachers’ perceptions of learning and teaching of Mathematics within an intervention programme. African Journal of Research in MST Education, 253–267.
• Patton, M. (2001). Qualitative Research & Evaluation Methods. Thousand Oaks, CA: Sage Publications.
• Prediger, S., Bicudo, M., & Ernest, P. (2004). DG 4: Philosophy of mathe¬matics. ICME 10, (s. 438-442).
• Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching. Journal for Research in Mathematics Education, 28(5), 550-576.
• Renyi, A. (1999). Dialogues on Mathematics. Ankara: Dost Bookstore.
• Schoenfeld, A. (1992). Learning to think mathematically: Problem solving, metacognition and sense making in mathematics. I. D. (Ed.) Handbook of research on mathematics teaching and learning (s. 334-366). New York, NY: Macmillan Publishing Company.
• Swars, S., Hart, L., Smith, S., Smith, M., & Tolar, T. (2007). A longitudinal study of elementary pre-service teachers’ mathematics beliefs and content knowledge. School Science and Mathematics, 107(8), 325-335.
• TEDEd. (2016,). Retrieved from https://ed.ted.com/lessons/is-math-discovered-or-invented-jeff-dekofsky (10.08.2019).
• Thompson, A. (1984). The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105–127.
• Wallace, R. (2008). Reluctant Learners: Their Identities and Educational Experiences. Occasional Paper. National Centre for Vocational Education Research Ltd. PO Box 8288, Stational Arcade, Adelaide, SA 5000, Australia.
• White, D. A. (2001). Philosophy for Children. Ankara: METU Publishing.