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

Yıl 2020, Cilt: 21 Sayı: 2, 785 - 800, 31.08.2020
https://doi.org/10.17679/inuefd.657175

Öz

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.

Kaynakça

  • Akarsu, S. (2009). A cross-national study on self-efficacy, motivation and Pısa 2003 mathematics literacy: Turkey and Finland. (Unpublished master's thesis). Abant İzzet Baysal University, Bolu.
  • Alcı, B. (2007). Yıldız Teknik Üniversitesi öğrencilerinin, matematik başarıları ile algıladıkları problem çözme becerileri, öz-yeterlik algıları, biliş üstü öz düzenleme stratejileri ve ÖSS sayısal puanları arasındaki açıklayıcı ve yordayıcı ilişkiler örüntüsü. (Doctoral dissertation). Yıldız Technical University, İstanbul.
  • Alkan, H., & Bukova Güzel, E. (2005). Öğretmen adaylarında matematiksel düşünmenin gelişimi. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 25(3), 221-236.
  • Altun, M., Arslan, Ç., & Yazgan, Y. (2004). Lise matematik ders kitaplarının kullanım şekli ve sıklığı üzerine bir çalışma. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 17(2), 131-147.
  • 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.
  • Bandura, A. (1997). Self-Efficacy: The exercise of control. New York, NY: W.H.
  • Barr, G. (1980). Graphs, gradients and intercepts. Mathematics in School, 9(1), 5-6.
  • Barr, G. (1981). Some student ideas on the concept of gradient. Mathematics in School, 10(1), 14–17.
  • Baykul, Y. (2009). İlköğretimde matematik öğretimi 6-8. sınıflar (1. Baskı). Ankara: Pegem Academy.
  • Bell, A., & Janvier, C. (1981). The interpretation of graphs representing situations. For the Learning of Mathematics, 2(1), 34-42.
  • Beth, E. W., & Piaget, J. (1966). Mathematical epistemology and psychology. Netherlands: D. Reidel Publishing Company.
  • Brodie, K. (2010). Pressing dilemmas: meaning‐making and justification in mathematics teaching. Journal of Curriculum Studies, 42(1), 27-50.
  • Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem.
  • Cheng, D. S. (2010). Connecting proportionality and slope: Middle school students' reasoning about steepness. (Unpublished Doctoral Dissertation). Boston University, Boston.
  • Chiu, M. M., Kessel, C., Moschkovich, J., & Muñoz-Nuñez, A. (2001). Learning to graph linear functions: A case study of conceptual change. Cognition and Instruction, 19(2), 215-252.
  • Clement, J. (1985). Misconceptions in graphing. In Proceedings of the Ninth International Conference for The Psychology of Mathematics Education (pp. 369-375). Utrecht, The Netherlands: Utrecht University.
  • Creswell, J. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.). Thousand Oaks, CA: SAGE Publications.
  • Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
  • Demir, K. (2011). Tam öğrenme modeli. Demirel, Ö. (Ed.), Eğitimde yeni yönelimler (5. edt.) içinde (199-217). Ankara: Pegem Academy.
  • 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.
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  • Duatepe, A., & Çilesiz, Ş. (1999). Matematik tutum ölçeği geliştirilmesi. Hacettepe University Journal of Education, 16-17, 45-52.
  • 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.
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  • 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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Eğim Kavramına Yönelik Deneysel Soyutlama Süreçlerinin Matematiğe Yönelik Tutum, Kaygı, Motivasyon ve Öz-Yeterlik Algısı Değişkenlerine Göre İncelenmesi

Yıl 2020, Cilt: 21 Sayı: 2, 785 - 800, 31.08.2020
https://doi.org/10.17679/inuefd.657175

Öz

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.

Kaynakça

  • Akarsu, S. (2009). A cross-national study on self-efficacy, motivation and Pısa 2003 mathematics literacy: Turkey and Finland. (Unpublished master's thesis). Abant İzzet Baysal University, Bolu.
  • Alcı, B. (2007). Yıldız Teknik Üniversitesi öğrencilerinin, matematik başarıları ile algıladıkları problem çözme becerileri, öz-yeterlik algıları, biliş üstü öz düzenleme stratejileri ve ÖSS sayısal puanları arasındaki açıklayıcı ve yordayıcı ilişkiler örüntüsü. (Doctoral dissertation). Yıldız Technical University, İstanbul.
  • Alkan, H., & Bukova Güzel, E. (2005). Öğretmen adaylarında matematiksel düşünmenin gelişimi. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 25(3), 221-236.
  • Altun, M., Arslan, Ç., & Yazgan, Y. (2004). Lise matematik ders kitaplarının kullanım şekli ve sıklığı üzerine bir çalışma. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 17(2), 131-147.
  • 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.
  • Bandura, A. (1997). Self-Efficacy: The exercise of control. New York, NY: W.H.
  • Barr, G. (1980). Graphs, gradients and intercepts. Mathematics in School, 9(1), 5-6.
  • Barr, G. (1981). Some student ideas on the concept of gradient. Mathematics in School, 10(1), 14–17.
  • Baykul, Y. (2009). İlköğretimde matematik öğretimi 6-8. sınıflar (1. Baskı). Ankara: Pegem Academy.
  • Bell, A., & Janvier, C. (1981). The interpretation of graphs representing situations. For the Learning of Mathematics, 2(1), 34-42.
  • Beth, E. W., & Piaget, J. (1966). Mathematical epistemology and psychology. Netherlands: D. Reidel Publishing Company.
  • Brodie, K. (2010). Pressing dilemmas: meaning‐making and justification in mathematics teaching. Journal of Curriculum Studies, 42(1), 27-50.
  • Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem.
  • Cheng, D. S. (2010). Connecting proportionality and slope: Middle school students' reasoning about steepness. (Unpublished Doctoral Dissertation). Boston University, Boston.
  • Chiu, M. M., Kessel, C., Moschkovich, J., & Muñoz-Nuñez, A. (2001). Learning to graph linear functions: A case study of conceptual change. Cognition and Instruction, 19(2), 215-252.
  • Clement, J. (1985). Misconceptions in graphing. In Proceedings of the Ninth International Conference for The Psychology of Mathematics Education (pp. 369-375). Utrecht, The Netherlands: Utrecht University.
  • Creswell, J. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.). Thousand Oaks, CA: SAGE Publications.
  • Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
  • Demir, K. (2011). Tam öğrenme modeli. Demirel, Ö. (Ed.), Eğitimde yeni yönelimler (5. edt.) içinde (199-217). Ankara: Pegem Academy.
  • 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.
  • Duatepe, A., & Çilesiz, Ş. (1999). Matematik tutum ölçeği geliştirilmesi. Hacettepe University Journal of Education, 16-17, 45-52.
  • 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.
  • Mitchelmore, M., & White, P. (2004). Teaching mathematical concepts: Instruction for abstraction. Invited regular lecture presented at the 10th International Congress on Mathematical Education. Copenhagen, Denmark.
  • Moschkovich, J., Schoenfeld, A. H., & Arcavi, A. (1993). Aspects of understanding: On multiple perspectives and representations of linear relations and connections among them. In T. A. Romberg, E. Fennema, & T. P. Carpenter (Eds.), Integrating research on the graphical representation of functions (pp. 69–100). Hillsdale, NJ: Lawrence Erlbaum.
  • Newburgh, R. (2001). An experiment to give physical meaning to the mathematical concept of slope. Physics Education, 36 (4), 316-319.
  • Noss, R., & Hoyles, C. (1996). Windows on mathematical meanings: Learning cultures and computers. Dordrecht, The Netherlands: Kluwer Academic.
  • Ohlsson, S., & Lehtinen, E. (1997). Abstraction and the acquisition of complex ideas. International Journal of Educational Research, 27(1), 37-48.
  • Orton, A. (1984). Understanding rate of change. Mathematics in School, 13(5), 23-26.
  • Özmantar, M. F. (2005). An investigation of the formation of mathematical abstractions through scaffolding. (Doctoral dissertation). University of Leeds.
  • Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124-139.
  • Peker, M., & Mirasyedioğlu, Ş. (2003). Lise 2. sınıf öğrencilerinin matematik dersine yönelik tutumları ve başarıları arasındaki ilişki. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi,14(14), 157-166.
  • Piaget, J. (1974). Adaptation vitale et psychologie de l’intelligence [Vital adaptation and psychology of intelligence]. Paris: Hermann.
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  • Sad, S. N., Kis, A., Demir, M., & Özer, N. (2016). Meta-analysis of the relationship between mathematics anxiety and mathematics achievement. Pegem Eğitim ve Öğretim Dergisi, 6(3), 371-392.
  • Simon, M. A., & Blume, G. W. (1994). Mathematical modeling as a component of understanding ratio-as-measure: A study of prospective elementary teachers. Journal of Mathematical Behavior, 13,183–197.
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  • Tekindal, S. (2009). Duyuşsal özeliklerin ölçülmesi için araç oluşturma. (Geliştirilmiş 2. Baskı). Ankara: Pegem Pub.
  • Umay, A. (2001). İlköğretim matematik öğretmenliği programının matematiğe karşı öz yeterlik algısına etkisi. Journal of Qafqaz University, 8(1), 1-8.
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  • Yıldırım, S. (2011). Self-efficacy, intrinsic motivation, anxiety and mathematics achievement: Findings from Turkey, Japan and Finland. Necatibey Faculty of Education Journal of Electronic Science and Mathematics Education, 5 (1), 277-291.
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Toplam 77 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Aslıhan Özmen

Hayal Yavuz Mumcu 0000-0002-6720-509X

Yayımlanma Tarihi 31 Ağustos 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 21 Sayı: 2

Kaynak Göster

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. INUEFD. Ağustos 2020;21(2):785-800. doi:10.17679/inuefd.657175
Chicago Özmen, Aslıhan, ve 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, sy. 2 (Ağustos 2020): 785-800. https://doi.org/10.17679/inuefd.657175.
EndNote Özmen A, Yavuz Mumcu H (01 Ağustos 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 ve H. Yavuz Mumcu, “Investigation of Experimental Abstraction Processes for Slope Concept According to Students’ Attitude, Anxiety, Motivation and Self Efficacy Perceptions towards Mathematics”, INUEFD, c. 21, sy. 2, ss. 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 (Ağustos 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. INUEFD. 2020;21:785–800.
MLA Özmen, Aslıhan ve 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, c. 21, sy. 2, 2020, ss. 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. INUEFD. 2020;21(2):785-800.

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