Matematik Kaygısının Azaltılması: Bir Sistematik Derleme

Year 2025, Volume: 6 Issue: 1, 77 - 90, 30.06.2025

Emel Topbaş Tat , Ayşegül Topbaş

https://doi.org/10.52911/itall.1563157

Abstract

Bu çalışmanın amacı bir öğretimsel müdahalenin matematik kaygısı üzerindeki etkisini belirlemeyi amaçlayan lisansüstü tezleri incelemektir. Bu amaçla lisansüstü tezler taranmış ve 22 adet tez belirlenmiştir. Çalışmada sistematik derleme yöntemlerinden olan betimsel içerik analizi kullanılmıştır. Tezler, yıllarına, türlerine, katılımcı gruplarına, matematik kaygısını gidermek veya azaltmak için kullanılan öğretimsel müdahalelere, ele alınan öğretimsel müdahalelerin etkilerine göre incelenmiştir. Çalışma sonuçlarına göre bu konuda yapılan lisansüstü tezlerin en fazla 2016 ve 2019 yıllarında hazırlandığı görülmüştür. Lisansüstü tezlerin çoğunluğunun yüksek lisans tez çalışması olduğu belirlenmiştir. Ayrıca tezlerin en fazla 7. sınıf öğrencileriyle yürütüldüğü sonucuna ulaşılmıştır. İncelenen tezlerin neredeyse tamamında matematik kaygısının üstesinden gelmek için kullanılan öğretimsel müdahalelerin farklı olduğu da görülmüştür. Ele alınan öğretimsel müdahalelerin etkilerine bakıldığında ise tezlerin çoğunda, öğretimsel müdahalenin matematik kaygısını azaltmada anlamlı bir etkiye sahip olmadığı ulaşılan sonuçlar arasındadır.

Keywords

Matematik kaygısı , Öğretimsel müdahale , lisansüstü tez

Reducing Mathematics Anxiety: A Systematic Review

Abstract

The aim of this study is to examine the graduate theses that aimed to determine the effect of an instructional intervention on mathematics anxiety. For this purpose, graduate theses were reviewed and 22 theses were identified. Descriptive content analysis, which is one of the systematic review methods, was used in the study. Theses were examined according to their years, types, participant groups, instructional interventions used to eliminate or reduce mathematics anxiety, and the effects of the instructional interventions discussed. According to the results of the study, it was seen that most theses on this subject were prepared in 2016 and 2019. It has been determined that the majority of the theses are master thesis. In addition, it was concluded that the theses were carried out with 7th grade students at most. It was also found that the instructional interventions used to overcome mathematics anxiety were different in almost all of the theses examined. Considering the effects of the instructional interventions discussed, it is among the results that in the most of the theses, the instructional intervention did not have a significant effect on reducing mathematics anxiety.

Keywords

Mathematics anxiety , Instructional intervention , Graduate thesis

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