ORTAOKUL ÖĞRENCİLERİNİN MATEMATİĞE İLİŞKİN İNANÇLARI

Yıl 2016, Sayı: 39, 174 - 189, 04.10.2016

Pınar Yıldız

https://doi.org/10.21764/efd.91453

Cited By: 6

Öz

Bu araştırma ortaokul öğrencilerinin matematiğe ilişkin inançlarını incelemek amacıyla yürütülmüştür. Araştırma, nitel araştırma modellerinden olgu bilim deseni kullanılarak yapılandırılmıştır. Araştırmaya büyük bir ilde öğrenim görmekte olan toplam 252 ortaokul 6, 7 ve 8. sınıf öğrencisi katılmıştır. Öğrencilerin matematiksel inançlarının farklı boyutlarını açığa çıkarabilmek amacıyla 3 açık uçlu soru yazılı olarak yöneltilmiştir. Öğrencilerin matematiksel inançları kullandıkları metaforlar aracılığıyla belirlenmeye çalışılmıştır. Elde edilen veriler içerik analiz yöntemiyle analiz edilmiştir. Araştırma sonucunda öğrencilerin matematiği bilgi verici ve hesaplama yapmak olarak gördükleri belirlenmiştir. Ayrıca öğrencilerin matematiğin akıl ve zekâ gerektirdiğini, matematikte ezberin önemli olduğunu ve matematikte başarılı olmak için çok çalışmanın gerekli olduğunu düşündükleri tespit edilmiştir.

Anahtar Kelimeler

İnanç, matematik, ortaokul öğrencileri

Kaynakça

• Bali, G., Kayhan, M. ve Polat, Z. S. (2004). Okul öncesi matematik öğretmen adaylarının matematik hakkındaki inançları. Matematik Etkinlikleri Sempozyumu, 5-7 Mayıs 2004, Ankara: Milli Kütüphane.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
• Clarken, R. H. (1997). Five metaphors for educators. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, March 24- 28.
• Cobb, P. (1986). Contexts, goals, beliefs and learning mathematics. Journal for the Learning of Mathematics, 6(2), 2-9.
• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications.
• Eleftherios, K. & Theodosios, Z. (2007). Students’beliefs and attitudes about studying and learning mathematics. Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, 3, 97-104.
• Garofalo, J. (1989). Beliefs and their influence on mathematical performance. Mathematics Teacher, 82, 502-505.
• Goldin, G. A. (2002). Affect, meta-affect, and mathematical belief structures, In G. Leder, E. Pehkonen, & G. Törner (Ed.), Beliefs: A hidden variable in mathematics education? (pp. 59–72). Dordrecht: Kluwer Academic Publishers.
• Goldin, G., Rösken, B. & Törner, G. (2009). Beliefs – no longer a hidden variable in mathematical teaching and learning process. In Mabb, J., & Schlöglmann, W. (Ed.), Beliefs and sttitudes in mathematics education (pp. 1–18). Rotterdam, Sense Publishers.
• Kayaaslan, A. (2006). İlköğretim 4. ve 5. sınıf öğrencilerinin matematiğin doğası ve matematik öğretimi hakkındaki inançları. Yayımlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Ankara.
• Kislenko, K., Grevholm, B. & Lepik. (2005). Mathematics is important but boring: Students’ beliefs and attitudes toward mathematics. Paper presented to Fourth Nordic Conference on Mathematics Education, Trondheim, 2nd-6th September.
• Kloosterman, P. & Cougan, M. C. (1994). Students' beliefs about learning school mathematics. The Elementary School Journal, 94(4), 375-388.
• Lazim, M. A., Abu Osman, M. T. & Salihin. W. (2004). The statistical evidence in describing the students’ beliefs about mathematics. International Journal for Mathematics Teaching and Learning, 6(1), 1-12.
• Mason, L. & Scrivani, L. (2004). Enhancing students’ mathematical beliefs: An intervention study. Learning and Instruction, 14, 153-176.
• McLeod, D. B. (1989). Beliefs, attitudes, and emotions: New views of affect in mathematics education, In D. B. McLeod & V. M. Adams (Ed.), Affect and mathematical problem solving: A new perspective (pp. 245-258). New York: Springer-Verlag.
• McLeod, D. B (1992). Research on affect in mathematics education: A reconceptualization. In D.A Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp.575 -596). New York: Macmillan.
• McLeod, D. B. & McLeod, S. H. (2002). Synthesis-beliefs and mathematics education: Implications for learning, teaching and research. In G. C. Leder, E. Pehkonen & G. Törner (Ed.), Beliefs: A hidden variable in mathematics education? (pp. 115-127). Dordrecht: Kluwer Academic Publishers.
• Moscucci, M. (2007). About mathematical belief system awareness. Paper presented at the Europen Research in Mathematics Education V, Larnaca, Cyprus, 22-26 February.
• Op’t Eynde, P. & De Corte, E. (2004). Junior high school students' mathematics-related belief systems: Their internal structure and external relations. Paper presented in the Topic Study Group at the10th International Congress on Mathematical Education, Copenhagen, Denmark.
• Paksu, A. D. (2008). Comparing teachers’ beliefs about mathematics in terms of their branches and genders. Hacettepe University Journal of Education, 35, 87-97.
• Pehkonen, E. & Pietila, A. (2003). On relationships between beliefs and knowledge in mathematics education. Europian Research in Mathematics Education 3, 1-8.
• Pehkonen, E. & Törner, G. (1996). Mathematical beliefs and different aspects of their meaning. International Reviews on Mathematical Education (ZDM), 28(4), 101-108.
• Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
• Perkins, K. K., Adams, W. K., Pollock, S. J., Finkelstein, N. D. & Wieman, C. E. (2004). Correlating students’ beliefs with student learning using the coloradoe learning attitudes about science survey. Paper presented at the Physic Education Research Conference, California, USA, 4-5 August.
• Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550-576.
• Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey-Bass.
• Schoenfeld, A. H. (1989). Explorations of students’ mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20(1), 338-355.
• Schommer-Aikins, M., Duell, O. K. & Hutter, R. (2005). Epistemological beliefs, mathematical problem- solving, and academic performance of middle school students. The Elementary School Journal, 105(3), 289-304.
• Southwell, B. & Khamis, M. (1994). Beliefs about mathematics and mathematics education. Paper presented at the MERGA Conference, Brisbane, Australia.
• Spangler, D. (1992). Assessing students’ beliefs about mathematics. The Mathematics Educator. 3(1), 19- 25.
• Star, J. R.,& Hoffmann, A. J. (2005). Assessing the impact of standards-based curricula: Investigating students’ epistemological conceptions of mathematics. The Mathematis Educator, 15(2), 25-34.
• Suthar, V. & Tarmizi, R. A. (2010). Effects of students’ beliefs on mathematics and achievement of university students: Regression analysis approach. Journal of Social Sciences, 6(2), 146-152.
• Tarmizi, R. A. & Tarmizi, M. A. A. (2010). Analysis of mathematical beliefs of Malaysian secondary school students. Procedia Social and Behavioral Sciences, 2, 4702–4706.
• Törner, G. (2001). Mentale Repräsentationen - der Zusammenhang zwischen ‘Subject-Matter Knowledge’ und ‘Pedagogical Content Knowledge’ - dargestellt am Beispiel der Exponentialfunktionen in einer Fallstudie mit Lehramtsstudenten. In G. Kaiser (Ed.), Beiträge zum Mathematikunterricht (pp. 628– 631). Hildesheim: Franzbecker.
• Uçar, Z. T., Pişkin, M., Akkaş, E.N. ve Taşçı, D. (2010). İlköğretim öğrencilerinin matematik, matematik öğretmenleri ve matematikçiler hakkındaki inançları. Eğitim ve Bilim, 35(155), 131-144.
• Umay, A. (2007). Eski arkadaşımız okul matematiğinin yeni yüzü. Ankara: Aydan Web Tesisleri.
• Vanayan, M., White, N., Yuen, P. & Teper, M. (1997). Beliefs and attitudes toward mathematics among third and fifth grade students: A descriptive study. School Science and Mathematics, 97(7), 345-351.
• White, A. L., Way, J., Perry, B. & Southwell, B. (2005-2006). Mathematical attitudes, beliefs and achievement in primary pre-service mathematics teacher education. Mathematics Teacher Education and Development, 7, 33-52.
• Wilkins, J. L. M. & Ma, X. (2003). Modeling change in student attitude toward and beliefs about mathematics. The Journal of Educational Research, 97(1), 52-63.
• Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.