İlkokul Öğrencilerinin Matematik Kaygılarının İncelenmesi Ve Metaforik Algılarının Sınıf Öğretmenleri İle Karşılaştırılması

Yıl 2019, Cilt: 32 Sayı: 1, 167 - 191, 08.06.2019

Emine Özdemir Burcu Sezginsoy Şeker

https://doi.org/10.19171/uefad.533226

Cited By: 1

Öz

Bu
çalışmada karma araştırma deseni kullanılarak yöntem çeşitlemesi yoluna
gidilmiştir. Araştırmanın çalışma grubunu Balıkesir ili Karesi merkez ilçesine
bağlı basit tesadüfi örnekleme yöntemi ile seçilen iki ilkokulda yer alan 150
dördüncü sınıf öğrencisi ve 15 sınıf öğretmeni oluşturmuştur. Nicel veriler
Matematik Kaygısı-Endişesi Ölçeği ile, nitel veriler açık uçlu sorulardan
oluşan bir görüşme formu ile toplanmıştır. Araştırmanın sonuçlarına göre;
öğrencilerin cinsiyet/okul değişkenlerine göre matematik kaygılarının farklılık
göstermediği, öğrencilerin ve öğretmenlerin matematiğe ilişkin metaforik
algılarının benzerlik gösterdiği, öğrencilerin en fazla matematiğe yönelik
olumlu tutum geliştirme alt teması için metafor ürettiği ve matematiğe ilişkin
algılarını en çok oyun, bulmaca, eğlence, işlem, ders, uzay, yaşam metaforları
ile açıkladıkları tespit edilmiştir. Öğrencilerin matematik kaygılarının
nedenlerine ilişkin görüşlerinin yaklaşık % 25’ inin öğrenci-ilişkili, % 75’
inin öğretim-ilişkili olduğu tespit edilmiştir. Sınıf öğretmenlerinin
matematiğe ilişkin olumlu görüşe sahip oldukları ortaya konmuştur.

Anahtar Kelimeler

İlkokul 4. sınıf öğrencileri, Matematik Kaygısı, Metafor, Sınıf Öğretmeni

Kaynakça

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