The Beliefs of High School Students About Mathematics

Bu çalışmanın amacı, lise öğrencilerinin matematik hakkındaki inançlarını araştırmaktır. Çalışma, Ankara' daki 425 10. sınıf öğrencisiyle yürütülmüştür. Ölçme aracı olarak "Matematik Hakkındaki İnançlar Ölçeği" kullanılmıştır. Bu çalışmanın hipotezleri 0.05 anlamlılık düzeyinde varyans analizi kullanılarak test edilmiştir. Çalışmanın sonuçlan şunları göstermiştir: 1. Matematik ile ilgili inançları açısından farklı liselerde okuyan öğrencilerin ortalama puanlan arasında istatistiksel olarak anlamlı bir fark bulunmaktadır. 2. Farklı matematik başarı seviyesine sahip lise öğrencilerinin matematik ile ilgili inançları açısından ortalama puanlan arasında istatistiksel olarak anlamlı bir fark bulunmaktadır. 3. Matematik ile ilgili inançlan açısından kız ve erkek öğrenciler arasında istatistiksel olarak anlamlı bir fark bulunmamaktadır.

Lise Öğrencilerinin Matematik Hakkındaki İnançları

The purpose of the study was to investigate the beliefs of high school students about mathematics. The study was conducted in Ankara with 425 tenth-grade students. The "Beliefs about Mathematics Scale" (BaMS) was used as a measuring instrument. The hypotheses of the present study were tested by using analysis of variance at a significance level of 0.05. The results of the study indicated that: 1. There were statistically significant differences among the mean scores of students enrolled in different kinds of high schools with respect to beliefs about mathematics; 2. There were statistically significant mean differences among students who had different mathematics achievement levels in terms of beliefs about mathematics; 3. There was no statistically significant mean difference between male and female students regarding their beliefs about mathematics.

PDF

___

Aksu, M., Demir, C.E & Sümer, Z.H. (2002). Students' beliefs about mathematics: a descriptive study. Education and Science, 27 (123), 72-77.
Baydar, S. (2000). Beliefs of preservice mathematics teachers at the Middle East Technical University and the Gazi University about the nature of mathematics and the teaching of mathematics. Unpublished master's thesis, Middle East Technical University, Ankara.
Eccles, J.S., Wigfield, A., Harold, R. & Blumenfeld, P. (1993). Age and gender differences in children's achievement self-perceptions during the elementary school years. Child Development. 64 (3), 830-847.
Kloosterman, P. & Stage, F. (1992). Measuring beliefs about mathematical problem solving. School Science and Mathematics, 92(3), 109-115.
Kloosterman, P. (1999). Mathematical beliefs and motivation of high school students in the United States. In E. Pehkonen & G. Tomer (Eds.), Mathematical beliefs and their impact on teaching and learning of mathematics: Proceedings of the workshop in Oberwolfach, (p. 50-56). Duisburg, Germany: Gerhard Mercator Universitat Duisburg.
Mert, Ö. (2004). High school students' beliefs about mathematics and the teaching of mathematics. Unpublished master's thesis. Middle East Technical University, Ankara.
National Council of Teachers of Mathematics (1989). Curriculum and Evaluation Standards for School Mathematics. Reston, VA: NCTM.
Schoenfeld, A. H. (1989). Explorations of students' mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20 (4), 338-355.
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.