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Düşünme Stilleri ve Matematik Öz Kavramı Matematik Başarısına Göre Farklılaşır mı?

Bu araştırmada ilköğretim 7. sınıf öğrencilerinin düşünme stilleri ve matematik öz kavramı puanlarının matematik akademik başarı kategorilerine göre anlamlı farklılık gösterip göstermediğini test etmek amaçlanmıştır. Betimsel araştırma kapsamında tarama modeli uygulanan bu araştırmada, İstanbul ili Beşiktaş ilçesindeki yedi devlet ilköğretim okulundan 279 ilköğretim 7. sınıf öğrencisi çalışma grubunu oluşturmuştur. Araştırmada, öğrencilerin matematik öz kavramı puanlarını belirlemek için Marsh (1992) tarafından geliştirilen Yıldız ve Fer (2008) tarafından Türkçe'ye uyarlanan 'Öz Kavram Anketi' ile düşünme stilleri puanlarını belirlemek için Sternberg ve Wagner (1992) tarafından geliştirilen ve Fer (2005) tarafından Türkçe' ye uyarlanan 'Düşünme Stilleri Envanteri' kullanılmıştır. Öğrencilerin matematik başarı puanları ise araştırmacı tarafından geliştirilen 'Matematik Başarı Testi' ile ölçülmüştür. Araştırma bulgularına göre öğrencilerin matematik başarısı arttıkça yasayapıcı ve yürütmeci düşünme stilleri ile matematik öz kavramı puanları artmış, buna karşın yargılayıcı düşünme stili puanları değişmemiştir.

Do Thinking Styles and Mathematics Self Concept Differentiate with respect to Mathematics Achievement?

In this study, it was aimed to test if seventh graders' thinking styles and mathematics selfconcepts have significant difference according to mathematics achievement categories. The subjects participated in this study were 279 middle school seventh grade students from seven schools in Beşiktas in İstanbul. In this study, descriptive research design was used. Students' mathematics self-concept was measured 'Self-Description Questionnaire-I' developed by Marsh (1992) and adapted into Turkish by Yıldız and Fer (2008). For the assessment of thinking styles 'Thinking Styles Inventory' developed by Sternberg and Wagner (1992) and adapted into Turkish by Fer (2005) was used. For the achievement in mathematics 'Mathematics Achievement Test' developed by the researcher was applied to the students. In terms of the study, the results demonstrated that according to mathematics achievement categories the legistlative and executive thinking styles and mathematics self-concepts increased with higher mathematics achievement, but judicial thinking style didn't changed.

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