Bu çalışmanın amacı öğrencilerin matematiksel muhakeme becerileri ile bilişötesi öğrenme stratejilerini kullanma düzeyleri arasında ilişkiyi araştırmaktır. Araştırma 2009–2010 eğitim öğretim yılı Bahar yarıyılı Mart ayında Tokat Gaziosmanpaşa Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği, Fen Bilgisi Öğretmenliği, Sosyal Bilgiler Öğretmenliği, Psikolojik Danışma ve Rehberlik, Bilgisayar ve Öğretim Teknolojileri Eğitimi bölümlerinin 1. Sınıfında öğrenim gören 348 öğrenci üzerinde yürütülmüştür. Öğrencilerin, bilişötesi öğrenme stratejilerini kullanma düzeylerini belirlemek için “Bilişötesi Öğrenme Stratejileri Ölçeği” ve öğrencilerin matematiksel muhakeme becerilerini belirlemek için “Matematiksel Muhakeme Değerlendirme Ölçeği” kullanılmıştır. Araştırma bulguları, öğrencilerin bilişötesi öğrenme stratejileri ile matematiksel muhakeme becerileri arasında pozitif yönde anlamlı bir ilişki olduğunu, öğrencilerin bilişötesi öğrenme stratejilerini kullanma düzeyleri arttıkça matematiksel muhakeme becerilerinin de arttığını ortaya koymaktadır.
The purpose of this study was to investigate whether there was a relationship between the level of students’ using mathematical reasoning skills and using metacognitive learning strategies. The study was conducted at Tokat, Gaziosmanpasa University, Faculty of Education with the students from the first class of Elementary, Elementary Science, Social Sciences, Counseling and Guidance, Computer and Instructional Technologies Education Departments during the spring semester of 2009-2010 academic education years (N=348). In this study, “Metacognitive Learning Strategies Scale” was used for determining students’ metacognitive learning strategy levels and “Mathematical Reasoning Assessment Scale” was used for determining students’ mathematical reasoning skills were used. Research findings revealed that there was a significant positive relationship between students’ reported metacognitive learning strategies and reported mathematical reasoning skills, students’ mathematical reasoning increased as the levels of students’ using metacognitive learning strategies increased.
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