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Bu çalışmada sekizinci sınıf öğrencilerinin, i) uzamsal görselleştirme, zihinsel döndürme ve zihinde canlandırma becerilerinin matematik odaklı epistemolojik inançlar bağlamında, ii) uzamsal görselleştirme, zihinsel döndürme ve zihinde canlandırma becerilerinin cinsiyet ve matematik başarısı değişkenlerine göre incelenmesi amaçlanmıştır. Araştırma İzmir şehir merkezindeki bir devlet ortaokulunun sekizinci sınıf düzeyinde öğrenim gören 200 öğrenci ile yürütülmüştür. Veri toplama araçları olarak; uzamsal görselleştirme, zihinsel döndürme ve Santa Barbara Solids testlerinin yanı sıra matematik odaklı epistemolojik inanç ölçeği kullanılmıştır. Öğrencilerin matematik başarısını belirlemek için dönem sonu matematik ders notlarından faydalanılmıştır. Veri setinin analizinde, betimsel istatistiksel tekniklerin yanı sıra korelasyon katsayısı, Mann-Whitney U testi ve çoklu doğrusal regresyon analizleri yapılmıştır. Analiz sonuçlarına göre, öğrenmenin çabaya bağlı olduğu inanç ile uzamsal görselleştirme ve zihinsel döndürme arasında pozitif yönlü ve anlamlı bir ilişki olduğu belirlenmiştir. Cinsiyet değişkenine göre, öğrencilerin uzamsal görselleştirme, zihinsel döndürme ve zihinde canlandırma testlerinden aldıkları puanlar arasında anlamlı bir fark belirlenmemiştir. Diğer yandan uzamsal görselleştirme, zihinsel döndürme ve zihinde canlandırma becerileri matematik başarısının %15’ini açıklamıştır. Elde edilen bulgulara göre birtakım önerilerde bulunulmuştur.
In this study, it was aimed to investigate (i) the spatial visualization, mental rotation, and mental visualization skills' in the context of mathematics-oriented epistemological beliefs (ii) the spatial visualization, mental rotation and mental visualization skills' of the eighth-grade students according to gender and mathematical success variables. The research was carried out with 200 students who were studying at the eighth grade level of a state secondary school in the city center of Izmir. As a data collection tools; spatial visualization, mental rotation, and the Santa Barbara Solids test, as well as mathematics-oriented epistemological belief scale. End-of-term mathematics course notes were used to identify mathematical achievements. In the analysis of the data set, descriptive statistical techniques, as well as correlation a coefficient, Mann-Whitney U test, and multiple linear regression analyses, were performed. According to the results of the analysis, it was determined that there is a positive and meaningful relationship between beliefs related to effort and spatial visualization, and mental rotation. According to the gender variable, there was no significant difference between the scores of the students' spatial visualization, mental rotation, and visual visualization tests. On the other hand, spatial visualization, mental rotation and mental visualization skills account for 15% of mathematical success. According to the findings obtained, some suggestions were made.
In this study, it was aimed to investigate (i) the spatial visualization, mental rotation, and mental visualization skills’ in the context of mathematics-oriented epistemological beliefs (ii) the spatial visualization, mental rotation and mental visualization skills’ of the eighth-grade students according to gender and mathematical success variables. The research was carried out with 200 students who were studying at the eighth grade level of a state secondary school in the city center of Izmir. As a data collection tools; spatial visualization, mental rotation, and the Santa Barbara Solids test, as well as mathematics-oriented epistemological belief scale. End-of-term mathematics course notes were used to identify mathematical achievements. In the analysis of the data set, descriptive statistical techniques, as well as correlation a coefficient, Mann-Whitney U test, and multiple linear regression analyses, were performed. According to the results of the analysis, it was determined that there is a positive and meaningful relationship between beliefs related to effort and spatial visualization, and mental rotation. According to the gender variable, there was no significant difference between the scores of the students’ spatial visualization, mental rotation, and visual visualization tests. On the other hand, spatial visualization, mental rotation, and mental visualization skills account for 15% of mathematical success. According to the findings obtained, some suggestions were made.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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