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5
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55
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10
Özellikle matematiğin önemli bir alt öğrenme alanı olarak ifade edilen geometri son dönemlerde öğrenci merkezli öğrenme sürecine destek olmakta, somut nesnelerin soyut hale getirilmesinde ciddi manada kolaylık sağlamaktadır. Dolayısıyla matematik öğrenme alanına ve geometri alt öğrenme alanına dönük tutum ve inançlar öğretim süreçleri doğrultusunda değişkenlik göstermektedir. Bu çalışmada ortaokul öğrencilerinin geometri tutumu ve inancının matematik başarıları üzerinde olan etkisinin yapısal eşitlik modeli ile incelenmesi amaçlanmıştır. Geometri tutumu ve inancının matematik başarısı üzerindeki doğrudan ve dolaylı etkiler araştırılan bir diğer konudur. Çalışma nicel yöntemli, tarama modeliyle tasarlanmıştır. Araştırma 493 (258 kız ve 235 erkek) ortaokul öğrencisi ile gerçekleştirilmiştir. Veri toplama aracı olarak “Kişisel Bilgi Formu”, “Geometri Tutum Ölçeği” ve “Geometri İnanç Ölçeği” uygulanmıştır. Verilerin analizinde korelasyon analizi ve yapısal eşitlik modeli kullanılmış, bulgular sonucunda ortaokul öğrencilerinin geometri tutum ve inançları ile matematik başarısı arasında pozitif yönde anlamlı bir ilişki olduğu belirlenmiştir. Ayrıca, geometri tutum ve inancının matematik başarısı üzerinde doğrudan, dolaylı ve toplam etkileri bulunmak üzere anlamlı birer yordayıcısı olduğu da bulunmuştur. Bu doğrultuda öğretim süreçlerinde kullanılan öğretim programları hazırlanırken geometri tutumu ve inancını artıran etkinliklerin yapılması önerilmiştir.
Geometry, expressed in particular as an important sub-learning area of mathematics, has been supporting the student-centered learning process in recent periods, providing serious facility in the abstracting of concrete objects. Therefore, attitudes and beliefs towards the field of mathematical learning and the field of geometry sub-learning change according to the teaching processes. This study aims to study the geometric attitude of high school students and the impact of their faith on mathematical achievements with the structural equality model. The direct and indirect effects of geometry attitude and beliefs on mathematical success is another subject being studied. The work is designed with a quantial method, scanning model. The study was conducted with 493 (258 girls and 235 men) high school students. As the data collection tool, "Personal Information Form", "Geometry Attitude Scale" and "Geometry Faith Scale" have been applied. The analysis of data used the correlation analysis and the structural equality model, the findings found that there was a meaningful relationship in a positive direction between geometry attitudes and beliefs of high school students and math success. In addition, geometry has also found that attitude and belief are a meaningful contributor to having direct, indirect and overall effects on mathematical success. In this direction, the teaching programmes used in the teaching processes are recommended while preparing activities that increase geometry attitude and belief.
Especially expressed as an important sub-learning field of mathematics, geometry has recently been supporting the student-centered learning process and has provided serious convenience in making concrete objects abstract. Therefore, attitudes and beliefs towards mathematics learning field and geometry sub-learning field vary according to teaching processes. In this study, it is aimed to investigate the effect of geometry attitude and belief on middle school students' mathematics achievements by structural equation model. The direct and indirect effects of the geometry attitude and belief on the mathematics achievement are another subject that has been investigated. The study was designed with a quantitative method, survey method. The research was conducted with 493 (258 girls and 235 boys) secondary school students.“Personal Information Form”, “Geometry Attitude Scale” and “Geometry Belief Scale” were used as data collection tools. Correlation analysis and structural equation modelswere used forthe analysis of the data. As a result of the findings, it was determined that there was a positive correlation between middle school students' geometry attitudes and beliefs, mathematics achievement. In addition, it was found that geometry attitudes and beliefs were significant predictors of direct, indirect and total effects on mathematics achievement. In this direction, it was suggested to make activities that increase the attitude and belief in geometry while preparing the teaching programs used in teaching processes.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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