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Araştırmada sekizinci sınıf öğrencilerinin cebirsel düşünme becerileri matematik odaklı epistemolojik inançlar bağlamında ele alınmıştır. Çalışmaya İzmir şehir merkezindeki bir devlet okulunun sekizinci sınıf düzeyinde öğrenim gören toplam 162 öğrenci katılmıştır. Öğrencilerin epistemolojik inançlarını belirlemek için matematik odaklı epistemolojik inanç ölçeği, cebirsel düşünme becerilerini belirlemek için cebirsel düşünme aracı kullanılmıştır. Öğrencilerin cebirsel düşünme becerilerini belirlemeyi amaçlayan sorulara verdiği yanıtlar rubrik aracılığıyla analiz edilmiş, söz konusu ilişkileri belirlemek için istatistiksel analizler gerçekleştirilmiştir. Nicel veri analizleri öğrencilerin cevap kâğıtlarından ulaşılan nitel bulgularla da desteklenmiştir. Analiz sonuçlarına göre, öğrencilerin matematik odaklı epistemolojik inançları ile cebirsel düşünme becerileri arasında pozitif yönde yüksek, orta ve zayıf olmak üzere anlamlı ilişkiler belirlenmiştir. Çoklu regresyona göre, öğrenmenin çabaya, yeteneğe ve tek bir doğrunun var olduğuna yönelik inançlar cebirsel düşünme becerisine ilişkin toplam varyansın %65’ini açıklamıştır. Nitel bulgulara göre, çabaya bağlı inancı yüksek olan öğrencilerin daha iyi cebir çözücü oldukları belirlenmiştir. Çalışma sonunda, öğrencilerin iyi bir cebir düşünme becerisine sahip olmalarında matematik odaklı epistemolojik inançlara uygun öğrenme yaşantıların sunulması öneri olarak sunulmuştur.
The study examined the gabbistic thinking skills of eighth class students in the context of math-oriented epistemological beliefs. The study included a total of 162 students who studied at the eighth grade of a state school in the city centre of İzmir. To determine the epistemological beliefs of students, the math-oriented epistemological beliefs scale, the gabaritic thinking tool has been used to determine their gabaritic thinking skills. Answers to questions aimed at determining the student’s cognitive thinking skills were analyzed through the rubric, statistical analyses were carried out to determine the relevant relationships. Nicel data analyses are also supported by qualitative findings obtained from students' response papers. According to the results of the analysis, significant relationships between the math-oriented epistemological beliefs of the students and the cognitive thinking skills have been determined, high, medium and weak in the positive direction. According to multiple regression, the beliefs that learning is to the effort, the ability and the existence of a single truth explained 65% of the total variation of the ability to think. According to the quality findings, students with a high confidence in the effort have been determined to be better cabbage solvents. At the end of the study, it was presented as a suggestion for the introduction of learning experiences in accordance with math-oriented epistemological beliefs when students have a good mind-thinking ability.
In this study, the skills of algebraic thinking of eighth-grade students were considered in the context of mathematics-oriented epistemological beliefs. A total of 162 students studying at the eighth grade level of a public school in Izmir city center participated in the study. A mathematics-oriented epistemological beliefs scale was used to determine students' epistemological beliefs, and an algebraic thinking tool was used to determine algebraic thinking skills. The responses of the students to the questions aiming to determine the algebraic thinking skills were analysis through rubrics and statistical analysis were carried out to determine the relations. Quantitative data analysis was also supported by qualitative findings from students' response papers. According to the results of the analysis, significant correlations between the mathematics-oriented epistemological beliefs and the algebraic thinking abilities were found to be high, moderate and weak. According to multiple regressions, beliefs about effort, talent, and the existence of a single truth account for 65% of the total variance associated with algebraic thinking. According to qualitative findings, it was determined that students with high beliefs related to the effort were better algebraic thinking. At the end of the study, it was suggested that students should have good algebraic thinking skills by presenting learning experiences that are mathematics-oriented epistemological beliefs.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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