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Bu araştırmada öncelikli olarak ilkokul 4. sınıf öğrencilerinin teknoloji destekli matematik öğrenmeye yönelik tutumlarını belirlemek amacıyla Pierce, Stacey ve Barkatsas (2007) geliştirilen bir ölçme aracının Türkçeye uyarlama çalışması yapılmıştır. Elde edilen sonuçlar uyarlanan ölçeğin davranışsal katılım, matematiksel güven, duyuşsal katılım ve teknoloji destekli matematik öğrenmeye yönelik tutum olmak üzere 4 alt boyuttan oluştuğunu ortaya koymuştur. Uyarlanan ölçeğin alt boyutları için Cronbach alfa güvenirlik katsayısı sırasıyla .77, .85, .82, .80 olarak hesaplanmıştır. Ölçeğin bütünü için güvenirlik katsayısı .89'dur. Uyarlanan ölçeğin geçerli ve güvenilir bir ölçme aracı olduğu belirlenmiştir. Çalışmanın ikinci aşamasında öğrencilerin matematik dersine yönelik genel olarak tutumlarının olumlu ve kaygı düzeylerinin düşük olduğu belirlenmiştir. Öğrencilerin matematik dersine yönelik tutum ve kaygı düzeyleri arasında anlamlı ve negatif bir ilişki olduğu görülmektedir. Bu derse yönelik olumlu tutumlar geliştikçe kaygı düzeyinin azaldığı söylenebilir.
The purpose of this study was to examine elementary students' attitude towards learning mathematics with technology and anxiety. In order to examine students' attitude towards learning mathematics with technology, The Technology and Mathematics Attitude Scale developed by Pierce, Stacey and Barkatsas (2007) was adapted Turkish settings. Results of this part of the study revealed that there were four sub-scales behavioral engagement (α=.77), mathematics confidence (α=.85), affective engagement (α=.82), attitude towards the use of technology for learning mathematics (α=.80). The second part of the study revealed that elementary students' attitude towards math was positive and their anxiety was low. There was a negative and significant relationship between students' attitude towards learning mathematics with technology and anxiety. It seems as the students’ attitude towards learning math with technology increases their anxiety decreases.
Purpose of this study was to examine elementary students' attitude towards learning mathematics with technology and anxiety. In order to examine students' attitude towards learning mathematics with technology, The Technology and Mathematics Attitude Scale developed by Pierce, Stacey ve Barkatsas (2007) was adapted Turkish settings. Results of this part of the study revealed that there were four sub-scales behavioral engagement (α=.77), mathematics confidence (α=.85), affective engagement (α=.82), attitude towards use of technology for learning mathematics (α=.80). Second part of the study revealed that elementary students attitude towards mathematics were positive and their anxiety were low. There was a negative and significant relationship between students' attitude towards learning mathematics with technology and anxiety. It seems as the students' attitude towards learning math with technology increases their anxiety decreases.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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