Abstract:

This study aims at examining the effects of an enriched learning environment on improving Mathematical Reasoning (MR) and Mathematics Attitude (MA) of disadvantaged children (11-and 12-year-olds). The participants were 5th graders (N = 17) and 6th graders (N = 18) who were studying in a rural school in a province of Turkey. The data were obtained via Mathematical Reasoning Test (MRT), Mathematics Attitude Scale (MAS), and groups argumentation. A Wilcoxon Signed Rank test was used to reveal the pre/post-test differences. Statistical comparisons of the MR and MA were also made by using the tests’ mean scores. There is evidence from the environment that the MR of both groups was significantly developed but grade/age did not have a significant effect on MR. The study found that the MA of both groups improved after the intervention, but these improvements were not statistically significant. No significant effect was determined regarding age on the improvement of MA. This research has shown that the MR and MA of children of such disadvantaged rural regions can improve when rich learning environments are designed.

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