Publication: Ortaokul Öğrencilerinin Matematik Kaygıları ile Matematiksel Anlamaları Arasındaki İlişki
Abstract
Matematiksel anlamadaki gelişme, matematiksel yapıları ve eylemleri içeren aktif bir süreçtir. Peki, öğrenciler matematiği niçin anlayamamaktadır? Bunun sebepleri nedir? Matematiği anlamada öğrencilerin çektiği güçlükler arasında kaygı yer almaktadır. Kişinin matematik öğrenmesinin önünde bir engel olarak görülen matematik kaygısı, matematiksel bir ödevi yaparken ortaya çıkan rahatsızlık verici bir duygu olarak tanımlanmaktadır. Bu bağlamda, bu araştırmada da ortaokul öğrencilerinin matematiğe yönelik kaygıları ile matematiksel anlamaları arasındaki ilişkinin araştırılması amaçlanmıştır. Buna ek olarak cinsiyet ve sınıf değişkenlerine göre aradaki ilişki sınanmıştır. Araştırma, ilişkisel tarama modelindedir. Çalışma bir devlet ortaokulunda öğrenim gören 466 öğrenci ile gerçekleştirilmiştir. Veri toplama aracı olarak; "Matematiksel Anlama Düzeylerini Belirleme Ölçeği" ve "Matematik KaygısıEndişesi Ölçeği" kullanılmıştır. Yapılan analizler sonucunda; ortaokul öğrencilerinin matematiğe yönelik kaygıları ile matematiksel anlamaları arasında yüksek düzeyde pozitif ve anlamlı bir ilişkinin olduğu ortaya çıkmıştır. Öğrencilerin hem matematiğe yönelik kaygılarının hem de matematiksel anlamalarının cinsiyete göre anlamlı bir farklılık göstermediği belirlenmiştir. Bununla birlikte hem matematiğe yönelik kaygılarının hem de matematiksel anlamalarının sınıf seviyesine göre anlamlı bir şekilde farklılaştığı ortaya çıkmıştır
Development of mathematical understanding is an active process involving mathematical structures and actions. Why do students not understand mathematics? What are the reasons for that? Students have some difficulties to understand mathematics and one of them is anxiety. Mathematics anxiety is defined as an uncomfortable feeling experienced when performing a mathematical task, which is seen as an obstacle to learning mathematics. For this reason, the aim of this study was to investigate the relationship between middle school students’ mathematics anxiety and their mathematical understanding. In addition to this, possible relationship was analyzed according to gender and grade levels variables. The relational screening model was used. The study was carried out with 466 middle school students. “Determining the Mathematical Understanding Levels Scale” and “Mathematics Anxiety-Apprehension Survey” were used as data collection instruments. According to the results of the study, there was a significant strong positive correlation between middle school students’ mathematics anxiety and their mathematical understanding. On the other hand, the results showed no significant differences between students’ mathematics anxiety and their mathematical understanding with respect to gender. However, the findings revealed significant differences in both students’ mathematics anxiety and their mathematical understanding with respect to grade levels
Development of mathematical understanding is an active process involving mathematical structures and actions. Why do students not understand mathematics? What are the reasons for that? Students have some difficulties to understand mathematics and one of them is anxiety. Mathematics anxiety is defined as an uncomfortable feeling experienced when performing a mathematical task, which is seen as an obstacle to learning mathematics. For this reason, the aim of this study was to investigate the relationship between middle school students’ mathematics anxiety and their mathematical understanding. In addition to this, possible relationship was analyzed according to gender and grade levels variables. The relational screening model was used. The study was carried out with 466 middle school students. “Determining the Mathematical Understanding Levels Scale” and “Mathematics Anxiety-Apprehension Survey” were used as data collection instruments. According to the results of the study, there was a significant strong positive correlation between middle school students’ mathematics anxiety and their mathematical understanding. On the other hand, the results showed no significant differences between students’ mathematics anxiety and their mathematical understanding with respect to gender. However, the findings revealed significant differences in both students’ mathematics anxiety and their mathematical understanding with respect to grade levels