Publication: Ortaokul Öğrencilerinin Matematiksel Anlamalarının Farklı Değişkenler Açısından İncelenmesi
Abstract
Kendisini yenileyen bir süreç olan matematiksel anlama, dinamik, seviyeli fakat doğrusal olmayan bir yapıda olup ve farklı aşamalardan geçer. Bu süreci etkileyen faktörlerin belirlenmesi ise, matematiksel anlamayı anlamanın ilk adımları olarak görülebilir. Bu bağlamda araştırmada, ortaokul öğrencilerinin matematiksel anlamalarının farklı değişkenler (cinsiyet, akademik başarı vb.) açısından incelenmesi amaçlanmıştır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Çalışma grubunu, İstanbul ili Zeytinburnu ilçesinde bulunan bir devlet ortaokulunun farklı sınıf seviyelerinde öğrenim görmekte olan 466 öğrenci oluşturmaktadır. Veriler, "Demografik Bilgi Formu (DBF)" ve "Matematiksel Anlama Düzeylerini Belirleme Ölçeği (MADBÖ)" ile elde edilmiştir. Araştırma sonuçlarına göre; erkek öğrencilerin matematiksel anlamalarının kız öğrencilere göre daha düşük olduğu belirlenmiştir. Ayrıca ortaokul öğrencilerinin matematiksel anlamalarının sınıf seviyelerine, akademik başarılarına, okul dışı matematik dersine yardımcı ders alıp almama durumlarına ve anne-baba eğitim düzeylerine göre anlamlı bir şekilde farklılaştığı ortaya çıkmıştır.
Mathematical understanding which is dynamic, refined but non-linear and which is passed through different levels is a self-renewing process. Determining the factors which affects this process can be seen as the first steps of understanding the mathematical understanding. With this regard, in this study, it is aimed to analyze mathematical understandings of middle school students in terms of different variables (gender, academic achievement etc.). In this research relational screening model was used. The study group is consisted of 466 students who are studying in different grades of a public middle school in Zeytinburnu region of İstanbul. The data was obtained by using 'Demographics Information Form (DIF)' and 'Determining the Mathematical Understanding Levels Scale (DMULS)'. According to research results it was appeared that the mathematical understandings of male students were lower than female students. In addition to that, it was determined that mathematical understandings of middle school students differed significantly according to their grade levels, their academic achievements, whether they received extra help for the mathematics lessons other than the school or not and educational levels of their parents.
Mathematical understanding which is dynamic, refined but non-linear and which is passed through different levels is a self-renewing process. Determining the factors which affects this process can be seen as the first steps of understanding the mathematical understanding. With this regard, in this study, it is aimed to analyze mathematical understandings of middle school students in terms of different variables (gender, academic achievement etc.). In this research relational screening model was used. The study group is consisted of 466 students who are studying in different grades of a public middle school in Zeytinburnu region of İstanbul. The data was obtained by using 'Demographics Information Form (DIF)' and 'Determining the Mathematical Understanding Levels Scale (DMULS)'. According to research results it was appeared that the mathematical understandings of male students were lower than female students. In addition to that, it was determined that mathematical understandings of middle school students differed significantly according to their grade levels, their academic achievements, whether they received extra help for the mathematics lessons other than the school or not and educational levels of their parents.