Research Article
BibTex RIS Cite

İlkokul Öğrencilerinin Matematik Kaygılarının İncelenmesi Ve Metaforik Algılarının Sınıf Öğretmenleri İle Karşılaştırılması

Year 2019, Volume: 32 Issue: 1, 167 - 191, 08.06.2019
https://doi.org/10.19171/uefad.533226

Abstract



Bu
çalışmada karma araştırma deseni kullanılarak yöntem çeşitlemesi yoluna
gidilmiştir. Araştırmanın çalışma grubunu Balıkesir ili Karesi merkez ilçesine
bağlı basit tesadüfi örnekleme yöntemi ile seçilen iki ilkokulda yer alan 150
dördüncü sınıf öğrencisi ve 15 sınıf öğretmeni oluşturmuştur. Nicel veriler
Matematik Kaygısı-Endişesi Ölçeği ile, nitel veriler açık uçlu sorulardan
oluşan bir görüşme formu ile toplanmıştır. Araştırmanın sonuçlarına göre;
öğrencilerin cinsiyet/okul değişkenlerine göre matematik kaygılarının farklılık
göstermediği, öğrencilerin ve öğretmenlerin matematiğe ilişkin metaforik
algılarının benzerlik gösterdiği, öğrencilerin en fazla matematiğe yönelik
olumlu tutum geliştirme alt teması için metafor ürettiği ve matematiğe ilişkin
algılarını en çok oyun, bulmaca, eğlence, işlem, ders, uzay, yaşam metaforları
ile açıkladıkları tespit edilmiştir. Öğrencilerin matematik kaygılarının
nedenlerine ilişkin görüşlerinin yaklaşık % 25’ inin öğrenci-ilişkili, % 75’
inin öğretim-ilişkili olduğu tespit edilmiştir. Sınıf öğretmenlerinin
matematiğe ilişkin olumlu görüşe sahip oldukları ortaya konmuştur.




References

  • Alkan, V. (2010). Matematikten nefret ediyorum! Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 28(11), 189-199.
  • Altun, M. (2005). İlköğretim İkinci Kademede (6,7 ve 8.sınıflarda) Matematik Öğretimi(4. baskı). Bursa: Aktüel Yayınevi.
  • Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across transition to middle-level schools. Contemporary Educational Psychology, 22, 269–298.
  • Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current directions in psychological science, 11(5), 181-185.
  • Baydar, S. C. & Bulut, S. (2002). Öğretmenlerin Matematiğin Doğası ve Öğretimi ile ilgili İnançlarının Matematik Eğitimindeki Önemi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 62-66.
  • Baloğlu, M. (2001). Matematik korkusunu yenmek. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 1(1), 59-76.
  • Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences of the United States of America, 107, 1860-1863.
  • Berebitsky, R. D. (1985). An Annotated Bibliography of the Literature Dealing With Mathematics Anxiety. ERIC Document Reproduction Service No. ED 257 684.
  • Brown, M., Brown, P., & Bibby, T. (2008). “I would rather die”: Reasons given by 16-year-olds for not continuing their studies of mathematics. Research in Mathematics Education, 10(1), 3-18.
  • Buhlman, B. J. & Young, D. M. (1982). On the Transmission of Mathematics Anxiety. Arithmetic Teacher, 55–56.
  • Büyüköztürk, Ş. (2006). Sosyal Bilimler için Veri Analizi El Kitabı (6. Baskı). Ankara: PegemA Yayıncılık.
  • Byrd, P. (1982). A Descriptive Study of Mathematics Anxiety: Its Nature and Antecedents. Yayınlanmamış Doktora Tezi, Indiana University.
  • Catlioglu, H., Birgin, O., Costu, S., & Gurbuz, R. (2009). The level of mathematics anxiety among pre-service elementary school teachers. Procedia Social and Behavioral Sciences,1, 1578–1581.
  • Chaffee, D. D. (1986). An Annotated Bibliography of Material Dealing With Mathematics Anxiety. ERIC Document Reproduction Service No. ED 277 596.
  • Cockroft, W. H. (1982). Mathematics Counts. London: HMSO.
  • Crypton, D. (1981). Mathophobia: A disastrous hang-up. Science Digest, July, 121–123.
  • Deieso, D., & Fraser, B. J. (2018). Learning environment, attitudes and anxiety across the transition from primary to secondary school mathematics. Learning Environments Research, 1-20.
  • Dowker, A. (2005). Individual differences in arithmetic: Implications for psychology, neuroscience and education. Psychology Press.
  • Feldlaufer, H., Midgley, C., & Eccles, J. S. (1988). Student, teacher, and observer perceptions of the classroom environment before and after the transition to junior high school. The Journal of Early Adolescence, 8, 133–156.
  • Fennema, E., & Sherman, J. A. (1976). Fennema-sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324-326.
  • Ferguson, P. D., & Fraser, B. J. (1999). Changes in learning environment during the transition from primary to secondary school. Learning Environments Research, 1, 369–383.
  • Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17(1), 99-115.
  • Fitzgerald, S. M. (1997). The Relationship Between Anxiety and Statistics Achievement: A Meta– Analysis. Yayınlanmamış Doktora Tezi, University of Toledo. Galla, B. M., & Wood, J. J. (2012). Emotional self-efficacy moderates anxiety-related impairments in math performance in elementary school-age youth. Personality and Individual Differences, 52(2), 118-122.
  • Gierl, M. J., & Bisanz, J. (1995). Anxieties and attitudes related to mathematics in grades 3 and 6. The Journal of experimental education, 63(2), 139-158. Gough, M. F. (1954). Mathemaphobia: Causes and treatments. Clearing House, 28, 290–294.
  • Hackett, G. (1985). Role of Mathematics Self–Efficacy in the Choice of Math Related Majors of College Women and Men: A Path Analysis. Journal of Counseling Psychology. 32, 47–56.
  • Hannula, M. (2005). Affect in mathematical thinking and learning. The Future of Mathematics Education and Mathematics Learning. BIFEB Strobl.Austria, August. Harari, R. R., Vukovic, R. K., & Bailey, S. P. (2013). Mathematics anxiety in young children: an exploratory study. The Journal of experimental education, 81(4), 538-555.
  • Harris, A. & Harris, J. (1987). Reducing Mathematics Anxiety With Computer Assisted Instruction. Mathematics and Computer Education, 21(1). 16–24.
  • Hunt, G. E. (1985). Math anxiety–Where Do We Go From Here? Focus on Learning Problems in Mathematics, 7(2), 29–40.
  • Keçeci, T. (2011). Matematik kaygısı ve korkusu ile mücadele yolları. II. International Con- ference on New Trends in Educational on Their Imlications sunulan bildiri. Antalya.
  • Kelly, W. P. & Tomhave, W. K. (1985). A Study of Math Anxiety/Math Avoidance on Pre–Service Elementary Teachers. Arithmetic Teacher, 51–53.
  • Krinzinger, H., Kaufmann, L., & Willmes, K. (2009). Math anxiety and math ability in early primary school years. Journal of psychoeducational assessment, 27(3), 206-225.
  • Lazarus, M. (1974). Mathophobia: Some personal speculations. National Elementary Principal, 53(2), 16-22.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods (2nd ed.). Thousand Oaks, CA: Sage.
  • Newstead, K. (1998). Aspects of children’s mathematics anxiety. Educational Studies in Mathematics, 36, 53-71.
  • Noyes, A. (2006). School transfer and the diffraction of learning trajectories. Research Papers in Education, 21(1), 43–62.
  • Özdemir, E. & Gür, H. (2011). Matematik Kaygısı-Endişesi Ölçeğinin (MKEÖ) Geçerlik ve Güvenirlik Çalışması. Eğitim ve Bilim, 36 (161), 39-50.
  • Ozdemir, E., & Seker, B. S. (2017). Prospective Primary Teachers’ Mathematics Anxiety-Apprehension and Its Causes. International Education Studies, 10(11), 1.
  • Punaro, L., & Reeve, R. (2012). Relationships between 9-year-olds' math and literacy worries and academic abilities. Child Development Research, 2012,1-11.
  • Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14(2), 187-202.
  • Rice, J. K. (2001). Explaining the negative impact of the transition from middle to high school on student performance in mathematics and science. Educational Administration Quarterly, 37(3), 372–400.
  • Shodahl, S. A. & Diers, C. (1984). Math Anxiety in College Students: Sources and Solutions. Community College Review, 12(2), 32–36.
  • Skemp, R. (1971). The Psychology of Mathematics. Baltimore, Penguin Books.
  • Skiba, A. E. (1990). Reviewing an Old Subject: Math Anxiety. Mathematics teacher, 83(3), 188-89.
  • Smith, A. (2004). Making mathematics count: The report of Professor Adrian Smith's inquiry into post-14 mathematics education. (Report No. 4873). London: Department for Education and Skills. Retrieved from http://dera.ioe.ac.uk/4873/1/MathsInquiryFinalReport.pdf
  • Swings, S., & Peterson, P. (1988). Elaborative and Integrative Thought Processes in Mathematics Learning. Journal of Educational Psychology, 80(1), 54-66.
  • Thomas, G., & Dowker, A. (2000). Mathematics anxiety and related factors in young children. In British Psychological Society Developmental Section Conference.
  • Tobias, S. (1998). Anxiety and mathematics. Harvard Education Review, 50, 63-70.
  • Türnüklü, E. B. & Yeşildere, S. Problem, Problem Çözme ve Eleştirel Düşünme. Gazi Eğitim Fakültesi Dergisi. 25(3). 107-123.
  • Vukovic, R. K., Kieffer, M. J., Bailey, S. P., & Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance. Contemporary educational psychology, 38(1), 1-10.
  • Yıldırım, A. & Şimşek, H. (2008) Sosyal Bilimlerde Nitel Araştırma Yöntemleri, Ankara: Seçkin Yayınevi.
  • Young, C. B., Wu, S. S., & Menon, V. (2012). The neurodevelopmental basis of math anxiety. Psychological Science, 23(5), 492-501.
  • Williams, W. V. (1988). Answers to Questions About Math Anxiety. School Science and Mathematics. 88 (2), 95–103.
  • Witt, M. (2012). The impact of mathematics anxiety on primary school children's working memory. Europe's Journal of Psychology, 8(2), 263.
  • Wu, S., Amin, H., Barth, M., Malcarne, V., & Menon, V. (2012). Math anxiety in second and third graders and its relation to mathematics achievement. Frontiers in psychology, 3, 162.
  • Zakaria, E. & Nordin, N. M. (2008). The Effects of Mathematics Anxiety on Matriculation Students as Related to Motivation and Achievement. Eurasia Journal of Mathematics, Science & Technology Education. 4(1), 27-30.
Year 2019, Volume: 32 Issue: 1, 167 - 191, 08.06.2019
https://doi.org/10.19171/uefad.533226

Abstract

References

  • Alkan, V. (2010). Matematikten nefret ediyorum! Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 28(11), 189-199.
  • Altun, M. (2005). İlköğretim İkinci Kademede (6,7 ve 8.sınıflarda) Matematik Öğretimi(4. baskı). Bursa: Aktüel Yayınevi.
  • Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across transition to middle-level schools. Contemporary Educational Psychology, 22, 269–298.
  • Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current directions in psychological science, 11(5), 181-185.
  • Baydar, S. C. & Bulut, S. (2002). Öğretmenlerin Matematiğin Doğası ve Öğretimi ile ilgili İnançlarının Matematik Eğitimindeki Önemi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 62-66.
  • Baloğlu, M. (2001). Matematik korkusunu yenmek. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 1(1), 59-76.
  • Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences of the United States of America, 107, 1860-1863.
  • Berebitsky, R. D. (1985). An Annotated Bibliography of the Literature Dealing With Mathematics Anxiety. ERIC Document Reproduction Service No. ED 257 684.
  • Brown, M., Brown, P., & Bibby, T. (2008). “I would rather die”: Reasons given by 16-year-olds for not continuing their studies of mathematics. Research in Mathematics Education, 10(1), 3-18.
  • Buhlman, B. J. & Young, D. M. (1982). On the Transmission of Mathematics Anxiety. Arithmetic Teacher, 55–56.
  • Büyüköztürk, Ş. (2006). Sosyal Bilimler için Veri Analizi El Kitabı (6. Baskı). Ankara: PegemA Yayıncılık.
  • Byrd, P. (1982). A Descriptive Study of Mathematics Anxiety: Its Nature and Antecedents. Yayınlanmamış Doktora Tezi, Indiana University.
  • Catlioglu, H., Birgin, O., Costu, S., & Gurbuz, R. (2009). The level of mathematics anxiety among pre-service elementary school teachers. Procedia Social and Behavioral Sciences,1, 1578–1581.
  • Chaffee, D. D. (1986). An Annotated Bibliography of Material Dealing With Mathematics Anxiety. ERIC Document Reproduction Service No. ED 277 596.
  • Cockroft, W. H. (1982). Mathematics Counts. London: HMSO.
  • Crypton, D. (1981). Mathophobia: A disastrous hang-up. Science Digest, July, 121–123.
  • Deieso, D., & Fraser, B. J. (2018). Learning environment, attitudes and anxiety across the transition from primary to secondary school mathematics. Learning Environments Research, 1-20.
  • Dowker, A. (2005). Individual differences in arithmetic: Implications for psychology, neuroscience and education. Psychology Press.
  • Feldlaufer, H., Midgley, C., & Eccles, J. S. (1988). Student, teacher, and observer perceptions of the classroom environment before and after the transition to junior high school. The Journal of Early Adolescence, 8, 133–156.
  • Fennema, E., & Sherman, J. A. (1976). Fennema-sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324-326.
  • Ferguson, P. D., & Fraser, B. J. (1999). Changes in learning environment during the transition from primary to secondary school. Learning Environments Research, 1, 369–383.
  • Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17(1), 99-115.
  • Fitzgerald, S. M. (1997). The Relationship Between Anxiety and Statistics Achievement: A Meta– Analysis. Yayınlanmamış Doktora Tezi, University of Toledo. Galla, B. M., & Wood, J. J. (2012). Emotional self-efficacy moderates anxiety-related impairments in math performance in elementary school-age youth. Personality and Individual Differences, 52(2), 118-122.
  • Gierl, M. J., & Bisanz, J. (1995). Anxieties and attitudes related to mathematics in grades 3 and 6. The Journal of experimental education, 63(2), 139-158. Gough, M. F. (1954). Mathemaphobia: Causes and treatments. Clearing House, 28, 290–294.
  • Hackett, G. (1985). Role of Mathematics Self–Efficacy in the Choice of Math Related Majors of College Women and Men: A Path Analysis. Journal of Counseling Psychology. 32, 47–56.
  • Hannula, M. (2005). Affect in mathematical thinking and learning. The Future of Mathematics Education and Mathematics Learning. BIFEB Strobl.Austria, August. Harari, R. R., Vukovic, R. K., & Bailey, S. P. (2013). Mathematics anxiety in young children: an exploratory study. The Journal of experimental education, 81(4), 538-555.
  • Harris, A. & Harris, J. (1987). Reducing Mathematics Anxiety With Computer Assisted Instruction. Mathematics and Computer Education, 21(1). 16–24.
  • Hunt, G. E. (1985). Math anxiety–Where Do We Go From Here? Focus on Learning Problems in Mathematics, 7(2), 29–40.
  • Keçeci, T. (2011). Matematik kaygısı ve korkusu ile mücadele yolları. II. International Con- ference on New Trends in Educational on Their Imlications sunulan bildiri. Antalya.
  • Kelly, W. P. & Tomhave, W. K. (1985). A Study of Math Anxiety/Math Avoidance on Pre–Service Elementary Teachers. Arithmetic Teacher, 51–53.
  • Krinzinger, H., Kaufmann, L., & Willmes, K. (2009). Math anxiety and math ability in early primary school years. Journal of psychoeducational assessment, 27(3), 206-225.
  • Lazarus, M. (1974). Mathophobia: Some personal speculations. National Elementary Principal, 53(2), 16-22.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods (2nd ed.). Thousand Oaks, CA: Sage.
  • Newstead, K. (1998). Aspects of children’s mathematics anxiety. Educational Studies in Mathematics, 36, 53-71.
  • Noyes, A. (2006). School transfer and the diffraction of learning trajectories. Research Papers in Education, 21(1), 43–62.
  • Özdemir, E. & Gür, H. (2011). Matematik Kaygısı-Endişesi Ölçeğinin (MKEÖ) Geçerlik ve Güvenirlik Çalışması. Eğitim ve Bilim, 36 (161), 39-50.
  • Ozdemir, E., & Seker, B. S. (2017). Prospective Primary Teachers’ Mathematics Anxiety-Apprehension and Its Causes. International Education Studies, 10(11), 1.
  • Punaro, L., & Reeve, R. (2012). Relationships between 9-year-olds' math and literacy worries and academic abilities. Child Development Research, 2012,1-11.
  • Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14(2), 187-202.
  • Rice, J. K. (2001). Explaining the negative impact of the transition from middle to high school on student performance in mathematics and science. Educational Administration Quarterly, 37(3), 372–400.
  • Shodahl, S. A. & Diers, C. (1984). Math Anxiety in College Students: Sources and Solutions. Community College Review, 12(2), 32–36.
  • Skemp, R. (1971). The Psychology of Mathematics. Baltimore, Penguin Books.
  • Skiba, A. E. (1990). Reviewing an Old Subject: Math Anxiety. Mathematics teacher, 83(3), 188-89.
  • Smith, A. (2004). Making mathematics count: The report of Professor Adrian Smith's inquiry into post-14 mathematics education. (Report No. 4873). London: Department for Education and Skills. Retrieved from http://dera.ioe.ac.uk/4873/1/MathsInquiryFinalReport.pdf
  • Swings, S., & Peterson, P. (1988). Elaborative and Integrative Thought Processes in Mathematics Learning. Journal of Educational Psychology, 80(1), 54-66.
  • Thomas, G., & Dowker, A. (2000). Mathematics anxiety and related factors in young children. In British Psychological Society Developmental Section Conference.
  • Tobias, S. (1998). Anxiety and mathematics. Harvard Education Review, 50, 63-70.
  • Türnüklü, E. B. & Yeşildere, S. Problem, Problem Çözme ve Eleştirel Düşünme. Gazi Eğitim Fakültesi Dergisi. 25(3). 107-123.
  • Vukovic, R. K., Kieffer, M. J., Bailey, S. P., & Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance. Contemporary educational psychology, 38(1), 1-10.
  • Yıldırım, A. & Şimşek, H. (2008) Sosyal Bilimlerde Nitel Araştırma Yöntemleri, Ankara: Seçkin Yayınevi.
  • Young, C. B., Wu, S. S., & Menon, V. (2012). The neurodevelopmental basis of math anxiety. Psychological Science, 23(5), 492-501.
  • Williams, W. V. (1988). Answers to Questions About Math Anxiety. School Science and Mathematics. 88 (2), 95–103.
  • Witt, M. (2012). The impact of mathematics anxiety on primary school children's working memory. Europe's Journal of Psychology, 8(2), 263.
  • Wu, S., Amin, H., Barth, M., Malcarne, V., & Menon, V. (2012). Math anxiety in second and third graders and its relation to mathematics achievement. Frontiers in psychology, 3, 162.
  • Zakaria, E. & Nordin, N. M. (2008). The Effects of Mathematics Anxiety on Matriculation Students as Related to Motivation and Achievement. Eurasia Journal of Mathematics, Science & Technology Education. 4(1), 27-30.
There are 55 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Emine Özdemir

Burcu Sezginsoy Şeker

Publication Date June 8, 2019
Submission Date June 1, 2018
Published in Issue Year 2019 Volume: 32 Issue: 1

Cite

APA Özdemir, E., & Sezginsoy Şeker, B. (2019). İlkokul Öğrencilerinin Matematik Kaygılarının İncelenmesi Ve Metaforik Algılarının Sınıf Öğretmenleri İle Karşılaştırılması. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 32(1), 167-191. https://doi.org/10.19171/uefad.533226