Beşinci Sınıf Öğrencilerinin Matematik Hakkındaki İnanışları

Nermin Kıbrıslıoğlu Uysal, Çiğdem Haser

Öz


Araştırmanın amacı, beşinci sınıf öğrencilerinin matematik hakkındaki inanışlarının ve bu inanışların cinsiyete göre değişip değişmediğinin belirlenmesidir. Bu amaçla bir ön çalışmada yazarlar tarafından geliştirilen ölçek Sivas ilinde 14 farklı okulda öğrenim gören 750 beşinci sınıf öğrencisine uygulanmıştır. Ölçek matematik ve matematik öğrenmeye yönelik inanışlar, öz-yeterlik inanışları ve öğretmen rolüne yönelik görüşler olmak üzere üç alt boyuttan oluşmaktadır. Yapılan uygulamaların sonucunda, öğrencilerin matematik ve matematik öğrenme ve öz-yeterlik alt boyutlarında yararlı inanışlara sahip olduğu bulunmuştur. Diğer yandan, öğrenciler matematik öğretmenlerinin sınıf içi pratiklerini otoriter olarak değerlendirmişlerdir. Cinsiyet farklılıkları incelendiğinde öğrencilerin öz-yeterlik inanışları ve öğretmen rolüne yönelik görüşleri cinsiyetler arasında anlamlı farklılık göstermezken, kızlar matematik ve matematik öğrenmeye yönelik inanışlar alt boyutunda erkeklerden anlamlı olarak daha yüksek puan almıştır.

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