Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

A. L. Kroeber and Clyde Kluckhohn, "culture: A critical review of concepts and definitions"

This study investigated (a) mathematics achievement (Test of Academic Progress) of 589 female and 644 male, predominantly white, 9th-12th grade students enrolled in mathematics courses from four schools, controlling for mathematics background and general ability (Quick Word Test); (b) relationships to mathematics achievement, and to sex-related differences in mathematics achievement, of spatial visualization (Differential Aptitude Test), eight attitudes measured by the Fennema-Sherman Mathematics Attitudes Scales, a measure of Mathematics Activities outside of school, and number of Mathematics Related Courses and Space Related Courses taken. Complex results were obtained. Few sex-related cognitive differences but many attitudinal differences were found. Analyses of variance, covariance, correlation, and principal components analysis techniques were used. The results showed important relationships between socio-cultural factors and sex-related cognitive differences.

Sex-related defferences in mathematics achievement, spatial visualization, and affective factors

Prerequisite algebra skills and associated misconceptions of middle grade students: A review

In this study, Turkish primary students’ (sixth to eighth grade) motivation toward science learning was investigated and factors affecting this determined. The sample for the study consisted of 376 students from 5 different primary schools in Izmir. The data were collected through a Students’ Motivation toward Science Learning (SMTSL) questionnaire which was developed by Tuan, Chin & Shieh (2005) and adapted for use in Turkey by Yilmaz & Cavas (2007). It was found that it was a valid and reliable tool for the Turkish students, having 6 sub-scales which were selfefficacy, science learning value, active learning strategies, performance goal, achievement goal, and learning environment stimulation. Also collected was data on students’ science attitudes and achievement scores. Results showed that Turkish primary students’ science motivation differed significantly in terms of their gender and grade level. Student’s motivational level was found to have a considerable impact on their science attitudes and achievement in science.

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Factors affecting the motivation of Turkish primary students for science learning

It is difficult to explain student failure in mathematics with a single factor. There may be many factors that affect students\' success in mathematics. These factors continuously interact with each other. In this study, the factors affecting students\' success are determined from the literature and they are grouped in ten points. Then these ten points were applied to 38 teachers from 8 primary schools in the city center of Sivas. Results of the study indicate that teachers are aware of the fact that students\' success is affected by many factors. It is also found that, according to teachers, students\' effective listening to the lesson is the most important factor affecting students\' success and the least important one is their gender.

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Öğrencilerin Matematikte Başarısını Etkileyen Faktörler: Matematik Öğretmenlerinin Görüşleri Bakımından

Motivasyon, egitimde temel bir faktordur. Motivasyon, ogrencilerin ozellikle fen ve matematik gibi anlamakta zorlandiklari derslerde ihmal edilmemesi gereken bir boyuttur. Bu nedenle, bu calismanin amaci, ilkogretim ogrencilerinin fen ogrenmeye yonelik motivasyon duzeylerini belirlemek amaciyla Likert-tipi bir olcme araci gelistirmektir. Bunun icin, literatur taramasindan hareketle bir on-test olusturulmus ve uzmanlarin degerlendirilmesine sunulmustur. Uzmanlarin onerileri dogrultusunda yapilan degisikliklerden sonra, olcegin guncellenmesi icin 183 ilkogretim II. kademe ogrencisi ile bir pilot calisma yapilmistir. Olcek, uzerinde yapilan degisikliklerden sonra 421 ilkogretim II. kademe ogrencisine uygulanmistir. Bu sekilde, 23 maddeden olusan bir olcek gelistirilmistir. Olcegin gecerligini belirlemek uzere acimlayici faktor analizi yapilmistir. Faktor analizi sonuclari, olcegin toplam varyansin % 47’sini aciklayan bes faktore sahip oldugunu gostermistir. Ayrica olcegin guvenirlik katsayisi (Cronbach Alfa) da 0,80 olarak bulunmustur.

/pdf/fen-ogrenmeye-yonelik-motivasyon-olcegi-gecerlik-ve-3mnumm7r68.pdf

Fen Öğrenmeye Yönelik Motivasyon Ölçeği: Geçerlik ve Güvenirlik Çalışması

The purpose of this study was to develop a questionnaire that could measure preservice mathematics teachers' mathematics educational values. Development and validation of the questionnaire involved a sequential inquiry in which design principles were established from the existing literature and a pool of items was constructed then submitted to experts for consideration of the construct validity. Alterations to the items based on their suggestions were made to produce a trial version of the questionnaire. A pilot study involving preservice mathematics teachers explored the validity and usefulness of the questionnaire. The pilot results were used to revise the questionnaire that was administered to a sample of preservice mathematics teachers attending Cumhuriyet University, Sivas, Turkey. Further explorations of the construct and structural validity, item contributions, and reliability were achieved by using a factor analysis and two different item analysis methods. Results revealed that the questionnaire included four factors, satisfactory item contributions, and acceptable internal consistency. One result obtained in this study suggested that some mathematics education values based on Western culture (e.g., accessibility–special) have not been accepted by Turkish preservice mathematics teachers.

Mathematics education values questionnaire for turkish preservice mathematics teachers: design, validation, and results

Mathematics is usually seen as a field in which there is value-free. Such a situation causes only a few studies about values teaching to be done in mathematics education. But, mathematics is a field that has various values in it, and that must be considered seriously from this perspective. Values are taught implicitly rather than explicitly in mathematics classes when comparing to others. Function concept also take place among the most essential concepts of mathematics. It concept has affected the whole maths cirruculum. Therefore, being unable to comprehend this concept will make mathematical concepts understanding harder. Knowledge defiencies of teachers and undergrade students this concept understanding much harder. So, in this article, it has been tried that the mathematics students' mathematics educational values towards function concept have been determined. The subject of this work consist of undergrade students who have studied at Cumhuriyet University in Sivas and also Cumhuriyet University's Mathematics Educational Department in Sivas. Data were collected from 10 open-ended and 11 items reasons of question choose. As a result of this research, it was realized that the students from all grades preferred, in terms of learning the function concept, those questions that hold the formalistic view values, relavance values, instrumental understanding/learning values, accessibility values, and reasoning values.

/pdf/mathematics-educational-values-of-college-students-towards-4qjpemw5t9.pdf

Mathematics Educational Values of College Students' Towards Function Concept

Oz-yeterlik inanci kavrami, matematik ogretiminin duyussal alaninin onemli faktorlerinden birisidir. Oz-yeterlik inanci, davranislari etkiledigi icin insan davranislarinin gelisiminde de cok etkili bir role sahiptir. Bu baglamda bu calismada, matematik ogretmenlerinin ogretimlerine yonelik oz-yeterlik inanclari belirlenmeye calisilmistir. Bunun icin, Riggs ve Enoch (1990) tarafindan gelistirilen “Fen Ogretimi Yeterlik Inanci Olcegi” ne dayali olarak arastirmaci tarafindan Likert-tipindeki “Matematik Ogretimine Yonelik Oz-Yeterlik Olcegi” gelistirilmistir. Olcekte, yapi gecerligi saglanmistir. Olcegin gecerligini belirlemek uzere acimlayici faktor analizi yapilmistir. Faktor analizi sonuclari, olcegin uc faktore sahip oldugunu gostermistir. Olcegin guvenirligi icin Cronbach Alpha Katsayisi ise 0,799 olarak hesaplanmistir. Olcek, 2004 -2005 egitim-ogretim yili basinda, Sivas il merkezinde bulunan 15 ilkogretim okulunda gorev yapan 30 ve 12 lisede gorev yapan 30 matematik ogretmeni olmak uzere toplam 60 matematik ogretmenine uygulanmistir. Verilerin analizi sonucunda, hem ilkogretim II. kademede hem de lisede gorev yapan matematik ogretmenlerinin, etkili matematik ogretimi yaptiklarina ve ogretim yeterligine sahip olduklarina yonelik inanclarinin, ogrencileri matematige yonelik motive etmek ve onlara yardimci olmak noktasindaki inanclarina gore daha yuksek duzeyde oldugu tespit edilmistir. Ayrica, ilkogretim ve lisede gorev yapma durumunun olcegin tamami ve faktorleri bakimindan anlamli bir farklilik gostermedigi de belirlenmistir.

/pdf/matematik-ogretmenlerinin-ogretimlerine-yonelik-oz-yeterlik-ybu4vbcw5g.pdf

Yüksel Dede

Papers

Öğrencilerin Matematikte Başarısını Etkileyen Faktörler: Matematik Öğretmenlerinin Görüşleri Bakımından

Fen Öğrenmeye Yönelik Motivasyon Ölçeği: Geçerlik ve Güvenirlik Çalışması

Mathematics education values questionnaire for turkish preservice mathematics teachers: design, validation, and results

Mathematics Educational Values of College Students' Towards Function Concept

Matemati̇k öğretmenleri̇ni̇n öğreti̇mleri̇ne yöneli̇k öz-yeterli̇k i̇nançlari