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Journals / Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi / 2024 / Cilt: 21 Sayı: 3

Gerçekçi Matematik Eğitiminin İlkokul Öğrencilerinin Matematik Kaygılarına ve Matematik Öz-Yeterlik Algılarına Etkisinin İncelenmesi

Hilal Uğraş(FIRAT ÜNİVERSİTESİ)0000-0002-9409-7709
Pages
1179–1198
Publication Date
2024-12-31
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Araştırma sonuçları, gerçekçi matematik etkinliklerinin öğrencilerin matematiksel becerilerini geliştirme ve matematiğe yönelik olumsuz tutumlarını değiştirme potansiyeline sahip olduğunu göstermektedir.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Araştırma, gerçekçi matematik eğitiminin ilkokul öğrencilerinin matematik kaygısı ve matematik öz-yeterlik düzeylerine etkilerini incelemeyi amaçlamaktadır.
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Key Findings & Data:Çalışma grubunu 18 ilkokul öğrencisi oluşturmuştur.
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Conclusion & Impact:Araştırma sonuçları, gerçekçi matematik etkinliklerinin öğrencilerin matematiksel becerilerini geliştirme ve matematiğe yönelik olumsuz tutumlarını değiştirme potansiyeline sahip olduğunu göstermektedir.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Gerçekçi matematik eğitimi · ilkokul · matematik kaygı

Özet

Araştırma, gerçekçi matematik eğitiminin ilkokul öğrencilerinin matematik kaygısı ve matematik öz-yeterlik düzeylerine etkilerini incelemeyi amaçlamaktadır. Çalışma grubunu 18 ilkokul öğrencisi oluşturmuştur. Karma yöntem ile yürütülen araştırma, 6 hafta sürmüştür ve ön test-son test deneysel yöntemiyle tek gruplu model kullanılmıştır. Öğrencilere, gelişimsel seviyelerine, imkânlara ve ilkokul matematik kazanımlarına uygun olarak hazırlanmış gerçekçi matematik eğitimi etkinlikleri uygulanmıştır. Nicel veriler, “3. ve 4. Sınıf Çocukları için Matematik Kaygı Ölçeği” ve “Matematiğe Yönelik Öz Yeterlilik Algısı Ölçeği” ile toplanmış, nitel veriler ise yarı yapılandırılmış görüşme formu ile elde edilmiştir. Nicel verilerin analizinde paired sample t-testi kullanılmıştır. Nitel veriler, MAXQDA programında içerik analizi ile betimlenerek değerlendirilmiştir. Araştırma bulgularına göre, gerçekçi matematik eğitiminin öğrencilerin matematik kaygıları ve özyeterlik algıları üzerinde anlamlı bir farklılık yarattığı belirlenmiştir. Ayrıca, bu etkinliklerin öğrencilerin matematik kaygı düzeylerini düşürdüğü ve özyeterlik algılarını olumlu yönde etkilediği tespit edilmiştir. Araştırma sonuçları, gerçekçi matematik etkinliklerinin öğrencilerin matematiksel becerilerini geliştirme ve matematiğe yönelik olumsuz tutumlarını değiştirme potansiyeline sahip olduğunu göstermektedir.

🔖

Cite This Article

Uğraş, H. (2024). Gerçekçi Matematik Eğitiminin İlkokul Öğrencilerinin Matematik Kaygılarına ve Matematik Öz-Yeterlik Algılarına Etkisinin İncelenmesi. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, Cilt: 21 Sayı: 3, 1179–1198. https://doi.org/10.33437/ksusbd.1530845

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