As a result of the study, where qualitative and quantitative data collection tools were used, it was concluded that there were positive developments in students' perceptions and self-efficacies, but their attitudes did not change by the end of the training process.
📌 3 Key Takeaways
🎯
Objective & Hypothesis:The aim of this study is to determine the effect of activity-enriched geometry teaching methods on elementary school students' perceptions, attitudes and self-efficacy towards geometry.
📊
Key Findings & Data:Within the scope of the study, a training process was carried out with 22 students who had completed sixth grade and started seventh grade.
💡
Conclusion & Impact:As a result of the study, where qualitative and quantitative data collection tools were used, it was concluded that there were positive developments in students' perceptions and self-efficacies, but their attitudes did not change by the end of the training process.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters
Abstract
The aim of this study is to determine the effect of activity-enriched geometry teaching methods on elementary school students' perceptions, attitudes and self-efficacy towards geometry. In this context, the mixed method was determined to be the research design. Within the scope of the study, a training process was carried out with 22 students who had completed sixth grade and started seventh grade. As a result of the study, where qualitative and quantitative data collection tools were used, it was concluded that there were positive developments in students' perceptions and self-efficacies, but their attitudes did not change by the end of the training process.
🔖
Cite This Article
ZEYBEK, N., AYDIN, Ş., GÜMÜŞ, F. Ö. (2022). TEACHING GEOMETRY WITH DIFFERENT ACTIVITIES TO INVESTIGATETHE STUDENTS' PERCEPTIONS, ATTITUDES AND SELF-EFFICACIES. IOJET, Cilt: 8 - Sayı: 2, 1083–1105. https://ajindex.com/articles/21779
Aiken, L. R. (1972). Research on attitudes toward mathematics. The Arithmetic Teacher, 19(3), 229-234.
Akcaoglu, M., & Koehler, M. J. (2014). Cognitive outcomes from the Game-Design and Learning (GDL) after-school program. Computers & Education, 75, 72-81.
Akinsola, M. K., & Olowojaiye, F. B. (2008). Teacher instructional methods and student attitudes towards mathematics. International Electronic Journal of Mathematics Education, 3(1), 60-73.
Anıkaydın, Ö. (2017). Students oriented geometry self- efficacy beliefs, attitudes and geometry investigation of relationship between levels of geometric thinking (Master’s thesis). Adnan Menderes University, Aydın, Turkey. Arslan, O., & Isiksal-Bostan, M. (2016). Turkish prospective middle school mathematics teachers' beliefs and perceived self-efficacy beliefs regarding the use of origami in mathematics education. Eurasia Journal of Mathematics, Science & Technology Education, 12(6), 1533-1548.
Beghetto, R. A., & Baxter, J. A. (2012). Exploring student beliefs and understanding in elementary science and mathematics. Journal of Research in Science Teaching, 49(7), 942-960.
Bal, A. P. (2011). Geometry thinking levels and attitudes of elementary teacher candidates. Inonu University Journal of the Faculty of Education, 12(3), 97-115.
Bandura, A. (1995). Self-efficacy in changing societies. Cambridge: Cambridge University Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Barab, S. A., Scott, B., Siyahhan, S., Goldstone, R., Ingram-Goble, A., Zuiker, S. J., & Warren, S. (2009). Transformational play as a curricular scaffold: Using videogames to support science education. Journal of Science Education and Technology, 18(4), 305. Battista, M. T., Wheatley, G. H., & Talsma, G. (1982). The importance of spatial visualization and cognitive development for geometry learning in preservice elementary teachers. Journal for Research in Mathematics Education, 13(5), 332-340.
Ben-Chaim, D., Lappan, G., & Houang, R. T. (1985). Visualizing rectangular solids made of small cubes: Analyzing and effecting students' performance. Educational Studies in Mathematics, 16(4), 389-409.
Bergeson, T., Fitton, R., & Bylsma, P. (2000). Teaching and learning mathematics using research to shift from the “yesterday” mind to the “tomorrow” mind. Washington State: State Superintendent of Public Instruction. Biggs, J. B. (1987). Student approaches to learning and studying. Melbourne: Australian Council for Educational Re