SavedAdd your journal

Journals / Gaziantep Üniversitesi Sosyal Bilimler Dergisi / 2013 / Cilt: 12 - Sayı: 1

Investigation of Teacher Candidates’ Attitude toward Mathematics

Öğretmen Adaylarının Matematiğe Karşı Tutumlarının İncelenmesi

Betül KÜÇÜK
Sakıp KAHRAMAN
Tevfik İŞLEYEN
Pages
178–195
Publication Date
2013-06-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

The research results were discussed in terms of importance of attitude towards lecture

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this article is to investigate teacher candidates’ attitude towards mathematics in terms of some variables.
📊
Key Findings & Data:The sample of the study consisted of 241 teacher candidates enrolled in Kazım Karabekir Education Faculty (The Secondary Mathematics Education Program= 93; The Primary Mathematics Education Program= 148) at Ataturk University.
💡
Conclusion & Impact:The research results were discussed in terms of importance of attitude towards lecture
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Matematik eğitimi · tutum · öğretmen adayı

Abstract

The purpose of this article is to investigate teacher candidates’ attitude towards mathematics in terms of some variables. The sample of the study consisted of 241 teacher candidates enrolled in Kazım Karabekir Education Faculty (The Secondary Mathematics Education Program= 93; The Primary Mathematics Education Program= 148) at Ataturk University. The scale of attitude towards mathematics from the literature was used as data collection tool. The data obtained was statistically analyzed through analyses of variance (ANOVA). The findings showed that there is statistically significant difference between teacher candidates’ attitude scores in terms of program attended. At the same time, the results of analysis indicated that there is a significant interaction between gender and grade level. The research results were discussed in terms of importance of attitude towards lecture

Özet

Bu çalışmada öğretmen adaylarının matematiğe karşı tutumlarının bazı değişkenler açısından incelenmesi amaçlanmıştır. Bu amaçla, araştırmanın örneklemi Atatürk Üniversitesi, Kazım Karabekir Eğitim Fakültesi, Ortaöğretim Matematik Öğretmenliği (N=93) ve İlköğretim Matematik Öğretmenliği (N=148) bölümlerinde öğrenim gören toplam 241 öğretmen adayı olarak belirlenmiştir. Araştırmada veri toplama aracı olarak literatürden elde edilen “Matematiğe Karşı Tutum Ölçeği” kullanılmıştır. Elde edilen veriler istatistiksel olarak (ANOVA) analiz edilmiştir. Bulgular, öğretmen adaylarının öğrenim gördükleri bölümler açısından matematiğe karşı tutumlarında anlamlı düzeyde bir farklılık olduğunu ortaya koymaktadır. Aynı zamanda, analiz sonuçları cinsiyet ve sınıf düzeyi arasında önemli düzeyde bir etkileşimin olduğunu göstermektedir. Çalışmanın sonuçları derse karşı olan tutumun önemi açısından tartışılmıştır

🔖

Cite This Article

KÜÇÜK, B., KAHRAMAN, S., İŞLEYEN, T. (2013). Investigation of Teacher Candidates’ Attitude toward Mathematics. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, Cilt: 12 - Sayı: 1, 178–195. https://ajindex.com/articles/70403

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (15)

  1. Aiken, L.R. (1970). Attitudes towards mathematics. Review of Educational Research, 40(4), 551-596.
  2. Aiken, L.R., & Dreger, R.M. (1961). The effect of attitudes on performance in mathematics. Journal of Educational Psychology, 52, 19-24.
  3. An, S.A., Kulm, G.O., & Ma, T. (2008). The effects of a music composition activity on Chinese students’ attitudes and beliefs towards mathematics: An exploratory study. Journal of Mathematics Education, 1(1), 91-108.
  4. An, S.A., Ma, T., & Capraro, M.M. (2011). Preservice teachers’ beliefs and attitude about teaching and learning mathematics through music: an intervention study. School Science and Mathematics, 111(5), 236-248.
  5. Aşkar, P. (1986). Matematik dersine yönelik tutumu ölçen likert tipi bir ölçeğin geliştirilmesi. Eğitim ve Bilim, 11(62), 31-36.
  6. Battista, M.T. (1986). The relationship of mathematics anxiety and mathematical knowledge to the learning of mathematical pedagogy by pre-service elementary teachers. School Science and Mathematics, 86(1), 10-19.
  7. Baykul, Y. (1990). Matematikle ilgili düşünceler anketi. Ankara:
  8. ÖSYM Yayınları.
  9. Behr, A.N. (1973). Achievement, aptitude and attitude in mathematics. Two-Year College Mathematics Journal, 4, 72-74.
  10. Callahan, W.J. (1971). Adolescent attitudes toward mathematics. Mathematics Teacher, 64, 751-755
  11. Caraway, S.D. (1985). Factors influencing competency in mathematics among entering elementary education majors. Unpublished manuscript, University of South Alabama. (ERIC Reproduction Service Document No. ED260941). Carpenter, T., & Lubinski, C. (1990). Teachers’ attributions and beliefs about girls, boys and mathematics. Educational Studies in Mathematics, 21, 55-69.
  12. Chen, C., & Stevenson, H.W., (1995). Motivation and mathematics achievement: a comparative study of Asian-American, Caucasian-American, and East Asian high school students. Child Development, 66(4), 1215-1234.
  13. Cheung, K.C. (1988). Mathematics achievement and attitudes towards mathematics learning in Hong Kong. Educational Studies in Mathematics, 19(2), 209-219.
  14. Cote, J.E., & Levine, C.G. (2000). Attitude versus aptitude: is intelligence or motivation more important for positive higher-educational outcomes? Journal of Adolescent Research, 15(1), 58-80.
  15. Curtain, M. (1999). How to reduce math anxiety in the classroom at work and in everyday personal use. New York: Paperback. Çelik, H.C., & Ceylan, H. (2009). Lise öğrencilerinin matematik ve bilgisayar tutumlarının çeşitli değişkenler açısından karşılaştırılması. Pamukk