KaydedilenlerDerginizi ekleyin

Dergiler / Türk Bilgisayar ve Matematik Eğitimi Dergisi / 2019 / Cilt: 10 - Sayı: 3

The Effect of Gender on Algebra Achievement: The Meta-Analysis of Trends in International Mathematics and Science Study (TIMSS)

S. Koza ÇİFTÇİ
Pınar YILDIZ
Sayfa
617–627
Yayın Tarihi
2019-12-13
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

In addition, the national culture, and the year of the study variables play moderator role regarding the effect of gender on achievement.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:In this meta-analysis study; the effect of gender on algebra achievement was tested in the context of TIMSS.
📊
Temel Bulgular & Veri:TIMSS 1995, 1999, 2003, 2007, 2011 and 2015 were combined and a sample of 1.202.847 people was obtained.
💡
Sonuç & Katkı:In addition, the national culture, and the year of the study variables play moderator role regarding the effect of gender on achievement.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:2003 Verileri
⚙️Değişkenler:Gender · algebra · algebra achievement

Abstract

In this meta-analysis study; the effect of gender on algebra achievement was tested in the context of TIMSS. The study was carried out in two stages: (i) finding out the average effect size of gender on algebra achievement, and (ii) determining the moderators that may affect the average effect size. TIMSS 1995, 1999, 2003, 2007, 2011 and 2015 were combined and a sample of 1.202.847 people was obtained. In the study, the average effect size was calculated using the differences between means (Cohen d) based on the random effect model, whereas the significance of the moderator variables was calculated using Q statistic. The results of the study showed that gender had a low effect on achievement. In addition, the national culture, and the year of the study variables play moderator role regarding the effect of gender on achievement.

🔖

Bu Makaleye Atıf Yap

ÇİFTÇİ, S. K., YILDIZ, P. (2019). The Effect of Gender on Algebra Achievement: The Meta-Analysis of Trends in International Mathematics and Science Study (TIMSS). Türk Bilgisayar ve Matematik Eğitimi Dergisi, Cilt: 10 - Sayı: 3, 617–627. https://ajindex.com/articles/241194

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (7)

  1. Akkan, Y., Baki, A., & Çakıroğlu, Ü. (2012). 5-8. sınıf öğrencilerinin aritmetikten cebire geçiş süreçlerinin problem çözme bağlamında incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 43, 1-13.
  2. Asquith, P., Stephens, A. C., Knuth, E. J., & Alibali, M. W. (2007). Middle school mathematics teachers’ knowledge of students’ understanding of core algebraic concepts: Equal sign and variable. Mathematical Thinking and Learning, 9(3), 249-272.
  3. Attorps, I. (2003). Teachers’ images of the ‘equation’ concept. European Research in Mathematics Education, 3, 1-8.
  4. Black, D. J. W. (2007). The relationship of teachers’ content knowledge and pedagogical content knowledge in algebra, and changes in both types of knowledge as a professional development (Unpublished doctoral dissertation). Auburn University, USA. Booth, L. (1988). Children’s difficulties in beginning algebra. In A. F. Coxford, & A. P. Shulte (Eds.), The ideas of algebra, K-12 (pp. 20-32). Reston: VA. Büyüköztürk, Ş., Çakan, M., Tan, Ş., & Atar, H. Y. (2014). TIMSS 2011 ulusal matematik ve fen raporu 8. sınıflar. Ankara:
  5. Milli Eğitim Bakanlığı. Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2009). Introduction to meta-analysis. Chichester, West Sussex: John Wiley & Sons. Carraher, D. W., & Schliemann, A. D. (2007). Early algebra and algebra reasoning. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 699-705).
  6. Greenwich, CT: Information Age Publishing. Caswell, L. M. (2009). The algebra content knowledge of beginning teachers in California (Unpublished doctoral dissertation). Capella University, USA. Christou, K. P., Vosniadou, S., & Vamvakoussi, X. (2007). Students’ interpretations of literal symbols in algebra. In S. Vosniadou, A Naltas, & X. Vamvakoussi (Eds.), Reframing the conceptual change approach in learning and instruction (pp. 283-297). London: Elsevier. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates. Çoğaltay, N., & Karadağ, E. (2015). Introduction to meta-analysis. In E. Karadağ (Ed.), Leadership and organizational outcomes (pp. 19-28). Switzerland: Springer. Dede, Y., & Argün, Z. (2003). Cebir, öğrencilere niçin zor gelmektedir? Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 180-185.
  7. Dugdale, S., DeKoven, E., & Ju, M. K. (1998). Computer course enrollment, home computer access, and gender: R