Buradasınız

THE EFFECTS OF PRIMARY SCHOOL TEACHERS’ ATTITUDES TOWARDS THE MATHEMATICS ACHIEVEMENT FORTH GRADE STUDENTS BY GENDER

ÖĞRETMENLERİN MATEMATİĞE KARŞI TUTUMLARININ, CİNSİYETE GÖRE İLKÖĞRETİM 4. SINIF ÖĞRENCİLERİNİN MATEMATİK BAŞARILARINA ETKİSİ

Journal Name:

Publication Year:

Abstract (2. Language): 
The purpose of this study was to investigate the effect of classroom teachers with weak and strong attitudes towards mathematics on fourth grade students’ mathematics achievements in terms of gender. Study was carried out on 337 fourth grade students’ (160 girls and 177 boys) who have classroom teachers with strong positive attitudes towards mathematics and 355 students (177 girls and 175 boys) who have teachers with weak positive attitudes. Results revealed that students who have teachers with strong positive attitudes towards mathematics were more successful than the students who have teachers with weak attitudes. There was also a significant interaction between teacher’s attitudes and gender. Female students were more successful when their teachers had strong positive attitude towards mathematics. There were no significant differences between genders.
Abstract (Original Language): 
Bu çalışmanın amacı, sınıf öğretmenlerinin matematiğe karşı olan tutumlarının, cinsiyete göre, ilköğretim 4. sınıf öğrencilerinin matematik başarıları üzerine olan etkisinin araştırılmasıdır. Matematiğe karşı pozitif tutumu olan öğretmenlerin, 337 öğrencisi (160 kız, 177 erkek) ve negatif tutumu olan öğretmenlerin, 355 öğrencisi (177 kız, 175 erkek) üzerinde yapılan çalışma sonucunda pozitif tutumu olan öğretmenlerin öğrencilerinin; negatif tutumu olan öğretmenlerin öğrencilerine göre daha başarılı olduğu görülmüştür. Bunun yanında, cinsiyete göre, olumlu tu- tumu olan öğretmenlerin kız öğrencilerinin de daha başarılı olmasına karşın cinsiyetler arasında anlamlı bir fark çıkmamıştır.
13-21

REFERENCES

References: 

Aşkar, P., (1986). “Developing Attitude Mathematics Scala” Education and Science.
8, 31-36
Ball, D. L., (1990). Prospective elementary and secondary teachers’ understanding
of division. Journal of Research in Mathematics Education, 21, 132-144.
Deaux, K., Dane, F. C., Wrightsman, L. S., Sigelman C. K., (1993). Social Psychology
in The ‘90s. California: Brooks/Cole Publishing Company.
Fennema, E., Peterson, P., (1985). Autonomous learning behavior: A possible
explanation of gender-related differences in mathematics. In L. C. Wilkinson
& C.
B. Marrett (Eds.), Gender influences in classroom interaction (pp.17-35). Orlando,
FL: Academic Press.
Fennema, E., Peterson, P., (1987). Effective teaching of boys and girls: The same or
different? In D. C. Berliner & B. V. Rosenshine (Eds.), Talks to teachers:
A festschrift N. L. Gage (pp. 111-125). New York: Random House
Friedman, L., (1989). Mathematics and gender gap: A meta-analysis of recent studies
on sexdifferences in mathematical tasks. Review of Educational Research,
59, 185-213.
Halpern, D., (1992). Sex differences in cognitive abilities (2nd ed.). Hilldale, NJ
Erlbaum.H., J., Fennema, E., & & Lamon, S. (1990). Gender differences in mathematics
performance: A meta-analysis. Psychological Bulletin, 107, 139-
155.
Jensen, R., (1993). Research ideas for the classroom: Early childhood mathematics.
New York: Macmillan Publishing Company.
Kelly, W. P., Tomhave, W. K., (1985). A study of math anxiety/math avoidance in
preservice elementary teachers. Arithmetic Teacher, 32(5), 51-53.
Kimball, M. M., (1989). A new perspective on women’s math achievement. Psychologically
Bulletin, 105, 198-214.
Kloosterman, P., Cougan, M. C., (1994). Students’ beliefs about learning school
mathematics, Elementary School Journal, 94, 375-388.
Klubya, M. M., Glencross, M. J., (1997). Mathematics achievement ant attitudes of
senior secondary school in Transkey, South Africa, Psychological Reports,
80, 915-919.
Leah, P.M., (2005). Effect of Demographic and Personal Variables on Achievement in
Eighth-Grade Algebra. Journal of Educational Research, Jan/Feb2005, Vol.
98 (3), pp131-136.
Leder, G. L., (1992). Mathematics and gender: Changing perspectives. In D. A.
Grouws (Ed.), Handbook of research on mathematics teaching and learning
(pp. 597-622). New York: Macmillan.
Linn, M. C., Hayde, J. S., (1989). Gender, mathematics, and science. EducationalResearcher,
18, 17-27. 1989; Ma,-X and Kishor, N. (1997)” Assessing the relationship
between attitude toward mathematics and achievement in mathematics:
a meta-analysis” Journal for Research in Mathematics Education. (28) 26-
47
Ma, X., (1997). Reciprocal relationship between attitude toward mathematics and
achievement in mathematics, Journal of Educational Research, 90, 221-229.
Mills, C. J., Ablard, K. E., Stumpf, H., (1993). Gender differences in academically
talented young students’ mathematical reasoning: Patterns across age and
subskills. Journal of Educational Psychology, 85, 340-346.
Quinn, J. R., (1997). Effects of Mathematics Methods Courses on Mathematical attitudes
and Content Knowledge of Preservice Teachers. The Journal of Educational
Research. Vol. 91(No.2).108-113.
Rech, J., Hartzell, J., Stephens, L., (1993). Comparisons of mathematical competencies
and attitudes of elementary education majors with established norms of a
general college population. School Science and Mathematics, 93(3), 141-145.
Stuart, B. Vanessa, (2000). Math Curse or Math Anxiety? Teaching ChildrenMathematics.
Jan 2000, Vol. 6 Issue 5, pp 330
Swetman, D. L., (1994). Fourth Grade Math: The beginning of the end? Reading Improvement.
31,173,176.
Trisha, M., (1999). Changing Student Attitudes towards mathematics. Primary Educator.
Vol. 5, Issue 4, 2-6.
Xiaoxia, A., (2002). Gender Differences in Growth sn Mathematics Achievement:
Three-Level Longitudinal and Multilevel Analyses of Individual, Home, and
School Influences. Mathematical Thinking And Learning, 4(1), pp. 1–22.

Thank you for copying data from http://www.arastirmax.com