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ÖĞRENCİLERİN MATEMATİK BAŞARISI İÇİN ÖNEMLİ ÖNGEREKLİLİKLER

IMPORTANT PREREQUISITES FOR STUDENTS’ MATHEMATICAL ACHIEVEMENT

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Abstract (2. Language): 
The overall purpose of this study is to disclose plausible prerequisites for students’ success in mathematics. The assumption is that a number of interactional conditions are important for students’ achievement in mathematics. Certainly, there are individual differences with respect to intellectual qualifications. However, this study concentrates on contextual aspects in the sense of educational preconditions and family background. A basic assumption is that such aspects may be related to the students’ attitudes to the school subject “mathematics” which in turn may influence their performance (grades). In order to verify or falsify these hypotheses, information about students’ attitudes towards mathematics, their perception of classroom settings, their parental support as well as their actual achievements was collected. Using data from a national survey including 120 different comprehensive schools, information from 6758 students (school year nine, age about 16) was analysed. The results show that one and the same classroom setting or educational strategy may have a different impact on dissimilar students. To some students, high demands, distinct objectives and invitations to participation can result in positive attitudes to mathematics. However, the same conditions can end up in a negative attitude among students. The reason for this outcome is discussed with reference to students’ home situation.
Abstract (Original Language): 
Bu çalısmanın genel amacı ögrencilerin matematik basarısındaki önkosulları ortaya çıkarmaktır. Bu çalısma ögrencilerin matematik basarısı için birbiriyle iliskili bir takım sartların var oldugu varsayımı üzerine kurulmustur. Gerçek olan su ki bireylerin zihinsel yetileri arasında farklar bulunmaktadır. Ancak bu çalısma baglamsal boyutları açısından egitsel önkosullar ve aile arkaplanına odaklanmıstır. Temel varsayımlardan biri sudur ki, bir ögrencinin matematik dersine karsı olan tutumu onun basarısını ve aldıgı notları etkileyebilmektedir. Bu varsayımları dogrulayabilmek veya çürütebilmek için ögrencilerin matematik dersine olan tutumları, sınıf ortamları ile ilgili algıları, aileden gördükleri destek ve gerçek basarıları ile ilgili veriler toplanmıstır. Ulusal çapta 120 farklı okulu kapsayan bir anket sonucunda yaklasık 16 yaslarında 9.sınıfta okuyan 6758 ögrenciden toplanan veriler analiz edilmistir. Sonuçlar göstermektedir ki aynı sınıf ortamı ve egitsel strateji, farklı ögrencilerde farklı etkiler meydana getirebilmektedir. Bazı ögrenciler için belirli hedefler, yüksek beklentiler ve katılım yönündeki tesvikler matematik dersine karsı olumlu tutum gelistirmede etkili olurken, aynı durumdaki baska ögrenciler bundan zarar görmekte ve olumsuz tutum gelistirmektedir. Bu çalısmada elde edilen veriler ögrencilerin ev ortamları da göz önünde bulundurularak degerlendirilmektedir.
FULL TEXT (PDF): 
150-170

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