In this study the aim is to determine the variation of students' attitude levels through Mathematics by performing an education in which Realistic Mathematics Education is used. In the inclusion of this aim, a Likert type attitude scale containing 26 items was prepared. The scale's validity and reliability were made and for this aim the scale was applied to 167 students as a plot group before it was applied to the real student group. The scale's Cronbach Alpha reliability coefficient was determined as .94. According to the result, this scale is reliable. The scale has taken form from 13 positive and 13 negative attitude items. In the study, pre-attitude, post-attitude control groups' design was applied. The experiment and control groups were determined by impartial appointment. The pattern has been taken form from 73 students. Using Realistic Mathematics Education for experiment group and traditional method for control group made the education. At the beginning of the education and at the end of the education pre-attitude scale and postattitude scale was applied to both of the groups. The obtained data was analyzed by SPSS packet program. The analyze result shows that the education made by using Realistic Mathematics Education makes positive variations in students' attitude levels through mathematics. Mathematics Subject Classification: 97D10, 97D40
In the most general sense, mathematical thinking can be defined as using mathematical techniques, concepts, and methods, directly or indirectly, in the problem-solving process. In this study, efforts were made to include the Graph Theory of mathematics, which is found abundantly in physics, chemistry, computer networks, economics, administrative science, data communication, transportation planning, engineering, and similar areas of daily life, into the mathematics instruction process. Because suitable problems are selected in graph theory, the mathematical thinking skills of the students can be developed. A fundamental, qualitative research approach was adopted in this study, in which the mathematical thinking processes of 12th-grade students were examined. Two girls and two boys with average and high mathematics success who were in the 12th grade of a public school in Balıkesir in the 2018-2019 Academic School year constituted the working group of the research. The data in the study were collected with the two worksheets the researchers prepared, the clinical interviews held during the application, and through unstructured observations. The results obtained by analyzing the data in the process of mathematics teaching, in which graph theory included are: When students solved the problems they faced and when they ascend top steps of mathematical thinking, they showed a better performance when compared to the other studies. Because, in the steps of privatization, generalization and assumption, only 1 of the total 8 responses given by the students is empty. At the stage of proof which is the final stage of mathematical thinking, the students have achieved a success rate of 75% despite they did not have a lesson about making proofs. This situation was interpreted as the visual model of problems selected from graph theory and attracting the attention of the questions as stated by the students. The results of this study show that, in the process of mathematics teaching, especially if teachers provide enough diversity students by using different fields of mathematics, they can increase the performances of students in mathematical thinking stages.
This article was checked by iThenticate.
In order to determine the level of education of the country according to some reference points, the deficiencies that need to be met and the measures to be taken, the OECD conducts a PISA research, which evaluates the knowledge and skills acquired by the students in the 15-year age group in three-year periods. Turkey participate this research as a member of the OECD in order to raise the level of education. The purpose of this research is stating the mathematical literacy levels of the students who are studying in a county other than the sample in our country, and determining the relationship between these levels and the academic achievement, learning styles of the students. The research has been carried out in scan pattern that is one of the quantitative research approaches. The sample of the study was formed by 214 9th grade students studying in different high school types located in İvrindi county of Balikesir province in 2016-2017 education year. Data collection tools are the mathematics literacy questionnaire used in the PISA 2012 study and the KOLB Learning Style Inventory to determine learning styles. From the analysis of research data it was reached that the level of mathematical literacy of students participating in the study ranks among the second level. It was also established that there was a meaningful relationship between students' mathematical literacy levels and mathematics achievement scores, but there was no meaningful relationship between mathematical literacy level and learning style variables.
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