Identifying students’ mathematical and mathematics educational values in Turkish culture: a cross-sectional study (Identificación de los valores matemáticos y de la didáctica matemática de los estudiantes en la cultura turca: un estudio transversal)

Abstract

This cross-sectional study investigates mathematical and mathematics educational values of students across grade levels in Turkey. The sample of the study consisted of 970 students, including 511 fifth-grade and 459 ninth-grade students who received education in seven geographical regions of Turkey which were determined via a proportional stratified random sampling method. The data of the study were obtained with a bipolar scale developed within the scope of the What I Find Important [WIFI] (in maths learning) project. The results revealed a statistically significant difference in the value pairs of process-product, pleasurehardship, application-computation, facts-ideas, expositionexploration, recalling-creating, rationalism-objectism, whereas results revealed no statistically significant difference in terms of value pairs of ability-effort, openness-mystery and control-progress. Additionally, it was determined that at the end of middle school, the pleasure-hardship value pair evolved into hardship value, the application-computation value pair evolved into computation value and finally the exposition-exploration value pair evolved into exposition value. RESUMENEn este estudio transversal se investigan los valores matemáticos y de la didáctica matemática de estudiantes de distintos niveles académicos en Turquía. La muestra del estudio estaba compuesta por 970 estudiantes, 511 de Grado 5 y 459 de Grado 9, de centros escolares de siete regiones distintas del país, seleccionados mediante un método de muestreo aleatorio estratificado proporcional. Los datos utilizados en el estudio se obtuvieron a partir de una escala bipolar desarrollada en el marco del proyecto WIFI (What I Find Important, Qué considero importante). Los resultados revelan diferencias estadísticamente significativas en los siguientes pares de valores: proceso-producto, satisfacción-dificultad, aplicacióncómputo, hechos-ideas, exposición-exploración, recordar-crear, ARTICLE HISTORY