Middle Grade Students’ Concept Images of Algebraic Concepts

Sitrava, Reyhan Tekin

doi:10.5539/jel.v6n3p299

Cited by 7 publications

(5 citation statements)

References 11 publications

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“…Accordingly, there is a positive association between conceptual knowledge and academic achievement in mathematics (Zakaria et al, 2010). • The lack of conceptual knowledge leads to a variety of challenges for students (Tekin-Sitrava, 2017). Hussein and Csíkos (2021) revealed that secondary school students in Erbil city had many problems with the concept of function.…”

Section: Contribution To the Literaturementioning

confidence: 99%

The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics

Hussein

Csíkos

2023

EURASIA J Math Sci Tech Ed

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This study investigates how teaching for conceptual understanding alongside procedural knowledge affects students’ achievement in, anxiety about, and attitude toward mathematics. Purposive sampling was used to select 200 secondary school students from Erbil-Iraq. An experimental approach was applied to evaluate the sample study. In the experimental group, conceptual teaching was the focus. In the control group, conventional teaching was used. Pre- and post-tests for an achievement test, mathematics attitude scale, and abbreviated math anxiety scale were applied to both groups to reveal the effect of conceptual knowledge on students’ achievement, attitudes, and anxiety, respectively. Repeated measure ANOVA was used to analysis the data. The results show that there is a statistically significant difference in mathematics achievement between the two groups (<i>p</i><.001). Students’ attitudes toward mathematics in treatment group developed positively. Nevertheless, teaching mathematics conceptually reduced anxiety among female students more effectively than it did among male ones.

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Section: Contribution To the Literaturementioning

confidence: 99%

The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics

Hussein

Csíkos

2023

EURASIA J Math Sci Tech Ed

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“…Veri toplama araçları olarak öğrencilerin kavram imajlarını belirleyebilmek için 4 açık uçlu sorudan oluşan Kavram Bilgi Formu (KBF) ve bu kavramlara yönelik 2 örnek sorudan oluşan Uygulama Formu (UF) kullanılmıştır. Formlar oluşturulurken literatürde kavram imajları belirlemede kullanılan veri toplama araçları (Attorps, 2003;Tekin Sitrava, 2017b) incelenerek bu kapsamda sorular oluşturulmuş ve eğitim alanında uzman iki akademisyenin görüşüne sunulmuştur. Uzman görüşü doğrultusunda formlara son hali verilip uygulamaya hazır hale getirilmiştir.…”

Section: Veri Toplama Araçlarıunclassified

“…Çalışmada elde edilen diğer bir sonuca göre öğrencilerin denklem ve özdeşlik ilişkisini belirlemede zorlandıkları, soruyu çoğunlukla boş bıraktıkları, hatırlayamayıp açıklayamadıkları veya bu kavramlar arasında ilişkinin olduğunu yazıp bunu belirtemedikleri görülmüştür. Bu kapsamda ulaşılan bu sonuç literatürde yer alan bazı çalışmalardaki farklı örneklem gruplarının cebir kavramları arası ilişkileri anlamada yeterli olmadıkları bulgusunu (Dane ve Başkurt, 2012;Dede, Bayazit ve Soybaş, 2010;Tekin Sitrava, 2017b) destekler niteliktedir. Mevcut çalışmada öğrencilerin denklem ve özdeşlik kavramları arasında benzer gördükleri ifadelerinin "bilinmeyenin olması, eşitlik ve değişkenin olması" temalarında yer aldığı belirlenmiştir.…”

Section: Sonuç Ve Tartışmaunclassified

“…farklı matematiksel konulara ait kavramlarda, farklı öğrenme seviyelerine yönelik birçok kavram imajı çalışmasının yapıldığı görülmektedir. Cebir öğrenme alanına yönelik yapılan çalışmalardan kavram imajları özelinde yapılan çalışmalar incelendiğinde ise daha sınırlı sayıda çalışmaya ulaşılmıştır (Attorps, 2003;Dede, Bayazit ve Soybaş, 2010;Fajriah, Suryadi ve Fatimah 2019;Siagian, Suryadi, Nurlaelah, Tamur ve Sulastri, 2020;Tekin Sitrava, 2017a, 2017b. Attorps (2003), matematik öğretmenlerinin denklem kavramına yönelik imajlarını incelediği çalışmada, öğretmenlerin tanımlarının formal tanımdan farklılaştığı, okuldaki zamanlarının büyük bir bölümünü matematiksel anlamanın yerine işlemsel becerileri geliştirmede harcadıkları sonuçları elde edilmiştir.…”

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8. Sınıf Öğrencilerinin Cebirsel İfade, Denklem ve Özdeşliklere Yönelik Kavram İmajlarının İncelenmesi

Cantimer

2022

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi

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Abstract The aim of this study is to investigate the concept images of 8th grade students for algebraic expressions, equations and identities. In this direction, the students’ concept images, their explanations and the consistency of their answers to the application questions were investigated. The participants of the research, which is designed as a case study from qualitative research methods, consist of 36 8th grade students in Sakarya in 2020-2021 academic year. In order to determine the concept images of the students as data collection tools, the Concept Information Form (CSF) consisting of 4 open-ended questions and the Application Form (UF) consisting of 2 sample questions were used. The obtained data were analyzed according to the content analysis method. In this context, the explanations of the students about the concepts were coded, then the themes were created and the findings were defined and interpreted. According to this; The majority of the students participating in the research had difficulty in using verbal expressions while defining the concepts, and expressed their explanations about the concepts on mathematical operations. In addition, it was determined that the students made explanations about the concept images in the applications in the examples.

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“…Therefore, teaching mathematics conceptually is necessary for students to absorb mathematical subjects successfully (Andamon & Tan, 2018). While the lack of conceptual knowledge leads to a variety of challenges for students (Tekin-Sitrava, 2017).…”

Section: 4importance Of Conceptual Knowledge In Teaching Mathematicsmentioning

confidence: 99%

The Effect of Teaching Conceptual Knowledge on Students’ Achievement in, Anxiety About, and Attitude Toward Mathematics in the Kurdistan Region of Iraq

Hussein

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While thus far mathematics researchers have tended to concentrate on procedural knowledge, in the last few decades, there has been increasing interest in conceptual knowledge. Therefore, the present dissertation highlights the importance of teaching mathematics conceptually alongside the teaching of procedural knowledge from researchers' and educators' perspectives. In addition, it investigates how teaching for conceptual understanding affects students' achievement in, anxiety about, and attitude toward mathematics.This study draws on interviews with thirty secondary school mathematics teachers from the Erbil city in the Kurdistan Region of Iraq, regarding their views on the conceptual aspect of mathematical knowledge. The three main aspects of the study are focused on: mathematics teacher's perspectives on teaching mathematics conceptually; mathematics teachers' need to teach conceptually, and the obstacles that face them in teaching mathematics conceptually. Furthermore, an experimental approach is utilized to evaluate 200 secondary school students from the same area. In the experimental group, conceptual teaching was the focus. While, in the control group, conventional teaching was used.Pretests and posttests for an achievement test, abbreviated Math Anxiety Scale, and Mathematics Attitude Scale were applied to both the treatment and control groups to reveal the effect of conceptual knowledge on students' achievement in, anxiety about, and attitude toward mathematics, respectively.A thematic analysis of the interviews with secondary school mathematics teachers reveals that they believe that conceptual knowledge is as important as procedural knowledge.They believe that achieving a balance between conceptual and procedural understanding as well as connections between them, are necessary for understanding real mathematics.Furthermore, the pretest and posttest results with secondary school students show that there is a statistically significant difference in mathematics achievement between the two groups (p < .001). Students' attitudes toward mathematics in the treatment group developed positively. Nevertheless, teaching mathematics conceptually reduced anxiety among female students more effective than it did among male ones.

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Middle Grade Students’ Concept Images of Algebraic Concepts

Cited by 7 publications

References 11 publications

The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics

The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics

8. Sınıf Öğrencilerinin Cebirsel İfade, Denklem ve Özdeşliklere Yönelik Kavram İmajlarının İncelenmesi

The Effect of Teaching Conceptual Knowledge on Students’ Achievement in, Anxiety About, and Attitude Toward Mathematics in the Kurdistan Region of Iraq

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