Reading comprehension, Mathematics self-efficacy perception, and Mathematics attitude as correlates of students’ non-routine Mathematics problem-solving skills in Turkey

Öztürk, Mesut; Akkan, Yaşar; Kaplan, Abdullah

doi:10.1080/0020739x.2019.1648893

Cited by 64 publications

(45 citation statements)

References 29 publications

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“…Skeptics can encourage students to reflect so that they produce correct conclusions and make appropriate solutions (Nugroho et al, 2018;Setiawan & Ari Oka, 2020). The teacher must be able to create learning that is able to foster self-confidence, flexible thinking, persistent and tenacious attitudes, curiosity, reflection on systematic thinking, an attitude of respecting mathematical applications, and an attitude of appreciating the role of mathematics in students so that the mathematical disposition of students increases (Nurhusain, 2017;Öztürk et al, 2020). The teacher must work hard to be able to develop students' mathematical dispositions.…”

Section: Discussionmentioning

confidence: 99%

Mathematical Disposition of Students in Open-Ended Learning Based on Ethnomathematics

Ulya

Rahayu

2021

j.of education technology

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Students' low disposition in mathematics causes students to view mathematics as difficult to understand, thus affecting mathematics learning outcomes. Not many students are active because they lack self-confidence, interest in learning mathematics, and curiosity about mathematics. This has an impact on low mathematics learning outcomes. This study aims to test the increase in the mathematical disposition of students who take part in open-ended learning based on ethnomathematics and determine the effect of mathematical disposition on students' mathematical abilities. This quantitative study refers to a one-group pretest-posttest design. Data collection techniques in this study used non-test and test techniques. The instruments used are questionnaires to measure students' mathematical dispositions and test questions to measure students' mathematical abilities. Data analysis techniques used are gain test and regression analysis. The results study indicates that the mathematical disposition of students who participate in open-ended learning based on ethnomathematics increased by 47%, which means that they are in the medium category and mathematical dispositions affect students' mathematical abilities through the application of open-ended questions learning based on ethnomathematics by 57.9%. It is concluded that ethnomathematics-based open-ended learning can improve students' mathematical disposition. This research is that teachers can use open-ended learning based on ethnomathematics to improve students' mathematical dispositions.

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Section: Discussionmentioning

confidence: 99%

Mathematical Disposition of Students in Open-Ended Learning Based on Ethnomathematics

Ulya

Rahayu

2021

j.of education technology

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“…Third, it has been established that apart from employing a suitable instructional approach, students' self-confidence, and anxiety beliefs do have a significant influence on students' understanding of specific mathematical concepts. Previous studies have also established that maths self-efficacy and task-specific self-efficacy beliefs have a significant influence on students' perseverance in solving mathematical tasks (Grigg et al, 2018;Öztürk et al, 2019;Pajares & Kranzler, 1995). In other words, a student's belief and confidence in oneself have a great influence on his/her level of perseverance in exploring and solving mathematical tasks, which could eventually lead to enhanced mathematical reasoning skills.…”

Section: Mediation Analysismentioning

confidence: 97%

“…Based on the existing literature (e.g. Czocher et al, 2019;Grigg et al, 2018;Kohen et al, 2019;Öztürk et al, 2019;Pajares & Kranzler, 1995), it has been noted that students' beliefs or judgements about their ability to perform mathematical tasks is critical for their academic success. Research has also shown that self-efficacy beliefs do affect students' academic achievement (Ozgen & Bindak, 2011), and choices of their future careers and job selection (Waller, 2006).…”

mentioning

confidence: 99%

Mediating Effect of Self-Efficacy on the Relationship Between Instruction and Students’ Mathematical Reasoning

2021

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Literature is well-stocked with studies confirming that an instructional approach, self-efficacy, and mathematical reasoning skills are critical for enhancing students’ conceptual understanding and achievement in mathematics. However, there has been little emphasis on establishing whether being able to reason mathematically depends only on the instructional approach or students’ self-efficacy beliefs about mathematics also play a hidden role. A quasi-experimental study involving 301 grade 11 students from six public secondary schools in one district was carried out to investigate the mediating effect of self-efficacy on the relationship between instruction and students’ mathematical reasoning. Participants of the study were selected using the cluster random sampling method. Data were collected before and after the intervention via a mathematical reasoning test and a mathematics self-efficacy beliefs questionnaire. A Parallel Multiple Mediator Model in SPSS using the PROCESS custom dialogue version 3.4 was employed for data analysis. Findings suggest that mathematics self-efficacy and task-specific self-efficacy beliefs collectively and significantly mediate the effect of the instructional approach on students’ mathematical reasoning. The Student Teams-Achievement Division (STAD) was found to be an effective approach for enhancing students’ mathematical reasoning alongside self-efficacy beliefs. These findings provide evidence on the need to select an instructional approach that does not only focus on developing students’ cognitive abilities such as mathematical reasoning but also fosters students’ affective attributes such as maths self-efficacy beliefs.

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“…Orantısal akıl yürütme bilişsel alana ait bir beceri olup yapılan çalışmalar daha çok bilişsel olarak incelemeyi amaçlamıştır (Arican, 2019;Ayan ve Bostan, 2018;Howe, Nunes ve Bryant, 2011). Ancak matematik konularında bilişsel özellikler duyuşsal özelliklerle desteklendiğinde matematiğe yönelik becerilerin kazanılması daha kolay olabilir (Öztürk, Akkan ve Kaplan, 2019) . Bu nedenle orantısal akıl yürütme becerisi ile ilişkili olan duyuşsal özelliklerin belirlenmesi önemlidir.…”

Section: Araştırmanın Gerekçesi Ve Amacıunclassified

The Relationship between Self-Regulation and Proportional Reasoning: The Mediating Role of Reflective Thinking towards Problem Solving

Öztürk

2020

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Bu çalışma 7. sınıf öğrencilerinin problem çözmeye yönelik yansıtıcı düşünme becerilerinin öz-düzenleme düzeyleri ile orantısal akıl yürütme becerileri arasındaki aracılık etkisini incelemek amacıyla yapılmıştır. Çalışmada nicel araştırma desenlerinden ilişkisel araştırma modeli kullanılmıştır. Çalışmada önerilen tahmin modeli 279 ortaokul 7. sınıf öğrencisinden elde edilen verilerle sınanmıştır. Çalışmanın verileri "Problem çözmeye yönelik yansıtıcı düşünme becerisi ölçeği", "Algılanan özdüzenleme ölçeği" ve "Orantısal akıl yürütme becerisi testi" ile toplanmıştır. Toplanan verilere korelasyon analizi ve aracı değişken analizi yapılmıştır. Çalışmanın bulguları, problem çözmeye yönelik yansıtıcı düşünme, öz-düzenleme ve orantısal akıl yürütme becerileri arasında anlamlı düzeyde ilişki olduğuna işaret etmiştir. Aracı değişken analizi sonucu, 7. sınıf öğrencilerinin problem çözmeye yönelik yansıtıcı düşünme becerilerinin özdüzenleme düzeyleri ile orantısal akıl yürütme becerileri arasında kısmi aracı olduğunu göstermiştir. Yansıtıcı düşünme Öz-düzenleme Orantısal akıl yürütme Problem çözme

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Reading comprehension, Mathematics self-efficacy perception, and Mathematics attitude as correlates of students’ non-routine Mathematics problem-solving skills in Turkey

Cited by 64 publications

References 29 publications

Mathematical Disposition of Students in Open-Ended Learning Based on Ethnomathematics

Mathematical Disposition of Students in Open-Ended Learning Based on Ethnomathematics

Mediating Effect of Self-Efficacy on the Relationship Between Instruction and Students’ Mathematical Reasoning

The Relationship between Self-Regulation and Proportional Reasoning: The Mediating Role of Reflective Thinking towards Problem Solving

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