THE IMPEDIMENTS ENCOUNTERED WHILE LEARNING MATHEMATICS BY EIGHT GRADE STUDENTS

Hatice Nur Erbay, Gunes Yavuz

Abstract


Mathematics is seen by many people as the best way to get a good life and a good career. It is also thought as an assistant to understand life and the world and to produce ideas about them. Therefore, new reform studies are being held to construct a new system that assists students to learn mathematics in a comprehensive way (Dursun & Dede, 2004). The importance of mathematics lessons and how to teach mathematics are increasing because of its potential to develop scientific thinking in accordance with the contemporary conditions and to implement these abilities into students’ daily life (Yildiz & Uyanik, 2004). Despite these studies, most of the students perceive mathematics as a difficult lesson and get low grades from mathematics tests. Therefore, the impediments in the mathematics learning process have been seen necessary. The aim of this research is to take the students’ opinions about the impediments while learning mathematics. The questionnaire prepared by researchers was given to 8th grade students. In the questionnaire, questions about mathematics lessons, mathematics teachers and mathematics learning process were asked to the students. The questions were edited by the experts’ opinions. The impediments in the mathematics learning process were determined with regard to the students’ opinions. The results will be presented and based on these results, some recommendations will be given.

 

Article visualizations:

Hit counter


Keywords


teaching mathematics, students’ opinion, impediments, eight grade students

References


Baykul, Y. (1999). İlköğretimde Matematik Öğretimi, Öğretmen El Kitabı: Modul 6, Ankara, Milli Eğitim Yayınları.

Baykul, Y. (2004). İlköğretimde Matematik Öğretimi (6-8. Sınıflar İçin), Ankara, Pegem A Yayıncılık.

Böke, K., Özdoğan, A., Sevinç, B., Güler, C., Büker, H., & Demir, İ. (2009). Sosyal Bilimlerde Araştırma Yöntemleri. İstanbul: Alfa yayıncılık.

Civelek, Ş., Meder, M., Tüzen, H. & Aycan, C. (2003). Matematik Öğretiminde Karşılaşılan Aksaklıklar http://www.matder.org.tr/Default.asp?id=101

Demirtaş, T., & Aydın, S. (2007). İlköğretim Okullarında Matematik Dersinin Öğretiminde Ve Öğreniminde Karşılaşılan Sorunlar ve Çözüm Önerileri (Bitlis İli Tatvan İlçesinde Bir Araştırma). Yayımlanmamış Yüksek Lisans Tezi.

Dursun, Ş. & Dede, Y. (2004). The factors affecting students’ success in mathematics: Mathematics teachers’ perspectives. Gazi University. The Journal of the Education Faculty, 24(2), 217-230.

Goldenberg, E.P., Cuoco, A.A. & Mark, J. (1998). A role for geometry in general education. In R. Lehrer & D. Chazan (Eds.) Designing Learning Environments for Developing Understanding of Geometry and Space. Mahwah, NJ: Lawrence Erlbaum Associates, 3-44.

Yenilmez, K. & Avcu, T.(2009). İlköğretim Öğrencilerinin Mutlak Değer Konusunda Karşılaştıkları Zorluklar, Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 12, 80-88

Yenilmez, K. & Uysal, E. (2007). İlköğretim Öğrencilerinin Matematiksel Kavram ve Sembolleri Günlük Hayatla İlişkilendirebilme Düzeyi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 24, 89-98.

Yıldırım, A. & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. 9. Baskı. Ankara: Seçkin Yayıncılık.

Yıldız, I. & Uyanık, N. (2004) Günümüz Matematik Öğretimi ve Yakın Çevre Etkileri. Kastamonu Eğitim Dergisi, 12(2), 437-442.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Hatice Nur Erbay, Gunes Yavuz

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).