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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.
In this study, improving elementary 8th class students’ thoughts about nature of mathematical knowledge was aimed. Case study research method was used in the study. 25 students at 8th grade at a public elementary school in Trabzon were participated in the study in 2010-2011 school year. Four worksheets have been prepared on the nature of mathematical knowledge. The semi structured interviews were made with six students just before the application and one month later. Collected data were interpreted with content analysis. In the study, it is determined that students learnt the word meaning of mathematics and the place where it appeared first. Also it is seen that students noticed mathematics came in a changing and developing state from past to now, mathematical symbols and figures used in different ways. That’s why it is advised to develop and implement different activities which can develop thoughts of students about nature of mathematical knowledge.
International Journal of Science and Research (IJSR)
Obstacles of Mathematics Learning: A Contextual Study on Learners‟ Perspective2018 •
Mathematics is agreed as an essential subject for the 21st century learners who need to have sufficient skills to pursue their higher study and will ultimately become competent for career path. Bangladesh Government has recognized the fact and emphasized to improve the situation in the latest National Education Policy 2010. However, there is decreasing trend in number of science students in Bangladesh. Previously, researchers identified that Mathematics is the most difficult subject in students’ perception, which is a major reason behind such decreasing trend in Science study. By accepting this fact, these researchers investigated the probable reasons of Mathematics anxiety among 630 respondents including 551 undergraduate students who were studying various Mathematics courses and 79 professionals who studied Mathematics in their student lives from different districts of Bangladesh. Earlier, the researchers were guided with preparing questionnaire and design of this study through an experts’ opinion meeting. This was a mixed method research, which analyzed the quantitative findings and also respondents’ comments in qualitative manner. Based on the discussions on findings a set of recommendations is formulated that may improve the present situation of Mathematics anxiety in Bangladesh for ensuring effective learning of Mathematics without fear or Mathematics phobia.
ABSTRACT In this research it was carried out to examine the relationship between elementary students' attitudes towards mathematics and studying to mathematics lesson. For this purpose, the relationship between elementary students 'attitudes towards mathematics and studying to mathematics lesson of 500 primary school students in Istanbul is investigated. It is investigated whether there is a relationship between mathematics attitude and students' gender, and if there is someone that help to study lesson at home, and whether they have their own room and computer, and for what purpose the computer is used, and their family's economic level, and the duration of regular lesson study, and the duration of daily mathematics lesson study. To provide the data that is required for the purpose of the study; questionnaire containing demographic characteristics and "Mathematics Attitude Scale" that is developed by Baykul (1990), were used to collect data. It has been seen that there is significant differences, among students using the computer to prepare homeworks and all other students on behalf of using the computer to prepare homeworks. It was found a significant differences in mathematics attitude on behalf of the students who study regulary every day lesson; by comparison of students those study regulary lesson every day and the students those don't study regulary every day. Significant differences were found between the students who study lesson more than 2 hours a day and all other students,on behalf of the students who study lesson more than 2 hours a day. Also significant differences were found between Also a significant differences were found between children of 800-2000 TL-income families and children from other families, on behalf of children of 800-2000 TL-income families. Keywords: Primary education, mathematics, mathematics attitude, study the lesson.
International Journal of Elementary Education
Factors Affecting Difficulties in Learning Mathematics by Mathematics LearnersZenodo (CERN European Organization for Nuclear Research)
Difficulties in Mathematics of the Education Students in the Polytechnic State College of Antique: Bases for Modules Development2022 •
Mathematics holds a relevant and unique place in the school curriculum as it is important for a better living of the individual. But, it is known that most of the students are considering mathematics as difficult. This study examines the difficulties perceived by high school students and teachers in learning and teaching mathematics. Two hundred 9thstandard students and fourteen mathematics teachers participated in the survey. The questionnaires on perception of students and teachers, comprises closed as well as open ended items. The study incorporated cognitive, affective and environmental reasons that contribute to the difficulty in learning mathematics. The factors that make mathematics difficult for students to learn included difficulty in remembering the content learned in the previous classes, rapid forgetting of the learned material and the difficulty in understanding mathematics concepts. Further analysis revealed that students who feel mathematics highly difficult tends to believe that they lacks in learning strategies. Such students have lack of self efficacy and feel more difficulty in understanding mathematics. Students who feel Mathematics as highly difficult tends to forget it faster. Conversely students who feel mathematics as fairly easy reports their teachers teaching them well and understanding the concepts quickly. It was noted that the students who feel Mathematics as highly difficult tends to leave the task with little effort than those who feel the subject easy. According to teachers, students’ lack of effort and prerequisites are the major reasons for mathematics being a difficult subject for students. Reluctance to seek help from others, inattention in the classroom and students’ lack of motivation were also perceived to contribute toward difficulty in learning mathematics. Teachers reported also that, lack of relevant prerequisites, difficulty in speedy grasping of the concepts and more number of students in a classroom are causing difficulty in teaching mathematics. The findings indicate the need for teachers to realize the importance of making school mathematics interesting for students to take effort in learning it. The result is discussed in relation to students’ beliefs and study strategies.
ITM Web of Conferences
The Evaluation of the Problem Solving in Mathematics Course According to Student Views2017 •
Interdisciplinary Research in Education
A Correlation Study between the Attitudes of the Students’ towards Mathematics with their Performance in Mathematics2021 •
The present study was conducted with an objective to identify the relation between the attitudes of students towards mathematics with their performance in mathematics. Based on the survey research design, the study was conducted in a sample of 154 ten grader students. The performances of the students in mathematics were obtained by the school administration whereas their attitudes towards mathematics were determined with the help of survey form entitled ‘Fennema-Sherman Mathematics Attitude Scale’. The survey form was divided into eight categories as attitudes towards success in mathematics, confidence in learning mathematics, mathematics anxiety, motivation in learning mathematics, teacher scale, parents scale, mathematics usefulness and mathematics as a male domain. The study concluded with the positive correlation between the performances of the students with their attitudes towards mathematics.
International Mathematical Forum
Attitudes of 7th Class Students Toward Mathematics in Realistic Mathematics Education2006 •
The purpose of this research is to determine which level is the primary education students’ maths fear and variables cause to this fear. The group of research includes of 1948 students who have education in 3th,4th,5th,6th,7th,and 8th grades at the primary schools from The Ministry of National Education in Sivas City during the Academic year 2010–2011. “Fear scale to maths”’ which is 22 items, prepared by researcher is used as a means of obtaining data. Reliability coefficient of Scale is counted as = .907. For validity studies of scale , Professional opinion and factor analysis are profited .In addition ,their opinions about maths fear are taken as applying the parent – teacher meeting forms to 140 students, 20 teachers,70 parents. Descriptive statistics, t test of unrelated samplings, One-way analysis of variance, Sheffe test, H test of Kruksal Wallis and U test of Mann Whitney are used on analysis of data. According to this research’s consequences, levels of primary students’ maths fear are low. Levels of school girls’ maths fear are lower than levels of school boys’ maths fear. Levels of primary students’ maths fear differentiate in regard to sex of teacher. Levels of maths fear differentiate in regard to levels of students’ class. Accordingly, as level of class is high ,maths fear increases. As maths notes of students increase, maths fear decreases. Levels of primary students’ maths fear differentiate in regard to educational status of parent. As the educational status of parent is high, level of student’s maths fear decreases. Maths fear differentiates in regard to total monthly incomes of parent. As level of income increases, maths fears of students decrease.Some of the interview forms are prepared and some interviews are held for the students, parents and teachers at the qualitative section of the research. For thispurpose the interview questions asked the students (three questions), parents (two questions) and teachers (three questions) individually. In this qualitative research, we interview 140 elementary school students, 70 parents and 20 mathematic teachers in public elementary schools that are randomly determined in Turkey. The results show that one-quarter of the students are afraid of mathematics, experience stress as a result of extreme importance the families impose to math course, not be satisfied that courses have been trained with the existing teaching methods and techniques. As an overall conclusion, elementary school students 'levels of math fear, and this is causing math fear as students' general fear of the variables investigated in this research was low. The parents attribute the greatest importance to mathematics, and teachers need to change their traditional approaches of mathematic teaching to a more moderate and democratic one. The suggestions are presented at the end of the paper for best practices to alleviate students’ math fear. Keywords: Mathematic, fear, maths fear, primary education
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