Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye
Tezin Onay Tarihi: 2011
Tezin Dili: İngilizce
Öğrenci: Özge Gün
Danışman: SAFURE BULUT
Özet:The purpose of the study is threefold: (1) to examine students’ attitudes toward mathematics in terms of cognitive, affective and behavioral components, (2) to examine the relationships among students’ perceptions of their mathematics teacher’s teaching profession, their mathematics teacher’s and parents’ attitudes toward and expectations from them as learners of mathematics, some affective variables students have and the time they spent on mathematics at home and (3) to examine the relationships between students’ perceptions of their mathematics teacher’s teaching profession, their mathematics teacher’s and parents’ attitudes toward and expectations from them as learners of mathematics and three components of attitude toward mathematics, namely, cognitive, affective and behavioral components. The subjects of the study consists of 1960 7th grade students enrolled in 19 different public elementary schools in Istanbul. The study was carried out during the fall semester of 2009-2010 academic year. Structural equation modeling techniques were used to test the hypothesized relationships. The significant level was set to 0.05. Major findings revealed that (1) Attitude toward mathematics is identified with the three factors namely, cognitive, affective and behavioral, (2) Students’ perceptions of their mathematics teacher’s teaching profession, their mathematics teacher’s and parents’ attitudes toward and expectations from them as learners of mathematics statistically and significantly explain their confidence in learning mathematics, beliefs about the usefulness and importance of mathematics, liking for mathematics, mathematics anxiety, behaviors toward mathematics and the time they spent on mathematics at home, and (3) Students’ perceptions of their mathematics teacher’s teaching profession, their mathematics teacher’s and parents’ attitudes toward and expectations from them as learners of mathematics statistically and significantly explain three components of attitude toward mathematics.