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A Descriptive Study on Mathematics Course Memories of University Students Enrolled in Verbal Programs

Yıl 2023, Cilt: 12 Sayı: 2, 389 - 405, 25.06.2023

Kübra Çelik , Gülay Agaç , Mehmet Fatih Özmantar

https://doi.org/10.30703/cije.1200758

Öz

The aim of this study is to examine the memories of students who prefer a verbal field at the university level about the mathematics course in the pre-university period. The study was conducted with 184 graduate students who have studied in the departments of Geography, Theology, English Language and Literature, History, and Turkish Language and Literature. In the study, qualitative descriptive research design was used and the data were analyzed by thematic analysis technique. The findings suggest that memories are shaped around peer, family, school, math lesson and teacher focus. In relation to these foci, specific factors that determine the relationship of the individual with mathematics and their effects were determined within these foci. In addition, turning points that change the individual's attitude towards mathematics have been observed. It was concluded that the individual's memories have features that determine their relationship with mathematics. Therefore, it has been argued that memories provide a useful perspective in making sense of the relationship of individuals with mathematics. In addition, it was determined that students internalized their negative experiences about mathematics by transforming them into established value judgments. It was emphasized that memories about mathematics are one of the factors that play a role in determining students' university-level fields of study, and therefore, the importance of minimizing the factors that lead to negative memories about school mathematics was emphasized.

Anahtar Kelimeler

math lesson university verbal fields negative memories positive memories

Kaynakça

  • Adler, A. (1931). What life should mean to you. New York: Grosset & Dunlap.
  • Baykul, Y. (1990). İlkokul beşinci sınıftan lise ve dengi okulların son sınıflarına kadar matematik ve fen derslerine karşı tutumda görülen değişmeler ve öğrenci seçme sınavındaki başarı ile ilişkili olduğu düşünülen bazı faktörler. Ankara: ÖSYM Yayınları.
  • Bekdemir, M. (2010). The preservice teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311-328. https://doi.org/10.1007/s10649-010-9260-7.
  • Berscheid, E. (1994). Interpersonal relationships. Annual review of psychology, 45(1),79-129.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
  • Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers' confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173-180. https://doi.org/10.1111/j.1949-8594.2006.tb18073.x.
  • Çelenk, S. (2008). İlköğretim okulları birinci sınıf öğrencilerinin ilk okuma ve yazma öğretimine hazırlık düzeyleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 8390.
  • Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions. ZDM Mathematics Education, 43(4), 471–482. https://doi.org/10.1007/s11858-011-0309-6.
  • Eaton, P., Oldham, E., & Oreilly, M. (2012). Nature and nurture: An analysis of mathematical identity of distinct cohorts of prospective teachers. Žogla & L. Rutka (Ed.), Proceedings of the Association for Teacher Education in Europe 36th Annual Conference (pp.29–43) içinde. Brussels, Belgium: ATEE.
  • Ellsworth, J. Z., & Buss, A. (2000). Autobiographical stories from preservice elementary mathematics and science students: Implications for K–16 teaching. School Science and Mathematics, 100(7), 355–364. https://doi.org/10.1111/j.1949-8594.2000.tb18177.x.
  • Gilbert, M. C., MusuGillette, L. E., Woolley, M. E., Karabenick, S. A., Strutchens, M. E., & Martin, W. G. (2014). Student perceptions of the classroom environment: Relations to motivation and achievement in mathematics. Learning Environments Research, 17(2), 287-304. https://doi.org/10.1007/s10984-013-9151-9.
  • Gültekin, M. (2015). İlköğretim öğrencilerinin ideal öğretmen algısı. Electronic Turkish Studies, 10(11), 725-756. http://dx.doi.org/10.7827/TurkishStudies.8624.
  • Harper, N. W., & Daane, C. J. (1998). Causes and reduction of math anxiety in preservice elementary teachers. Action in Teacher Education, 19(4), 2938. https://doi.org/10.1080/01626620.1998.10462889.
  • Haught, P. A., Nardi, A. H., & Walls, R. T. (2016). Academic memories of school. American Journal of Educational Research, 4(11), 817-827. https://doi.org/10.12691/education-4-11-7.
  • Hobden, S., & Mitchell, C. (2011). Maths and me: Using mathematics autobiographies to gain insight into the breakdown of mathematics learning. Education as Change, 15(1), 33-46. https://doi.org/10.1080/16823206.2011.566572.
  • İlhan, M., Demir, S. & Arslan, S. (2013). Öğretmen adaylarının bilgisayar destekli eğitime yönelik tutumları ile epistemolojik inançları arasındaki ilişkinin incelenmesi. Eğitim Teknolojisi Kuram ve Uygulama, 3(2), 122. https://doi.org/10.17943/etku.84212.
  • Jackson, C. D., & Leffingwell, R. J. (1999). The role of instructors in creating math anxiety in students from kindergarten through college. The Mathematics Teacher, 92(7), 583-586. https://doi.org/10.5951/MT.92.7.0583.
  • Kotaman, H. (2008). Türk ana babalarının çocuklarının eğitim öğretimlerine katılımı. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 135-149.
  • Lambert, V., & Lambert, C. (2012). Qualitative descriptive research: An acceptable design. Pacific Rim International Journal of Nursing Research, 16(4), 255-256.
  • Lewis, J. L., Ream, R. K., Bocian, K. M., Cardullo, R. A., Hammond, K. A. & Fast, L. A. (2012). Con cariño: Teacher caring, math selfefcacy, and math achievement among Hispanic English learners. Teachers College Record, 114(7), 1–42. https://doi.org/10.1177/016146811211400701.
  • LoPresto, K., & Drake, C. (2005). What's your (mathematics) story? Teaching Children Mathematics, 11(5), 266-271. https://doi.org/10.5951/TCM.11.5.0266.
  • McLean, K. C. (2005). Late adolescent identity development: Narrative meaning-making and memory telling. Developmental Psychology, 41(4), 683–691. https://doi.org/10.1037/0012-1649.41.4.683.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (Second Edition), Thousand Oaks, CA: Sage.
  • Miller, K., & Shifflet, R. (2016). How memories of school inform preservice teachers' feared and desired selves as teachers. Teaching and Teacher Education, 53, 20-29. https://doi.org/10.1016/j.tate.2015.10.002.
  • Miller, M., Gresham, P., & Fouts, B. (2011). Remembering memories about students with disabilities. Journal of Instructional Psychology, 38(3), 173–180.
  • Miller,K., DilwortBart, J., & Hane, A. (2011). Maternalre collections of schooling and children’s school preparation. School Community Journal, 21(2),161–184.
  • Montalvo, G. P., Mansfield, E. A., & Miller, R. B. (2007). Liking or disliking the teacher: Student motivation, engagement and achievement. Evaluation and Research in Education, 20(7), 144–158. https://doi.org/10.2167/eri406.0.
  • Öztürk, B. (2003). Sınıfta istenmeyen davranışların önlenmesi ve giderilmesi, E. Karip (Ed.), Sınıf Yönetimi (s:137-183), Ankara: Pegem Akademi.
  • Pillemer, D., Picariello, M., Law, A., & Reichman, J. (1996). Memories of college: The importance of specific educational episodes. D. Rubin (Ed.), Remembering our Past: Studies in Autobiographical Memory (ss.318-338). Cambridge: Cambridge University Press.
  • Rodd, M., & Bartholomew, H. (2006). Invisible and special: Young women's experiences as undergraduate mathematics students. Gender and Education, 18(1), 35–50. https://doi.org/10.1080/09540250500195093.
  • Rothenberg, J.(1994). Memories of schooling. Teaching&Teacher Education, 10(4), 369–379. https://doi.org/10.1016/0742-051X(94)90019-1.
  • Roykenes, K. (2016). “My math and me”:Nursing students' previous experiences in learning mathematics. Nurse Education in Practice, 16(1), 17. https://doi.org/10.1016/j.nepr.2015.05.009.
  • Sandelowski, M. (2000). Focus on research methods: Whatever happened to qualitative description? Research in Nursing and Health, 23(4), 334-340.
  • Solomon, Y. (2007). Not belonging? What makes a functional learner identity in undergraduate mathematics? Studies in Higher Education, 32(1), 79-96. https://doi.org/10.1080/03075070601099473.
  • Stogsdill, G. (2013). A math therapy exercise. Journal of Humanistic Mathematics, 3(2), 121-126. https://doi.org/10.5642/jhummath.201302.09.
  • Sullivan, L. (2008). Study of students’ perceptions about their attitude toward mathematics (ATM), achievement in mathematics (AIM), factors that influence ATM, and suggestions to improve ATM in A “Beter Than Average” “District”: Grades 4 Through 8. Doctorate Thesis. Montclair State University.
  • Towers, J., Hall, J., Rapke, T., Martin, L. C., & Andrews, H. (2017). Autobiographical accounts of students' experiences learning mathematics: A review. Canadian Journal of Science, Mathematics and Technology Education, 17(3), 152-164. https://doi.org/10.1080/14926156.2016.1241453.
  • Turunen, T. A. (2012). Memories about starting school. What is remembered after decades? Scandinavian Journal of Educational Research, 56(1), 69-84. https://doi.org/10.1080/00313831.2011.567397.
  • Türk Dil Kurumu (2019). Türk Dil Kurumu Sözlükleri. https://sozluk.gov.tr/
  • Waxman, H. C., & Huang, S. Y. L. (1998). Classroom learning environments in urban elementary, middle, and high schools. Learning Environments Research, 1(1), 95113. https://doi.org/10.1023/A:1009940816549.
  • Zan, R., Brown, L., Evans, J., & Hannula, M. S. (2006). Affect in mathematics education: An introduction. Educational Studies in Mathematics, 63(2), 113–121.

Sözel Programlara Kayıt Yaptıran Üniversite Öğrencilerinin Matematik Dersine İlişkin Hatıraları Üzerine Betimsel Bir İnceleme

Yıl 2023, Cilt: 12 Sayı: 2, 389 - 405, 25.06.2023

Kübra Çelik , Gülay Agaç , Mehmet Fatih Özmantar

https://doi.org/10.30703/cije.1200758

Öz

Bu çalışmanın amacı, üniversite düzeyinde sözel bir alan tercih eden öğrencilerin, temel eğitim dönemlerindeki matematik dersine ilişkin hatıraları üzerine bir inceleme yapmaktır. Çalışma, üniversite düzeyinde Coğrafya, İlahiyat, İngiliz Dili ve Edebiyatı, Tarih ve Türk Dili ve Edebiyatı bölümlerinde öğrenim gören veya görmüş olan 184 katılımcı ile yürütülmüştür. Çalışmada nitel betimsel araştırma deseni kullanılmış ve veriler içerik analizi ile çözümlenmiştir. Çalışmanın bulgularına göre hatıralar; akran, aile, okul, matematik dersi ve de öğretmen odakları etrafında şekillenmiştir. Bu odaklarla ilişkili olarak, bireyin matematikle ilişkisini belirleyen spesifik etmenler ve bunların bireyde bıraktığı etkiler ile çeşitli dönüm noktaları saptanmıştır. Elde edilen bulgular, hatıraların bireylerin matematik ile ilişkisini belirleyen özelliklere sahip olduğunu ve bu ilişkinin anlamlandırılmasında işlevsel bir rol oynadığına işaret etmektedir. Ayrıca, öğrencilerin matematikle ilgili olumsuz deneyimleri yerleşmiş değer yargılarına dönüştürerek içselleştirdikleri belirlenmiştir. Matematikle ilgili hatıraların, öğrencilerin üniversite düzeyindeki eğitim alanlarının belirlenmesinde rol oynayan etmenlerden birisi olduğu ve bu nedenle de temel eğitim sürecinde matematikle ilgili olumsuz hatıralara yol açacak nedenlerin en aza indirilmesinin önemi vurgulanmıştır.

Anahtar Kelimeler

matematik dersi üniversite sözel alanlar olumsuz hatıralar olumlu hatıralar

Kaynakça

  • Adler, A. (1931). What life should mean to you. New York: Grosset & Dunlap.
  • Baykul, Y. (1990). İlkokul beşinci sınıftan lise ve dengi okulların son sınıflarına kadar matematik ve fen derslerine karşı tutumda görülen değişmeler ve öğrenci seçme sınavındaki başarı ile ilişkili olduğu düşünülen bazı faktörler. Ankara: ÖSYM Yayınları.
  • Bekdemir, M. (2010). The preservice teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311-328. https://doi.org/10.1007/s10649-010-9260-7.
  • Berscheid, E. (1994). Interpersonal relationships. Annual review of psychology, 45(1),79-129.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
  • Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers' confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173-180. https://doi.org/10.1111/j.1949-8594.2006.tb18073.x.
  • Çelenk, S. (2008). İlköğretim okulları birinci sınıf öğrencilerinin ilk okuma ve yazma öğretimine hazırlık düzeyleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 8390.
  • Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions. ZDM Mathematics Education, 43(4), 471–482. https://doi.org/10.1007/s11858-011-0309-6.
  • Eaton, P., Oldham, E., & Oreilly, M. (2012). Nature and nurture: An analysis of mathematical identity of distinct cohorts of prospective teachers. Žogla & L. Rutka (Ed.), Proceedings of the Association for Teacher Education in Europe 36th Annual Conference (pp.29–43) içinde. Brussels, Belgium: ATEE.
  • Ellsworth, J. Z., & Buss, A. (2000). Autobiographical stories from preservice elementary mathematics and science students: Implications for K–16 teaching. School Science and Mathematics, 100(7), 355–364. https://doi.org/10.1111/j.1949-8594.2000.tb18177.x.
  • Gilbert, M. C., MusuGillette, L. E., Woolley, M. E., Karabenick, S. A., Strutchens, M. E., & Martin, W. G. (2014). Student perceptions of the classroom environment: Relations to motivation and achievement in mathematics. Learning Environments Research, 17(2), 287-304. https://doi.org/10.1007/s10984-013-9151-9.
  • Gültekin, M. (2015). İlköğretim öğrencilerinin ideal öğretmen algısı. Electronic Turkish Studies, 10(11), 725-756. http://dx.doi.org/10.7827/TurkishStudies.8624.
  • Harper, N. W., & Daane, C. J. (1998). Causes and reduction of math anxiety in preservice elementary teachers. Action in Teacher Education, 19(4), 2938. https://doi.org/10.1080/01626620.1998.10462889.
  • Haught, P. A., Nardi, A. H., & Walls, R. T. (2016). Academic memories of school. American Journal of Educational Research, 4(11), 817-827. https://doi.org/10.12691/education-4-11-7.
  • Hobden, S., & Mitchell, C. (2011). Maths and me: Using mathematics autobiographies to gain insight into the breakdown of mathematics learning. Education as Change, 15(1), 33-46. https://doi.org/10.1080/16823206.2011.566572.
  • İlhan, M., Demir, S. & Arslan, S. (2013). Öğretmen adaylarının bilgisayar destekli eğitime yönelik tutumları ile epistemolojik inançları arasındaki ilişkinin incelenmesi. Eğitim Teknolojisi Kuram ve Uygulama, 3(2), 122. https://doi.org/10.17943/etku.84212.
  • Jackson, C. D., & Leffingwell, R. J. (1999). The role of instructors in creating math anxiety in students from kindergarten through college. The Mathematics Teacher, 92(7), 583-586. https://doi.org/10.5951/MT.92.7.0583.
  • Kotaman, H. (2008). Türk ana babalarının çocuklarının eğitim öğretimlerine katılımı. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 135-149.
  • Lambert, V., & Lambert, C. (2012). Qualitative descriptive research: An acceptable design. Pacific Rim International Journal of Nursing Research, 16(4), 255-256.
  • Lewis, J. L., Ream, R. K., Bocian, K. M., Cardullo, R. A., Hammond, K. A. & Fast, L. A. (2012). Con cariño: Teacher caring, math selfefcacy, and math achievement among Hispanic English learners. Teachers College Record, 114(7), 1–42. https://doi.org/10.1177/016146811211400701.
  • LoPresto, K., & Drake, C. (2005). What's your (mathematics) story? Teaching Children Mathematics, 11(5), 266-271. https://doi.org/10.5951/TCM.11.5.0266.
  • McLean, K. C. (2005). Late adolescent identity development: Narrative meaning-making and memory telling. Developmental Psychology, 41(4), 683–691. https://doi.org/10.1037/0012-1649.41.4.683.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (Second Edition), Thousand Oaks, CA: Sage.
  • Miller, K., & Shifflet, R. (2016). How memories of school inform preservice teachers' feared and desired selves as teachers. Teaching and Teacher Education, 53, 20-29. https://doi.org/10.1016/j.tate.2015.10.002.
  • Miller, M., Gresham, P., & Fouts, B. (2011). Remembering memories about students with disabilities. Journal of Instructional Psychology, 38(3), 173–180.
  • Miller,K., DilwortBart, J., & Hane, A. (2011). Maternalre collections of schooling and children’s school preparation. School Community Journal, 21(2),161–184.
  • Montalvo, G. P., Mansfield, E. A., & Miller, R. B. (2007). Liking or disliking the teacher: Student motivation, engagement and achievement. Evaluation and Research in Education, 20(7), 144–158. https://doi.org/10.2167/eri406.0.
  • Öztürk, B. (2003). Sınıfta istenmeyen davranışların önlenmesi ve giderilmesi, E. Karip (Ed.), Sınıf Yönetimi (s:137-183), Ankara: Pegem Akademi.
  • Pillemer, D., Picariello, M., Law, A., & Reichman, J. (1996). Memories of college: The importance of specific educational episodes. D. Rubin (Ed.), Remembering our Past: Studies in Autobiographical Memory (ss.318-338). Cambridge: Cambridge University Press.
  • Rodd, M., & Bartholomew, H. (2006). Invisible and special: Young women's experiences as undergraduate mathematics students. Gender and Education, 18(1), 35–50. https://doi.org/10.1080/09540250500195093.
  • Rothenberg, J.(1994). Memories of schooling. Teaching&Teacher Education, 10(4), 369–379. https://doi.org/10.1016/0742-051X(94)90019-1.
  • Roykenes, K. (2016). “My math and me”:Nursing students' previous experiences in learning mathematics. Nurse Education in Practice, 16(1), 17. https://doi.org/10.1016/j.nepr.2015.05.009.
  • Sandelowski, M. (2000). Focus on research methods: Whatever happened to qualitative description? Research in Nursing and Health, 23(4), 334-340.
  • Solomon, Y. (2007). Not belonging? What makes a functional learner identity in undergraduate mathematics? Studies in Higher Education, 32(1), 79-96. https://doi.org/10.1080/03075070601099473.
  • Stogsdill, G. (2013). A math therapy exercise. Journal of Humanistic Mathematics, 3(2), 121-126. https://doi.org/10.5642/jhummath.201302.09.
  • Sullivan, L. (2008). Study of students’ perceptions about their attitude toward mathematics (ATM), achievement in mathematics (AIM), factors that influence ATM, and suggestions to improve ATM in A “Beter Than Average” “District”: Grades 4 Through 8. Doctorate Thesis. Montclair State University.
  • Towers, J., Hall, J., Rapke, T., Martin, L. C., & Andrews, H. (2017). Autobiographical accounts of students' experiences learning mathematics: A review. Canadian Journal of Science, Mathematics and Technology Education, 17(3), 152-164. https://doi.org/10.1080/14926156.2016.1241453.
  • Turunen, T. A. (2012). Memories about starting school. What is remembered after decades? Scandinavian Journal of Educational Research, 56(1), 69-84. https://doi.org/10.1080/00313831.2011.567397.
  • Türk Dil Kurumu (2019). Türk Dil Kurumu Sözlükleri. https://sozluk.gov.tr/
  • Waxman, H. C., & Huang, S. Y. L. (1998). Classroom learning environments in urban elementary, middle, and high schools. Learning Environments Research, 1(1), 95113. https://doi.org/10.1023/A:1009940816549.
  • Zan, R., Brown, L., Evans, J., & Hannula, M. S. (2006). Affect in mathematics education: An introduction. Educational Studies in Mathematics, 63(2), 113–121.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Kübra Çelik 0000-0002-6105-2694

Gülay Agaç 0000-0002-7788-4444

Mehmet Fatih Özmantar 0000-0002-7842-1337

Yayımlanma Tarihi 25 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 2

Kaynak Göster

APA Çelik, K., Agaç, G., & Özmantar, M. F. (2023). Sözel Programlara Kayıt Yaptıran Üniversite Öğrencilerinin Matematik Dersine İlişkin Hatıraları Üzerine Betimsel Bir İnceleme. Cumhuriyet Uluslararası Eğitim Dergisi, 12(2), 389-405. https://doi.org/10.30703/cije.1200758
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