An Investigation of The Relation Between 8 th Grade Students' Beliefs, Abstract Thought and Achievement; The Case of Mathematics

International Online Journal of Educational Sciences Pub Date : 2015-03-01 DOI:10.15345/IOJES.2015.01.012

Gülay Agaç, Ercan Masal

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引用次数: 3

Abstract

The purpose of the current study was to examine the relationship between elementary 8th grade students’ mathematical beliefs, abstract thought and mathematical achievements in mathematics. This is a quantitative research using the relational survey model. The data collection tools utilized in the study were the “Mathematics Belief Scale” and the “Mathematical Abstract Thought Test”. The study group, formed through simple random sampling, was 518 8th grade students enrolled in a state school in Hendek, Sakarya, during the 2012-2013 academic year. The inferential statistical analyses conducted with the data yielded a positive relationship between students’ achievement scores and their mathematical beliefs and abstract thought levels, and between their abstract thought levels and mathematical beliefs. As a result, it was observed that the more positive students’ mathematical beliefs were, the more successful they were in mathematics, and the more positive their matematical beliefs were, the higher their abstract thought levels were. © 2015 IOJES. All rights reserved

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八年级学生信念、抽象思维与成绩关系的调查数学的例子

摘要本研究旨在探讨小学八年级学生的数学信念、抽象思维与数学成绩之间的关系。这是一项运用关系调查模型的定量研究。本研究使用的数据收集工具为“数学信念量表”和“数学抽象思维测试”。该研究小组是通过简单的随机抽样形成的，研究对象是2012-2013学年在萨卡里亚亨德克一所公立学校就读的518名8年级学生。对这些数据进行推理统计分析，发现学生的成绩得分与数学信念和抽象思维水平呈正相关，抽象思维水平与数学信念呈正相关。结果发现，学生的数学信念越积极，他们在数学上就越成功;数学信念越积极，他们的抽象思维水平也越高。©2015 iojes。版权所有

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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International Online Journal of Educational Sciences

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