Publication Info
Type Inproceedings
Year 2006
Venue Paper presented at the International Conference on the Teaching of Mathematics (ICTM). Istanbul, Turkey. June 30 - July 5, 2006.
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Inproceedings

Turkish high-school students’ attitudes toward learning mathematics

Kahveci M, Imamoglu Y

2006 — Paper presented at the International Conference on the Teaching of Mathematics (ICTM). Istanbul, Turkey. June 30 - July 5, 2006.

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Citation (APA)

Kahveci M, Imamoglu Y (2006). Turkish high-school students’ attitudes toward learning mathematics. Paper presented at the International Conference on the Teaching of Mathematics (ICTM). Istanbul, Turkey. June 30 - July 5, 2006.

Abstract

Attitudes towards mathematics, mathematics self concept and motivation to learn mathematics of 79 students coming

from two high schools in Istanbul were measured. Three surveys were administered to the students at their schools; Fennema-Sherman scale, Self Description Questionnaire (SDQ II) and Students’ Motivation to Learn Mathematics (SMOT); having $\alpha$-reliabilities .92, .92 and .93 respectively. Factorial analyses were conducted for the three scales. As a result, attitudes towards mathematics was decomposed into eight factors, labeled usefulness of mathematics content, mathematics perceived as male domain, perceived mathematics success, teacher support, perceived mathematics ability and teacher’s belief about mathematics competency.

BibTeX

@inproceedings{ay, title = {Turkish high-school students’ attitudes toward learning mathematics}, author = {Kahveci M, Imamoglu Y}, year = {2006}, booktitle = {Paper presented at the International Conference on the Teaching of Mathematics (ICTM). Istanbul, Turkey. June 30 - July 5, 2006.}, abstract = {Attitudes towards mathematics, mathematics self concept and motivation to learn mathematics of 79 students coming from two high schools in Istanbul were measured. Three surveys were administered to the students at their schools; Fennema-Sherman scale, Self Description Questionnaire (SDQ II) and Students’ Motivation to Learn Mathematics (SMOT); having $\alpha$-reliabilities .92, .92 and .93 respectively. Factorial analyses were conducted for the three scales. As a result, attitudes towards mathematics was decomposed into eight factors, labeled usefulness of mathematics content, mathematics perceived as male domain, perceived mathematics success, teacher support, perceived mathematics ability and teacher’s belief about mathematics competency.} }