Yesim Imamoglu

Kahveci M, Imamoglu Y (2014)

This study utilizes a re-analysis of the **PISA 2003 data** (N=272,138 students from 41 countries) to investigate students' **mathematics anxiety, self-efficacy, self-concept, and motivation**. The findings revealed significant variability based on personal and geographical characteristics. Key findings include: * **Gender:** Boys showed significantly higher **self-efficacy**, **self-concept**, and **motivation**, and lower **math anxiety** compared to girls. * **Socioeconomic Status (SES):** Higher SES correlated with higher self-efficacy, self-concept, and motivation. The highest anxiety levels were observed in the medium SES group. * **Geography:** Affective constructs varied significantly across regions (e.g., high performance/low self-concept/high anxiety in some Asian countries vs. high performance/low anxiety in some Western European countries). * **Predictors:** **Self-efficacy** was found to be a strong positive predictor of mathematical literacy. A negative correlation was found between math anxiety and self-concept. The study highlights the critical, culturally-dependent importance of these affective dimensions in mathematics education.

Source: J. Res. Educ. Soc., 1(1): 1-22.

Kahveci M, Imamoglu Y (2014)

The aim of this study is to analyze the **use of computers and attitudes towards computers** with respect to **gender, geographical regions, and socioeconomic status (SES)**, utilizing data from the **PISA 2003** international study (15-year-old students). Significant differences were found across various variables, including: computer availability, computer use experience, frequency of use for different purposes, and attitudes toward computers. Connections between these variables and mathematics anxiety are also discussed. Key findings indicate: * **Gender:** **Boys** have a more positive attitude towards computers and tend to use them more frequently. * **SES:** As the socioeconomic level increases, both **experience in computer and Internet use** and **positive attitudes towards computers** also increase.

Source: J. Res. Educ. Soc., 1(1): 45-63.

Kahveci M, Imamoglu Y (2007)

This review investigates the use of certain types of interaction in mathematics education. These types include interaction between students, interaction between teacher and students, and interaction between students and leaning technology. In small cooperative groups, factors that affect interaction are as follows: group composition, type of interaction, effect of teacher, interdependence of students and nature of the task. Some teaching implications of the findings were discussed as follows: students should be encouraged to use multiple representations to develop problem solving strategies; students' motivation to learn should be mastery goal oriented, teachers should encourage student participation in classroom discussions; students should be expected to provide mathematical reasoning rather than producing the right answer; and design of tasks should be suitable to promote skills such as mathematical reasoning and metacognition.

Source: Paper presented at the Society for Information Technology and Teacher Education (SITE). San Antonio, USA. March 5 - 9, 2007.

Kahveci M, Imamoglu Y (2007)

This review investigates the use of certain types of **interaction in mathematics education**. These types include **interaction between students**, **interaction between teacher and students**, and **interaction between students and learning technology**. Student-technology interactions are explained by computer programs that use problem-solving strategies and multiple representations. Interaction between teacher and students are explained in two categories, classroom interaction and small group interaction. In small cooperative groups, factors that affect interaction are: group composition, type of interaction, effect of teacher, interdependence of students, and nature of the task. Teaching implications include: encouraging students to use multiple representations, promoting mastery goal-oriented motivation, creating contexts for mathematical argumentation, encouraging classroom discussions, expecting mathematical reasoning over just the right answer, and designing tasks to promote skills like mathematical reasoning and metacognition.

Source: J. Comput. Math. Sci. Teach., 26(2): 137-153.

Kahveci M, Imamoglu Y (2006)

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.

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