A scale for seventh and eighth grade students’ attitudes towards skill-based mathematics questions

Yıl 2024, Cilt: 13 Sayı: 3, 199 – 216, 31.07.2024

Gönül Erhan , Oğuzhan Doğan , Çiğdem Haser

https://doi.org/10.19128/turje.1398979

Öz

Bu çalışmanın amacı, yedinci ve sekizinci sınıf öğrencilerinin beceri temelli olarak isimlendirilen matematik sorularına yönelik tutumlarının incelenmesi amacıyla, kuramsal temeli olan, geçerli ve güvenilir bir ölçek geliştirmektir. Öğrencilerin beceri temelli matematik sorularına karşı tutumları bilişsel, duyuşsal ve motivasyonel boyutlar bağlamında incelenmiştir. Tarama modeline göre gerçekleştirilen bu çalışmanın örneklemi, Ankara İli Etimesgut İlçesinde bulunan üç farklı ortaokulda öğrenim gören 820 yedinci ve sekizinci sınıf öğrencilerinden oluşmaktadır. Geliştirilen ölçekteki maddeler için öncelikle detaylı alan yazın taraması yapılmış ve taslak madde havuzu oluşturulmuştur. Uzman görüşleri alındıktan sonra nihai ölçek maddeleri 2022-2023 öğretim yılı ikinci yarıyılında, Liselere Geçiş Sistemi kapsamındaki merkezi sınavdan önce olmak koşuluyla, öğrencilere uygulanmıştır. Ölçeğin yapı geçerliğini incelemek için açımlayıcı ve doğrulayıcı faktör analizi yöntemleri kullanılmıştır. Analiz sonuçlarına göre ölçek, üç faktörlü (duyuşsal, bilişsel, motivasyonel) ve toplam varyansın %46’sını açıklamaktadır. Tüm ölçeğe ve alt boyutlara ilişkin hesaplanan Cronbach α iç tutarlılık katsayısı ve bileşik güvenilirlik değerleri .70’in üzerindedir. Sonuç olarak, yedinci ve sekizinci sınıf öğrencileri için geliştirilen Beceri Temelli Matematik Sorularına Yönelik Tutum Ölçeğinin geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

Anahtar Kelimeler

Beceri temelli matematik soruları, Ölçek geliştirme, Tutum, Yedinci ve sekizinci sınıf öğrencileri

Kaynakça

• Aiken, L. R. (2002). Attitudes and related psychological constructs: Theories, assessment, and research. Sage Publications, Inc.
• Andrà, C., Erens, R., Hatirasu, V., & Rott, B. (2023). MAVI 2021 Special issue: The growing recognition of affect in mathematics education. International Journal of Mathematical Education in Science and Technology, 54(8), 1373-1379. https://doi.org/10.1080/0020739X.2023.2231322
• Ajello, A. M., Caponera, E., & Palmerio, L. (2018). Italian students’ results in the PISA mathematics test: Does reading competence matter? European Journal of Psychology of Education, 33(3), 505-520. https://doi.org/10.1007/s10212-018-0385-x
• Baykul, Y. (2010). Eğitimde ve psikolojide ölçme: Klasik test teorisi ve uygulaması (2.Baskı) [Measurement in education and psychology: Classical test theory and applications (2nd ed.)]. Pegem Akademi.
• Bayrak, A., & Baki, A. (2023). The relationship between students' attitudes, self-efficacy and anxiety towards new generation mathematics questions and their achievement. Proceedings of the 6th International Symposium on Turkish Computer and Mathematics Education (pp. 276-278). Mathematics Education Association.
• Cantley, I. (2019). PISA and policy-borrowing: A philosophical perspective on their interplay in mathematics education. Educational Philosophy and Theory, 51(12). 1200-1215. https://doi.org/10.1080/00131857.2018.1523005
• Costa, D. R., & Chen, C. W. (2023). Exploring the relationship between process data and contextual variables among Scandinavian students on PISA 2012 mathematics tasks. Large-scale Assessments in Education, 11, 5. https://doi.org/10.1186/s40536-023-00155-x
• Çanakçı, O., & Özdemir, A. Ş. (2011). Matematik problemi çözme tutum ölçeğinin geliştirilmesi [The construction of mathematics problem solving attitude scale]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 11(1), 119-136.
• Çifter, H., & Çekmez, E. (2023). Investigation of the Attitudes of Secondary School Students Towards the New Generation of Mathematics Questions. Proceedings of the 6th International Symposium on Turkish Computer and Mathematics Education (pp. 247-248). Mathematics Education Association.
• Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications]. Pegem Akademi.
• Di Martino, P., & Zan, R. (2010). ‘Me and maths’: Towards a definition of attitude grounded on students’ narratives. Journal of Mathematics Teacher Education, 13, 27-48. https://doi.org/10.1007/s10857-009-9134-z
• Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions. ZDM Mathematics Education, 43, 471-482. https://doi.org/10.1007/s11858-011-0309-6
• Erden, B. (2020). Türkçe, matematik ve fen bilimleri dersi beceri temelli sorularına ilişkin öğretmen görüşleri [Teacher opinions on skill-based questions in Turkish, mathematics and science courses]. Academia Eğitim Araştırmaları Dergisi, 5(2), 270-292.
• Falloon, G. (2024). Investigating pedagogical, technological, and school factors underpinning effective ‘critical thinking curricula’ in K-6 education. Thinking Skills and Creativity, 51, 101447. https://doi.org/10.1016/j.tsc.2023.101447
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. (8th ed.). McGraw-Hill, Inc.
• Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th ed.). Pearson.
• Hannula, M. S. (2011). The structure and dynamics of affect in mathematical thinking and learning. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 36-60). ERME and University of Rzeszow.
• Hu, L. (2023). Programming and 21st century skill development in K-12 schools: A multidimensional meta-analysis. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12904
• Kablan, Z., & Bozkuş, F. (2021). Liselere giriş sınavı matematik problemlerine ilişkin öğretmen ve öğrenci görüşleri [Mathematics teachers’ and students’ opinions on mathematics problems of the high school entrance exam]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 211-231. https://doi.org/10.17860/mersinefd.800738
• Kanes, C., Morgan, C., & Tsatsaroni, A. (2014). The PISA mathematics regime: Knowledge structures and practices of the self. Educational Studies in Mathematics, 87, 145-165. https://doi.org/10.1007/s10649-014-9542-6
• Katrancı, Y., & Şengül, S. (2019). The relationship between middle school students’ attitudes towards mathematical problem-posing, attitudes towards mathematical problem-solving, and attitudes towards mathematics. Eğitim ve Bilim, 44(197), 1-24. https://doi.org/10.15390/EB.2019.7315
• Kedikli, D., & Katrancı, Y. (2022). Beceri temelli ortaokul matematik sorularının incelenmesi [Investigation of skill-based middle school mathematics questions]. Yaşadıkça Eğitim, 36(3), 673-696. https://doi.org/10.33308/26674874.2022363446
• Kertil, M., Gülbağcı-Dede, H., & Ulusoy, E. G. (2021). Skill-based mathematics questions: What do middle school mathematics teachers think about and how do they implement them? Turkish Journal of Computer and Mathematics Education, 12(1), 151-186. https://doi.org/10.16949/turkbilmat.774651
• Kılcan, T. (2021). Yeni nesil matematik sorularına ilişkin tutum ölçeği geliştirme: Geçerlik ve güvenirlik çalışması [Development of attitude scale related to new generation math questions: Validity and reliability study]. Anadolu Kültürel Araştırmalar Dergisi, 5(2), 170-180.
• Ministry of National Education [MoNE] (2018a). 2018 Liselere Geçiş Sistemi (LGS): Merkezi Sınavla Yerleşen Öğrencilerin Performansı, Eğitim Analiz ve Değerlendirme Raporları Serisi No: 3 [High School Transition System (LGS): Performance of Students Placed by Central Examination, Education Analysis and Evaluation Reports Series No: 3]. https://www.meb.gov.tr/meb_iys_dosyalar/2018_12/17094056_2018_lgs_rapor.pdf
• Ministry of National Education [MoNE] (2018b). Milli Eğitim Bakanlığı Ortaöğretime Geçiş Yönergesi. [Ministry of National Education Directive on Transition to Secondary Education]. http://www.meb.gov.tr/meb_iys_dosyalar/2018_03/26191912_yonerge.pdf
• Ministry of National Education [MoNE] (2019). 5, 6, ve 7. Sınıf Düzeylerinde Beceri Temelli Sorular. Milli Eğitim Bakanlığı Ölçme, Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü [Skill-based Questions at 5th 6th, and 7th Grade Levels. Ministry of National Education General Directorate of Measurement, Evaluation and Testing Services]. https://odsgm.meb.gov.tr/www/5-6-ve-7-sinif-duzeylerinde-beceri-temelli-sorular-yayimlanmistir/icerik/491
• Neumann, E., Kiss, A., & Fejes, I. (2012). The hard work of interpretation: The national politics of PISA reception in Hungary and Romania. European Educational Research Journal, 11(2), 227-242. https://doi-org.ezproxy.utu.fi/10.2304/eerj.2012.11.2.227.
• Nortvedt, G. A. (2018). Policy impact of PISA on mathematics education: The case of Norway. European Journal of Psychology of Education, 33, 427-444. https://doi.org/10.1007/s10212-018-0378-9
• Öztürk, M., Akkan, Y., & Kaplan, A. (2020). Reading comprehension, mathematics self-efficacy perception, and mathematics attitude as correlates of students’ non-routine mathematics problem-solving skills in Turkey. International Journal of Mathematical Education in Science and Technology, 51(7), 1042-1058. https://doi.org/10.1080/0020739X.2019.1648893
• Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. McGraw-Hill Education.
• Pettersen, A., & Braeken, J. (2019). Mathematical competency demands of assessment items: A search for empirical evidence. International Journal of Science and Mathematics Education, 17, 405-425. https://doi.org/10.1007/s10763-017-9870-y
• Radišić, J., & Baucal, A. (2018). Teachers’ reflection on PISA items and why they are so hard for students in Serbia. European Journal of Psychology of Education, 33, 445-466. https://doi.org/10.1007/s10212-018-0366-0
• Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
• Şad, S. N., & Aydın, Y. Ş. (2023). Investigation of the 8th grade middle school students' perceptions on the concept of "new generation question" through metaphors. Inonu University Journal of the Faculty of Education, 24(1), 378-399. https://doi.org/10.17679/inuefd.1227962
• She, H. C., Stacey, K., & Schmidt, W. H. (2018). Science and mathematics literacy: PISA for better school education. International Journal of Science and Mathematics Education, 16(Suppl 1), 1-5. https://doi.org/10.1007/s10763-018-9911-1
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Pearson Education.
• Tarım, K., & Dinç Artut, P. (2016). Tutum ve matematik başarısı [Attitude and mathematics achievement]. E. Bingölbali, S. Arslan, & İ. Ö. Zembat (Eds.) Matematik eğitiminde teoriler (pp. 767-784). Pegem Akademi.
• Tortop, F., Cumalı, A., Çelenli, M., & Taşpınar-Şener, Z. (2022). LGS sınavındaki beceri temelli matematik sorularına yönelik öğretmen görüşleri [Teacher opinions on the skill-based mathematics questions in the LGS exam]. Erciyes Journal of Education, 6(2), 99-126. https://doi.org/10.32433/eje.1076448
• Ünsal, S., & Kaba, A. (2022). The characteristics of the skill based questions and their reflections on teachers and students. Kastamonu Education Journal, 30(2), 273-282. https://doi: 10.24106/kefdergi.753717
• Yavuz Mumcu, H., & Cansız Aktaş, M. (2020). Development of an attitude-towards-using-mathematics scale for high-school students and an analysis of student attitudes. International Journal of Mathematical Education in Science and Technology, 51(1), 3-25, https://doi.org/10.1080/0020739X.2019.1679398
• Yüksel, M. (2022). PISA 2018 araştırma sonuçlarına göre ülkelerin bileşik PISA performans sıralaması [Ranking the composite PISA performance of countries according to PISA 2018 research results]. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 788-821. https://doi.org/10.21666/muefd.1093574

A scale for seventh and eighth grade students’ attitudes towards skill-based mathematics questions

Yıl 2024, Cilt: 13 Sayı: 3, 199 – 216, 31.07.2024

Gönül Erhan , Oğuzhan Doğan , Çiğdem Haser

https://doi.org/10.19128/turje.1398979

Öz

The aim of this study is to develop a theoretically sound, valid, and reliable scale to examine seventh and eighth grade students’ attitudes towards so-called skill-based mathematics questions (SBMQ). The sample of the study was 820 seventh and eighth grade students at three different middle schools in Etimesgut District of Ankara Province. A draft item pool was crafted after a detailed literature review and the scale was finalized for the implementation after receiving expert opinions. This version of scale was administered shortly before the national examination which included skill-based questions in the 2022-2023 academic year. Exploratory and confirmatory factor analysis methods were used to examine the construct validity of the scale. The analysis resulted in 16 items in three factors (affective, cognitive, and motivational) which explained 46% of the total variance. Cronbach’s alpha and composite reliability scores were above .70 for each factor and whole scale. The results indicated that the Attitudes Towards SBMQ Scale developed for seventh and eighth grade students is valid and reliable.

Anahtar Kelimeler

Attitude, Scale development, Seventh and eighth grade students, Skill-based mathematics questions

Kaynakça

• Aiken, L. R. (2002). Attitudes and related psychological constructs: Theories, assessment, and research. Sage Publications, Inc.
• Andrà, C., Erens, R., Hatirasu, V., & Rott, B. (2023). MAVI 2021 Special issue: The growing recognition of affect in mathematics education. International Journal of Mathematical Education in Science and Technology, 54(8), 1373-1379. https://doi.org/10.1080/0020739X.2023.2231322
• Ajello, A. M., Caponera, E., & Palmerio, L. (2018). Italian students’ results in the PISA mathematics test: Does reading competence matter? European Journal of Psychology of Education, 33(3), 505-520. https://doi.org/10.1007/s10212-018-0385-x
• Baykul, Y. (2010). Eğitimde ve psikolojide ölçme: Klasik test teorisi ve uygulaması (2.Baskı) [Measurement in education and psychology: Classical test theory and applications (2nd ed.)]. Pegem Akademi.
• Bayrak, A., & Baki, A. (2023). The relationship between students' attitudes, self-efficacy and anxiety towards new generation mathematics questions and their achievement. Proceedings of the 6th International Symposium on Turkish Computer and Mathematics Education (pp. 276-278). Mathematics Education Association.
• Cantley, I. (2019). PISA and policy-borrowing: A philosophical perspective on their interplay in mathematics education. Educational Philosophy and Theory, 51(12). 1200-1215. https://doi.org/10.1080/00131857.2018.1523005
• Costa, D. R., & Chen, C. W. (2023). Exploring the relationship between process data and contextual variables among Scandinavian students on PISA 2012 mathematics tasks. Large-scale Assessments in Education, 11, 5. https://doi.org/10.1186/s40536-023-00155-x
• Çanakçı, O., & Özdemir, A. Ş. (2011). Matematik problemi çözme tutum ölçeğinin geliştirilmesi [The construction of mathematics problem solving attitude scale]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 11(1), 119-136.
• Çifter, H., & Çekmez, E. (2023). Investigation of the Attitudes of Secondary School Students Towards the New Generation of Mathematics Questions. Proceedings of the 6th International Symposium on Turkish Computer and Mathematics Education (pp. 247-248). Mathematics Education Association.
• Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications]. Pegem Akademi.
• Di Martino, P., & Zan, R. (2010). ‘Me and maths’: Towards a definition of attitude grounded on students’ narratives. Journal of Mathematics Teacher Education, 13, 27-48. https://doi.org/10.1007/s10857-009-9134-z
• Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions. ZDM Mathematics Education, 43, 471-482. https://doi.org/10.1007/s11858-011-0309-6
• Erden, B. (2020). Türkçe, matematik ve fen bilimleri dersi beceri temelli sorularına ilişkin öğretmen görüşleri [Teacher opinions on skill-based questions in Turkish, mathematics and science courses]. Academia Eğitim Araştırmaları Dergisi, 5(2), 270-292.
• Falloon, G. (2024). Investigating pedagogical, technological, and school factors underpinning effective ‘critical thinking curricula’ in K-6 education. Thinking Skills and Creativity, 51, 101447. https://doi.org/10.1016/j.tsc.2023.101447
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. (8th ed.). McGraw-Hill, Inc.
• Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th ed.). Pearson.
• Hannula, M. S. (2011). The structure and dynamics of affect in mathematical thinking and learning. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 36-60). ERME and University of Rzeszow.
• Hu, L. (2023). Programming and 21st century skill development in K-12 schools: A multidimensional meta-analysis. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12904
• Kablan, Z., & Bozkuş, F. (2021). Liselere giriş sınavı matematik problemlerine ilişkin öğretmen ve öğrenci görüşleri [Mathematics teachers’ and students’ opinions on mathematics problems of the high school entrance exam]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 211-231. https://doi.org/10.17860/mersinefd.800738
• Kanes, C., Morgan, C., & Tsatsaroni, A. (2014). The PISA mathematics regime: Knowledge structures and practices of the self. Educational Studies in Mathematics, 87, 145-165. https://doi.org/10.1007/s10649-014-9542-6
• Katrancı, Y., & Şengül, S. (2019). The relationship between middle school students’ attitudes towards mathematical problem-posing, attitudes towards mathematical problem-solving, and attitudes towards mathematics. Eğitim ve Bilim, 44(197), 1-24. https://doi.org/10.15390/EB.2019.7315
• Kedikli, D., & Katrancı, Y. (2022). Beceri temelli ortaokul matematik sorularının incelenmesi [Investigation of skill-based middle school mathematics questions]. Yaşadıkça Eğitim, 36(3), 673-696. https://doi.org/10.33308/26674874.2022363446
• Kertil, M., Gülbağcı-Dede, H., & Ulusoy, E. G. (2021). Skill-based mathematics questions: What do middle school mathematics teachers think about and how do they implement them? Turkish Journal of Computer and Mathematics Education, 12(1), 151-186. https://doi.org/10.16949/turkbilmat.774651
• Kılcan, T. (2021). Yeni nesil matematik sorularına ilişkin tutum ölçeği geliştirme: Geçerlik ve güvenirlik çalışması [Development of attitude scale related to new generation math questions: Validity and reliability study]. Anadolu Kültürel Araştırmalar Dergisi, 5(2), 170-180.
• Ministry of National Education [MoNE] (2018a). 2018 Liselere Geçiş Sistemi (LGS): Merkezi Sınavla Yerleşen Öğrencilerin Performansı, Eğitim Analiz ve Değerlendirme Raporları Serisi No: 3 [High School Transition System (LGS): Performance of Students Placed by Central Examination, Education Analysis and Evaluation Reports Series No: 3]. https://www.meb.gov.tr/meb_iys_dosyalar/2018_12/17094056_2018_lgs_rapor.pdf
• Ministry of National Education [MoNE] (2018b). Milli Eğitim Bakanlığı Ortaöğretime Geçiş Yönergesi. [Ministry of National Education Directive on Transition to Secondary Education]. http://www.meb.gov.tr/meb_iys_dosyalar/2018_03/26191912_yonerge.pdf
• Ministry of National Education [MoNE] (2019). 5, 6, ve 7. Sınıf Düzeylerinde Beceri Temelli Sorular. Milli Eğitim Bakanlığı Ölçme, Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü [Skill-based Questions at 5th 6th, and 7th Grade Levels. Ministry of National Education General Directorate of Measurement, Evaluation and Testing Services]. https://odsgm.meb.gov.tr/www/5-6-ve-7-sinif-duzeylerinde-beceri-temelli-sorular-yayimlanmistir/icerik/491
• Neumann, E., Kiss, A., & Fejes, I. (2012). The hard work of interpretation: The national politics of PISA reception in Hungary and Romania. European Educational Research Journal, 11(2), 227-242. https://doi-org.ezproxy.utu.fi/10.2304/eerj.2012.11.2.227.
• Nortvedt, G. A. (2018). Policy impact of PISA on mathematics education: The case of Norway. European Journal of Psychology of Education, 33, 427-444. https://doi.org/10.1007/s10212-018-0378-9
• Öztürk, M., Akkan, Y., & Kaplan, A. (2020). Reading comprehension, mathematics self-efficacy perception, and mathematics attitude as correlates of students’ non-routine mathematics problem-solving skills in Turkey. International Journal of Mathematical Education in Science and Technology, 51(7), 1042-1058. https://doi.org/10.1080/0020739X.2019.1648893
• Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. McGraw-Hill Education.
• Pettersen, A., & Braeken, J. (2019). Mathematical competency demands of assessment items: A search for empirical evidence. International Journal of Science and Mathematics Education, 17, 405-425. https://doi.org/10.1007/s10763-017-9870-y
• Radišić, J., & Baucal, A. (2018). Teachers’ reflection on PISA items and why they are so hard for students in Serbia. European Journal of Psychology of Education, 33, 445-466. https://doi.org/10.1007/s10212-018-0366-0
• Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
• Şad, S. N., & Aydın, Y. Ş. (2023). Investigation of the 8th grade middle school students' perceptions on the concept of "new generation question" through metaphors. Inonu University Journal of the Faculty of Education, 24(1), 378-399. https://doi.org/10.17679/inuefd.1227962
• She, H. C., Stacey, K., & Schmidt, W. H. (2018). Science and mathematics literacy: PISA for better school education. International Journal of Science and Mathematics Education, 16(Suppl 1), 1-5. https://doi.org/10.1007/s10763-018-9911-1
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Pearson Education.
• Tarım, K., & Dinç Artut, P. (2016). Tutum ve matematik başarısı [Attitude and mathematics achievement]. E. Bingölbali, S. Arslan, & İ. Ö. Zembat (Eds.) Matematik eğitiminde teoriler (pp. 767-784). Pegem Akademi.
• Tortop, F., Cumalı, A., Çelenli, M., & Taşpınar-Şener, Z. (2022). LGS sınavındaki beceri temelli matematik sorularına yönelik öğretmen görüşleri [Teacher opinions on the skill-based mathematics questions in the LGS exam]. Erciyes Journal of Education, 6(2), 99-126. https://doi.org/10.32433/eje.1076448
• Ünsal, S., & Kaba, A. (2022). The characteristics of the skill based questions and their reflections on teachers and students. Kastamonu Education Journal, 30(2), 273-282. https://doi: 10.24106/kefdergi.753717
• Yavuz Mumcu, H., & Cansız Aktaş, M. (2020). Development of an attitude-towards-using-mathematics scale for high-school students and an analysis of student attitudes. International Journal of Mathematical Education in Science and Technology, 51(1), 3-25, https://doi.org/10.1080/0020739X.2019.1679398
• Yüksel, M. (2022). PISA 2018 araştırma sonuçlarına göre ülkelerin bileşik PISA performans sıralaması [Ranking the composite PISA performance of countries according to PISA 2018 research results]. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 788-821. https://doi.org/10.21666/muefd.1093574

Toplam 42 adet kaynakça vardır.

Ayrıntılar

Kaynak Göster

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