Teaching Mathematical Functions Using Geometric Functions Approach and Its Effect on Ninth Grade Students' Motivation

Autor/in	Akçakin, Veysel
Titel	Teaching Mathematical Functions Using Geometric Functions Approach and Its Effect on Ninth Grade Students' Motivation
Quelle	In: International Journal of Instruction, 11 (2018) 1, S.17-32 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Student Motivation; Grade 9; Mathematics Instruction; Geometric Concepts; Mathematical Concepts; Control Groups; Experimental Groups; Quasiexperimental Design; Pretests Posttests; Questionnaires; Teaching Methods; Mathematics Achievement; Instructional Effectiveness; Foreign Countries; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Schulische Motivation; School year 09; 9. Schuljahr; Schuljahr 09; Mathematics lessons; Mathematikunterricht; Elementare Geometrie; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; Ausland; Statistische Analyse; Türkei
Abstract	The purpose of this study is to investigate the effects of using geometric functions approach on 9th grade students' motivation levels toward mathematics in functions unit. Participants of this study were 87 students who were ongoing in the first year of high school in Turkey. In this research, pretest and posttest control group quasiexperimental design was used. In the experimental group I, geometric functions approach and dynamic mathematics software which supported the mathematics teaching were used. In the experimental group II, dynamic mathematics software which supported the mathematics teaching was used. In the control group, traditional mathematics teaching method was used as a teaching method. The data of this study were collected by Students' Motivation toward Mathematics Learning questionnaire (SMTML). Before the experimental process, there was no statistically significant difference between students' motivation levels toward mathematics. After the experimental process, there was not a significant difference between experimental group I, experimental group II and control groups except for achievement goal dimension post-test scores. In achievement goal dimension there was a statistically significant difference between groups. The results of this study indicate that using geometric functions approach in the learning process of function concept has a significant effect on students' achievement goal motivation. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01