Sex-Related Differences in the Acquisition of the Van Hiele Levels and Motivation in Learning Geometry

Autor/in	Halat, Erdogan
Titel	Sex-Related Differences in the Acquisition of the Van Hiele Levels and Motivation in Learning Geometry
Quelle	In: Asia Pacific Education Review, 7 (2006) 2, S.173-183 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
Schlagwörter	Student Motivation; Gender Differences; Mathematics Instruction; Grade 6; Geometry; Mathematics Skills; Thinking Skills; Learning Processes; Mathematical Logic; Middle School Students; Educational Theories; Teaching Methods; Florida + Suchen Sie Ihr Suchwort? Schulische Motivation; Geschlechterkonflikt; Mathematics lessons; Mathematikunterricht; School year 06; 6. Schuljahr; Schuljahr 06; Geometrie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Learning process; Lernprozess; Mathematical logics; Mathematische Logik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Educational theory; Theory of education; Bildungstheorie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this study was to examine the acquisition of the van Hiele levels and motivation of sixth-grade students engaged in instruction using van Hiele theory-based mathematics curricula. There were 150 sixth-grade students, 66 boys and 84 girls, involved in the study. The researcher employed a multiple-choice geometry test to find out students' reasoning stages and a questionnaire to detect students' motivation in regards to the instruction. These instruments were administered to the students before and after a five-week period of instruction. The paired-samples t-test, the independent-samples t-test, and ANCOVA with alpha = 0.05 were used to analyze the quantitative data. The study demonstrated that there was no statistically significant difference as in motivation between boys and girls, and that no significant difference was detected in the acquisition of the levels between boys and girls. In other words, gender was not a factor in learning geometry. (Contains 5 tables.) (Author).
Anmerkungen	Education Research Institute, Seoul National University. Department of Education, 599 Kwanak-Ro, Kwanak-Gu, Seoul 151-748, South Korea. Tel: +82-2-880-5896; Fax: +82-2-889-6508; e-mail: aper2@hanmail.net; Web site: http://eri.snu.ac.kr/aper
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10