Matematik başarısının yordanması: Matematiksel üstbiliş ve problem kurma öz-yeterliğinin rolü
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Date
2022-01-17
Authors
Çelik, Halil Coşkun
Arslan, İsmail
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Üstbiliş, öğrencilerin kendi düşünme süreçleri ve bilişleri hakkında bilgi sahibi olmaları ve bu yapıyı düzenleyebilmelerine ilişkin becerileridir. Üstbiliş problem çözme sürecinde belirli bir zihinsel süreci keşfetme veya seçme yöntemi olduğundan matematik problemi kurmada ve başarı üzerinde de önemli etkileri bulunmaktadır. Çalışmada ortaokul öğrencilerinin matematiksel üstbiliş farkındalıkları ve matematik problemi kurma öz-yeterlik düzeyleri belirlenmiş, ayrıca matematik başarıları ile arasındaki ilişki incelenmiştir. İlişkisel tarama modelinde tasarlanan çalışma 462 ortaokul öğrencisi üzerinde yürütülmüştür. Çalışmanın verileri “Problem Kurma Öz-yeterlik Ölçeği” ve “Matematiksel Üstbiliş Farkındalık Ölçeği” yoluyla toplanmıştır. Verilerin analizinde Pearson Momentler Çarpımı Korelasyon Katsayısı ve Çoklu Doğrusal Regresyon Analizi kullanılmıştır. Araştırma sonucunda, öğrencilerin matematiksel üstbiliş farkındalıkları ve matematik problemi kurma öz-yeterlikleri ile matematik başarıları arasında orta düzeyde anlamlı bir ilişki bulunmuştur. Ayrıca öğrencilerin matematiksel üstbilişsel farkındalıkları ve problem kurma öz-yeterliklerinin matematik başarısını %35 düzeyinde yordadığı tespit edilmiştir. Bu çalışmanın sonuçları, öğrencilerin matematik başarısı üzerinde önemli bir unsur olarak üstbiliş ve problem kurmanın önemini keşfetme ihtiyacına işaret etmektedir.
Metacognition is the ability of students to have knowledge about their own thinking processes and cognition and to organize this structure. Since metacognition is a method of discovering or choosing a specific mental process in the problem solving process, it has important effects on mathematical problem posing and achievement. In the study, mathematical metacognition awareness and mathematical problems posing selfefficacy of students were determined, and the relationship between them and their mathematics achievement was examined. The research, which was designed in the correlational survey model, was carried out with 462 secondary school students. The data of the study were gathered through the "Problem Posing Self-Efficacy Scale" and the "Mathematical Metacognition Awareness Scale". Pearson Product Moments Correlation Coefficient and Multiple Linear Regression Analysis were used to analyze the data. As a result of the research, a moderately significant relationship was found between students' mathematical metacognitive awareness and their mathematical problem posing self-efficacy and mathematics achievement. In addition, it was determined that mathematical metacognitive awareness and problem posing self-efficacy of students predicted their achievement at the level of 35%. The results of this study point to the need to explore the importance of metacognition and problem posing as an important factor on students' achievement.
Metacognition is the ability of students to have knowledge about their own thinking processes and cognition and to organize this structure. Since metacognition is a method of discovering or choosing a specific mental process in the problem solving process, it has important effects on mathematical problem posing and achievement. In the study, mathematical metacognition awareness and mathematical problems posing selfefficacy of students were determined, and the relationship between them and their mathematics achievement was examined. The research, which was designed in the correlational survey model, was carried out with 462 secondary school students. The data of the study were gathered through the "Problem Posing Self-Efficacy Scale" and the "Mathematical Metacognition Awareness Scale". Pearson Product Moments Correlation Coefficient and Multiple Linear Regression Analysis were used to analyze the data. As a result of the research, a moderately significant relationship was found between students' mathematical metacognitive awareness and their mathematical problem posing self-efficacy and mathematics achievement. In addition, it was determined that mathematical metacognitive awareness and problem posing self-efficacy of students predicted their achievement at the level of 35%. The results of this study point to the need to explore the importance of metacognition and problem posing as an important factor on students' achievement.
Description
Keywords
Matematik başarısı, Ortaokul öğrencileri, Öz-yeterlik, Problem kurma, Üstbiliş, Mathematics achievement, Secondary school students, Self-efficacy, Problem posing, Metacognition
Citation
Çelik, H. C. ve Arslan, İ. (2022). "Matematik başarısının yordanması: Matematiksel üstbiliş ve problem kurma öz-yeterliğinin rolü" .Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 35(2), 385-406.