The Analysis of Middle School Students’ Mathematical Understanding in Terms of Different Variables

Sare ŞENGÜL, Yasemin KABA, Fatma ERDOĞAN

Abstract


Mathematical understanding which is dynamic, refined but non-linear and which is passed through different levels is a self-renewing process. Determining the factors which affects this process can be seen as the first steps of understanding the mathematical understanding. With this regard, in this study, it is aimed to analyze mathematical understandings of middle school students in terms of different variables (gender, academic achievement etc.). In this research relational screening model was used. The study group is consisted of 466 students who are studying in different grades of a public middle school in Zeytinburnu region of İstanbul. The data was obtained by using ‘Demographics Information Form (DIF)’ and ‘Determining the Mathematical Understanding Levels Scale (DMULS)’. According to research results it was appeared that the mathematical understandings of male students were lower than female students. In addition to that, it was determined that mathematical understandings of middle school students differed significantly according to their grade levels, their academic achievements, whether they received extra help for the mathematics lessons other than the school or not and educational levels of their parents.


Keywords


Middle school students, mathematical understanding, different variables

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References


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