Yazar "Erdogan, Ahmet" seçeneğine göre listele

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    Are the dimensions of metacognitive awareness differing in prediction of mathematics and geometry achievement?
    (ELSEVIER SCIENCE BV, 2011) Kesici, Sahin; Erdogan, Ahmet; Ozteke, Hatice Irem
    In this study, it is aimed to determine whether there is a differentation of metacognitive awareness strategies in prediction of high school students's mathematics and geometry course achievements. Data were obtained from 213 high school students and it is used to stepwise regression analyze technique to analyze the data. It is seen from the result that declarative knowledge of high school students is an significant predictor of mathematics course achievement (p<.05). Besides, it is found that the evaluation and procedural knowledge of metacognitive awareness strategies are significant predictors of geometry course achievement.
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    Gender Differences in Geometry and Mathematics Achievement and Self-efficacy Beliefs in Geometry
    (ANI YAYINCILIK, 2011) Erdogan, Ahmet; Baloglu, Mustafa; Kesici, Sahin
    Problem Statement: Individual differences in education have great importance. Such differences become particularly crucial in disciplines such as mathematics and geometry. One of the most frequently investigated individual differences is gender-related. Gender differences in mathematics may be different depending upon the particular area of mathematics. Therefore, gender differences in geometry performance and efficacy deserve attention. Purpose of Study: The present study is aimed to investigate gender differences in mathematics course achievement, geometry course achievement, and geometry self-efficacy. Methods: A total of 199 high school sophomores voluntarily participated in the study. A mathematics and geometry end-of-the-year GPA was obtained from the official student records. Students responded to a set of brief demographic questions that asked their gender in addition to the Self-efficacy Scale toward Geometry (SESTG). Data were screened for the assumptions of parametric statistics. In order to test mathematics and geometry end-of-the-year achievement differences simultaneously between men and women, a between-subjects MANOVA was used. A second MANOVA was used to test three dependent variables of self-efficacy beliefs simultaneously in a non-orthogonal design. The independent variable was gender (male and female). Findings and Results: Results showed that there was a significant multivariate effect of gender on the combined dependent variables. There was a large association both between the dependent variables and gender. The results of univariate F analyses indicated that there were significant gender differences on both mathematics achievement and geometry achievement. Women achieved significantly higher than men. A second one-way, between-subjects MANOVA was performed on the three dependent variables that were the subscales of the SESTG. The independent variable was gender. Results showed that there was not any significant multivariate effect of gender on the combined dependent variabels. Conclusions and Recommendations: Variables that may have an effect on mathematics or geometry achievement are multi-faceted. The present study focused on one of such variables, namely gender. We investigated the relationship between self-efficacy beliefs in geometry and geometry achievement and found that the two variables were significantly related. The present study also shows a significant relationship between the mathematics and geometry achievement level. Results show that there are not any significant multivariate gender differences on the sub-scales of the geometry self-efficacy beliefs.
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    Investigation of theses in mathematics education according to research topics studied between 2000 and 2009 in Turkey
    (ELSEVIER SCIENCE BV, 2011) Erdogan, Ahmet; Yucedag, Taner
    The purpose of this study is to analyze the master's and doctoral theses in mathematics education according to research topics which were studied between 2000 and 2009 in Turkey. Then, it will be determined that which research topics and how often these topics were studied. This result will provide a general framework for recent research in mathematics education. According to the findings of this study, "instructional methods", "subjects in the mathematics curriculum", "achievement" and "cognitive domain" are the most popular research topics in master's and doctoral thesis related to mathematics education between 2000 and 2009. (C) 2011 Published by Elsevier Ltd.
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    Student Views With Regard To Probsol Learning Environmenta
    (ELSEVIER SCIENCE BV, 2015) Yazlik, Derya Ozlem; Erdogan, Ahmet
    The aim of this study is to assess learner views with regard to ProbSol learning environment prepared according to problem solving steps for the teaching of "applications related to equations and inequalities". In line with this aim, the study was carried out with 15 volunteered 9th graders who are taught with ProbSol. The study is a case study, which is one of the qualitative research paradigms, and a semi-structured interview form with 8 open-ended questions developed by the researchers was used. Data obtained from semi-structured interview form were analyzed with content analysis method. In general, the views of the participants with regard to ProbSol environment were mostly positive. (C) 2015 The Authors. Published by Elsevier Ltd.