Arşiv ve Dokümantasyon Merkezi
Dijital Arşivi

Students' perceptions of knowing and loving mathematics as reflected from their drawings

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dc.contributor Graduate Program in Secondary School Science and Mathematics Education.
dc.contributor.advisor Baykal, Ali.
dc.contributor.author Ünal, Emine.
dc.date.accessioned 2023-03-16T11:30:55Z
dc.date.available 2023-03-16T11:30:55Z
dc.date.issued 2006.
dc.identifier.other SCED 2006 U53
dc.identifier.uri http://digitalarchive.boun.edu.tr/handle/123456789/15612
dc.description.abstract The aim of this study is to clarify the images that the primary school students have of knowing/not knowing and loving/not loving mathematics as reflected from their drawings. Draw-A-Man Test-DAM (Goodenough, 1926) and Draw-A-Scientist Test- DAST (Chambers, 1983) gave birth to “Draw-A-Student who knows/not know/loves/not loves Mathematics Test-DASMT” which then used in order to measure students’ perceptions of knowing/not knowing and loving/not loving mathematics. The sample of the study consists of 72 female and 97 male students (N=169) of Orbay Primary School from different grade levels. Results indicated that there are 60 images drawn by the students to reflect their perceptions of knowing/not knowing and loving/not loving mathematics. Baykal’s (1978) “system view of instructional process” was utilized to describe and explain these images. Based on the system view, some of the images were described as an indicator of major components of the instructional system which are “objectives”, “social settings”, “physical settings”, “instructional media”, “instructional procedure”, and “teacher”. The images with high frequencies and not described with system view, were explained as the finer discriminations which were the images “smiles”, “sadness”, and “question mark” in this study. Lastly, the discriminations between the cognitive aspects of mathematics (knowing and not knowing) and affective aspects of mathematics (loving and not loving); and between positive standings of mathematics (knowing and loving) and negative standings of mathematics (not knowing and not loving) were examined. In conclusion, the results indicated that the students do not have a system view in reflecting knowing, not knowing, loving, and not loving mathematics, in fact, they individualized it.
dc.format.extent 30cm.
dc.publisher Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2006.
dc.relation Includes appendices.
dc.relation Includes appendices.
dc.subject.lcsh Goodenough Draw-A-Man Test.
dc.subject.lcsh Mathematics -- Study and teaching (Primary)
dc.title Students' perceptions of knowing and loving mathematics as reflected from their drawings
dc.format.pages xviii, 102 leaves;


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