Investigation of the 5th Grade Students’ Engagements in Mathematics Course towards Student Opinions

Ozge Deveci, Cigdem Aldan Karademir


APA 6th edition
Deveci, O., & Karademir, C.A. (2019). Investigation of the 5th Grade Students’ Engagements in Mathematics Course towards Student Opinions. European Journal of Educational Research, 8(1), 337-348. doi:10.12973/eu-jer.8.1.337

Harvard
Deveci O., and Karademir C.A. 2019 'Investigation of the 5th Grade Students’ Engagements in Mathematics Course towards Student Opinions', European Journal of Educational Research , vol. 8, no. 1, pp. 337-348. Available from: https://dx.doi.org/10.12973/eu-jer.8.1.337

Chicago 16th edition
Deveci, Ozge and Karademir, Cigdem Aldan . "Investigation of the 5th Grade Students’ Engagements in Mathematics Course towards Student Opinions". (2019)European Journal of Educational Research 8, no. 1(2019): 337-348. doi:10.12973/eu-jer.8.1.337

Abstract

The research was conducted to determine the opinions of students (10-11 years) on their engagement to mathematics course. These students are 5th grade students at a secondary school in Turkey. Qualitative research method was used in the research. At the study, designed as case study, a total of seven secondary school students were participated the research. The study group was constituted with “snowball sampling” technique of purposeful sampling methods. The data was collected by a semi-structured interview form. Sixteen-page interviews obtained from the interviews were transferred to the computer. Data analysis was performed in content analysis. Codes were listed as a result of analysis. Common themes were constituted from the codes. As a result of the research, three themes, (cognitive, social and emotional engagement) eleven sub-themes and eighty nine codes were determined. It was seen that the students’ most preferred superficial strategies in terms of cognitive engagement; negative opinions towards group work in terms of social engagement; value given to math course in terms of emotional engagement. Students preferred least getting support sub-theme in terms of cognitive engagement; competitive sub-theme in terms of social engagement; value to the mathematics teacher sub-theme in terms of emotional engagement.

Keywords: Maths, secondary school, cognitive engagement, social engagement, emotional engagement


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