The effects of the lessons plans prepared on the multıple intellıgence approach to mathematical achivement
Küçük Resim Yok
Tarih
2009
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Maltepe Üniversitesi
Erişim Hakkı
CC0 1.0 Universal
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
Özet
The acceptance of the multiple intelligence approach to mathematics teaching by today’s mathematics teachers is a positive step for those who are in search of new approaches towards the teaching of mathematics. In the present study, the main aim is to investigate the effects of the lessons plans prepared based on the multiple intelligences approach. The study uses a pretest-posttest design. The pretest scores were used to verify that the levels of knowledge of the two groups of students are equal prior to the intervention. At the end of the intervention a post test was delivered to both groups whose content covered all the subjects that were taught during this period. Other data collection instruments are: multiple intelligences inventory, mathematics achievement tests, personal information inventory and mathematics attitude inventory. The experimental group received teaching based on the lesson plans based on the multiple intelligence approach and the control group was taught with the traditional method by their own teachers. Data were analyzed using the SPSS 10.00 computer software. The correlation in between mathematics achievement and attitude towards mathematics was investigated. Multiple regression results of achievement -attitude were also investigated. The findings indicate that in the experimental group there is an increase in the achievement levels and there is a significant positive improvement in their retention levels and attitudes towards mathematics.
Açıklama
Anahtar Kelimeler
Kaynak
International Conference of Mathematical Sciences
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Özdemir, A. Ş. ve Durmuş, F. (2009). The effects of the lessons plans prepared on the multıple intellıgence approach to mathematical achivement. Maltepe Üniversitesi. s. 73.
