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THE EFFECTS OF MULTIPLE REPRESENTATIONS-BASED INSTRUCTION ON SEVENTH GRADE STUDENTS’xx ALGEBRA PERFORMANCE
Date
2009-01-28
Author
Akkuş Çıkla, Oylum
Çakıroğlu, Erdinç
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https://hdl.handle.net/11511/71320
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THE EFFECTS OF MULTIPLE REPRESENTATIONS-BASED INSTRUCTION ON SEVENTH GRADE STUDENTS' ALGEBRA PERFORMANCE
Akkus, Oylum; Çakıroğlu, Erdinç (2009-02-01)
The purpose of this study was to investigate the effects of multiple representation-based instruction on seventh grade students' algebra performance. The study was conducted on four seventh grade classes from two public schools lasting eight weeks. For assessing algebra performance, three instruments called translations among representations skill test, objective based achievement test, and Chelsea diagnostic algebra test were used. The analyses were conducted by using multivariate covariance statistical mo...
The Effects of teaching linear equations with dynamic mathematics software on seventh grade students’ achievement
Doktoroğlu, Rezzan; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2013)
The purpose of this study was to investigate the effects of teaching linear equations with Dynamic Mathematics Software (GeoGebra) on seventh grade students’ achievement compared to the regular instruction. Randomized posttest-only control group design was utilized in the study. 60 seventh grade students (32 girls and 28 boys) of a public school in Yenimahalle district in Ankara participated in the study. The study was conducted in 2011-2012 fall semester, lasting 9 class hours in three weeks. The data was ...
The effects of physical manipulative with or without self-metacognitive questioning on sixth grade students' knowledge acquisition in polygons
Erdoğan, Beril; Ubuz, Behiye; Department of Secondary Science and Mathematics Education (2007)
This study compared the effect of the use of physical manipulative with self-metacognitive questioning versus manipulative without self-metacognitive questioning on the knowledge acquisition in polygons. Participants were 220 sixth grade students. A pretest, treatment and posttest two-group design was used. There were two treatment groups: manipulative with self-metacognitive questioning (MAN+META) and manipulative without self-metacognitive questioning (MAN) Three distinct knowledge tests were designed by ...
The effects of problem-based learning method on 9th grade students’ achievement in geometry
Apaçık, Mükerrem; Bulut, Safure; Department of Secondary Science and Mathematics Education (2009)
The purpose of the study was to determine the effects of problem-based learning (PBL) on 9th grade students’ geometry achievement. The study was conducted in a rural town of Ankara with 44 ninth-grade high school students. The randomized pretest-posttest control group design was used. The experimental group was instructed with hybrid PBL and the control group was instructed with traditional teaching methods. The treatment was given for 4 hours every week for a total of six weeks. Geometry Achievement Test (...
The Effects of dynamic geometry use on eighth grade students’ achievement in geometry and attitude towards geometry on triangle topic
Samur, Halime; Akyüz, Didem; Department of Elementary Science and Mathematics Education (2015)
The purpose of this study was to investigate the effect of dynamic geometry based computer instruction on eighth grade students’ achievement in geometry, attitudes toward geometry and technology compared to traditional instruction. Moreover, it was aimed to get the students’ ideas about the effects of computer based instruction and to interpret their learning process. The study was quasi-experimental design that includes experimental and control groups. The sample of the study was 36 eighth grade students (...
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O. Akkuş Çıkla and E. Çakıroğlu, “THE EFFECTS OF MULTIPLE REPRESENTATIONS-BASED INSTRUCTION ON SEVENTH GRADE STUDENTS’xx ALGEBRA PERFORMANCE,” 2009, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/71320.