Students' Mathematics Educational Values at Religious Vocational Middle Schools: A Cross-Sectional Study

Autor/inn/en	Aktas, Fatma Nur; Akyildiz, Pinar; Dede, Yüksel
Titel	Students' Mathematics Educational Values at Religious Vocational Middle Schools: A Cross-Sectional Study
Quelle	In: Education 3-13, 51 (2023) 3, S.480-492 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aktas, Fatma Nur) ORCID (Akyildiz, Pinar) ORCID (Dede, Yüksel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1981421
Schlagwörter	Foreign Countries; Mathematics Instruction; Middle School Students; Values; Religious Schools; Vocational Schools; Grade 5; Grade 6; Grade 7; Grade 8; Cultural Influences; School Culture; Islam; Information Technology; Relevance (Education); Educational Practices; Teaching Methods; Turkey + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Wertbegriff; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Cultural influence; Kultureinfluss; Schulkultur; Schulleben; Informationstechnologie; Relevance; Relevanz; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	The purpose of this cross-sectional study (n = 43764 in four cohorts/groups) is to uncover the values when learning mathematics that students at Religious Vocational Middle Schools (in Turkish: Imam-Hatip Middle Schools) where religious contexts and contents are taught intensively in Turkey. In this regard, the study investigates the mathematics educational values of students in Grades 5 through 8 at Imam-Hatip Middle Schools using a standardised questionnaire. MANOVA and post-hoc analyses have been performed to determine group differences. The results indicate the importance students give to the values of relevance, learning approach, consolidating, and practice to decrease as grade level increases; each grade of students emphasised the value of practice the most and the value of information and communications technology (ICT) the least. In this sense, it can be said that there is no clear connection between cultural context and mathematics educational values (for example, the order of importance given to practice and ICT values) in a school where religious content and context are intense when compared with value studies in different school cultures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01