Understanding Mathematics Perception through Drawing: An Online Interpretative Phenomenological Analysis (OIPA) Study

Aygen Koç Koca

Abstract


In this study, it is aimed to reveal the images formed in the minds of high school students about the concept of mathematics with the help of their own expressions and drawings. In this qualitative study, the core of 100 high school students’ experiences of math was examined with a holistic approach using Online Interpretative Phenomenological Analysis (OIPA). In order to obtain in-depth information about the concept of math from the participants, the purposeful sampling method was used. It was paid full attention to ensure that the participants were high school students. The data were obtained by using the OIPA form, which allows students to create stories and drawings about the concept of math. The data obtained were analyzed in three stages by the researcher and an expert psychologist. As a result of the analysis, it was seen that there were deficiencies in students’ mathematical literacy in situations such as understanding the role of mathematics in daily life and using it to solve real life problems. Additionally, the students expressed the concept of math using 18 different main themes, most of which contained negative strong emotions. Students associated math most frequently with the themes of life (44%) and difficult math language (38%). The students associated math least frequently with the themes of hate (5%) and unimportant (5%). On the other hand, students explained the math domain with individual factors (74%) the most and exosystem (15%) the least. In line with the results obtained in the study, a few recommendations were made.

Keywords


Mathematics, Online Interpretative Phenomenological Analysis, Perception Of Mathematics, Teaching Math, Mathematical Literacy

Full Text:

PDF

References


Alkan, V. (2018). A systematic review research:‘Mathematics anxiety’in Turkey. International Journal of Assessment Tools in Education, 5(3), 567-592. https://doi.org/10.21449/ijate.445919

Ananga, P., & Biney, I. K. (2017). Comparing face-to-face and online teaching and learning in higher education. MIER Journal of Educational Studies Trends and Practices, 7(2),165-179. https://doi.org/10.52634/mier/2017/v7/i2/1415

Armiya’u, A. Y. U., Yıldırım, M., Muhammad, A., Tanhan, A., & Young, J. S. (2022). Mental health facilitators and barriers during COVİD-19 in Nigeria. Journal of Asian and African Studies, 00219096221111354. https://doi.org/10.1177/00219096221111354

Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current directions in psychological science, 11(5), 181-185. https://doi.org/10.1111/1467-8721.00196

Barakaev, M., Shamshiyev, A., O’rinov, X., Abduraxmonov, D., & Ismatov, N. (2020). Problems of Teaching Mathematics in Modernization. International Journal of Progressive Sciences and Technologies, 19(2), 201-203.

Baykul, Y. (1999): Primary mathematics education. Ani Printing Press.

Bellon, E., Van Bergen, E., & Dowker, A. D. (2022). Is Parental Mathematics Anxiety Associated with Young Children’s Arithmetical Performance?. Education Sciences, 12(11), 812. https://doi.org/10.3390/educsci12110812

Blom, R., Lu, O., & Lu, C. (2022). Mindfully navigating the wind and water: defining the currents of metaphors that interfere with excellence in mathematics education. Journal of Humanistic Mathematics, 12(1), 172-179. https://doi.org/10.5642/jhummath.202201.12

Boyraz, C. (2020). Matematik dersi öğretim programı. M. Gültekin (Ed.), Cumhuriyet Dönemi İlkokul Programları içinde (pp. 152-196). Pegem Akademi.

Bozkurt, A. (2020). Koronavirüs (COVİD-19) pandemisi sırasında ilköğretim öğrencilerinin uzaktan eğitime yönelik imge ve algıları: Bir metafor analizi. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(2), 1-23. https://doi.org/10.29065/usakead.777652

Cassel, D., & Vincent, D. (2011). Metaphors reveal preservice elementary teachers’ views of mathematics and science teaching. School Science and Mathematics, 111(7), 319-324. https://doi.org/10.1111/j.1949-8594.2011.00094.x

Civelek, Ş., Meder, M., Tüzen, H., & Aycan, C. (2003). Matematik öğretiminde karşılaşılan aksaklıklar. İnternet Adresi: http://www. matder. org. tr/Bilim/Moka. Asp.

Çağırgan, D., Karaduman, G. B., & Sönmez, D. (2021). Vısual Analysıs of the Classroom Teacher Candıdates’ metaphorıcal Perceptıons Related to the Mathematıcs Course. European Journal of Education Studies, 8(4).

Dari, T., Chan, C., & Del Re, J. (2021). Integrating culturally responsive group work in schools to foster the development of career aspirations among marginalized youth. Journal for Specialists in Group Work, 46(1), 75–89.https://doi.org/10.1080/01933922.2020.1856255

Dari, T., Fox, C., Laux, J. M., & Speedlin Gonzalez, S. (2023). The Development and Validation of the Community-Based Participatory Research Knowledge Self-Assessment Scale (CBPR-KSAS): A Rasch Analysis. Measurement and Evaluation in Counseling and Development, 56(1), 64-79. https://doi.org/10.1080/07481756.2022.2034478

David, A., Rubinsten, O., & Berkovich-Ohana, A. (2022). Math anxiety, self-centeredness, and dispositional mindfulness. Journal of Educational Psychology, 114(2), 393. https://doi.org/10.1037/edu0000550

Doyumğaç, I., Tanhan, A., & Kiymaz, M. S. (2021). Understanding the most important facilitators and barriers for online education during COVID-19 through online photovoice methodology. International Journal of Higher Education, 10(1), 166-190. https://doi.org/10.5430/ijhe.v10n1p166

Ergen, Y., & Durmuş, M. E. (2022). Sınıf Öğretmenlerin Matematik Öğrenmeye İlişkin İnançları ve Matematik Öğretimi Kaygıları Arasındaki İlişki. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 65-85. https://doi.org/10.33711/yyuefd.1067779

Escarez Jr, Y. F. D., & Ching, D. A. (2022). Math anxiety and mathematical representations of Grade 7 students. International Journal of Educational Management and Development Studies, 3(1), 166-181.

Fadinastasha, S. S., & Agustin, M. (2023, June). The Effect of Mathematıcs Anxıety on Academic Procratination Moderated With Self-Control Factors in Mechanical Engıneering Students of UPI. In 3rd Borneo International Conference on Islamic Higher Education (BICIHE) 2023 (Vol. 1, No. 1, pp. 302-308).

Finell, J., Sammallahti, E., Korhonen, J., Eklöf, H., & Jonsson, B. (2022). Working Memory and its mediating role on the relationship of math anxiety and math performance: A meta-analysis. Frontiers in Psychology, 12, 798090. https://doi.org/10.3389/fpsyg.2021.798090

Genc, E., Tanhan, A., & Kose, O. (2022). Exploring the facilitators and barriers to maintaining intimate relationships during COVİD-19 through online photovoice methodology. Journal of Family Issues. http://dx.doi.org/10.1177/0192513X221113855

Hauber-Özer, M., Call-Cummings, M., Hassell-Goodman, S., & Chan, E. (2021). Counter- storytelling: Toward a critical race praxis for participatory action research. International Journal of Qualitative Studies in Education, 36(6), 1175-1190. https://doi.org/10.1080/09518398.2021.1930252

Hendriana, H., Prahmana, R. C. I., Ristiana, M. G., Rohaeti, E. E., & Hidayat, W. (2022, October). The theoretical framework on humanist ethno-metaphorical mathematics learning model: An impactful insight in learning mathematics. In Frontiers in Education (Vol. 7, p.1030471). Frontiers. https://doi.org/10.3389/feduc.2022.1030471

Heyder, A., Weidinger, A. F., Cimpian, A., & Steinmayr, R. (2020). Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students. Learning and Instruction, 65, 101220. https://doi.org/10.1016/j.learninstruc.2019.101220

Ibrokhimovich, F. J., & Mirzaxolmatovna, X. Z. (2022). The most important role of mathematics in primary school. Galaxy International Interdisciplinary Research Journal, 10(3), 652-655.

Janah, S. R., Suyitno, H., & Rosyida, I. (2019). Pentingnya Literasi Matematika dan Berpikir Kritis Matematis dalam Menghadapi Abad ke-21. PRISMA, Prosiding Seminar Nasional Matematika, 2, 905–910. Retrieved from https://journal.unnes.ac.id/sju/index.php/prisma/article/view/29305

Khatin-Zadeh, O., Eskandari, Z., & Farsani, D. (2023). The roles of mathematical metaphors and gestures in the understanding of abstract mathematical concepts. Journal of Humanistic Mathematics, 13(1), 36-53. https://doi.org/10.5642/jhummath.BZXW2115

Kim, J., Shin, Y. J., & Park, D. (2023). Peer network in math anxiety: A longitudinal social network approach. Journal of Experimental Child Psychology, 232, 105672. https://doi.org/10.1016/j.jecp.2023.105672

Kizilay, I. (2022). Farklı bağlanma stillerine sahip bireylerin ilişki deneyimlerinin online yorumlayıcı fenomenolojik analiz (OYFA) ile incelenmesi [Yayımlanmamış yüksek lisans tezi]. Üsküdar Üniversitesi.

Kossybayeva, U., Shaldykova, B., Akhmanova, D., & Kulanina, S. (2022). Improving teaching in different disciplines of natural science and mathematics with innovative technologies. Education and Information Technologies, 27(6), 7869-7891.

Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis. Journal of adolescence, 27(2), 165-179. https://doi.org/10.1016/j.adolescence.2003.11.003

Meece, J. (1996). Gender Differences in Mathematics Achievement: The Role of Motivation. In M. Carr (Ed.), Motivation in Mathematics (pp. 113-130). Hampton Press.

Neuhauser, C. (2002). Learning style and effectiveness of online and face-to-face instruction. The American Journal of distance education, 16(2), 99-113. https://doi.org/10.1207/S15389286AJDE1602_4

Niss, M., & Jablonka, E. (2020). Mathematical literacy. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 548–553). Springer. https://doi.org/10.1007/978-3-030-15789-0_100

Olsen, J., Lew, K., & Weber, K. (2020). Metaphors for learning and doing mathematics in advanced mathematics lectures. Educational Studies in Mathematics, 105, 1-17.

Öğülmüş, K., Acikgoz, M. H., & Tanhan, A. (2021). Evaluation of teacher candidates’ perceptions about specific learning difficulties through Online Photovoice (OPV) method. International Journal of Education and Literacy Studies, 9(2), 161-169. http://dx.doi.org/10.7575/aiac.ijels.v.9n.2p.161

Özkan, N., & Tanhan, A. (2023). Women’s perspectives of sexuality through Online Photovoice (OPV). [Kadınların cinselliğe bakışının online seslifoto ile incelenmesi]. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 24(2), 194-229. https://doi.org/10.17494/ogusbd.1110733

Papanastasiou, C. (2002). Effects of background and school factors on the mathematics achievement. Educational Research and Evaluation, 8(1), 55-70. https://doi.org/10.1076/edre.8.1.55.6916

Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health services research, 34(5 Pt 2), 1189.

Paul, J., & Jefferson, F. (2019). A comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016. Frontiers in Computer Science, 1(7). https://doi.org/10.3389/fcomp.2019.00007

Quintero, M., Hasty, L., Li, T., Song, S., & Wang, Z. (2022). A multidimensional examination of math anxiety and engagement on math achievement. British Journal of Educational Psychology, 92(3), 955-973. https://doi.org/10.1111/bjep.12482

Richland, L. E., Stigler, J. W., & Holyoak, K. J. (2012). Teaching the conceptual structure of mathematics. Educational Psychologist, 47(3), 189-203. https://doi.org/10.1080/00461520.2012.667065

Sajan, S., Sasmal, S. K., & Dubey, B. (2022). A phytoplankton–zooplankton–fish model with chaos control: In the presence of fear effect and an additional food. Chaos: An Interdisciplinary Journal of Nonlinear Science, 32(1). https://doi.org/10.1063/5.0069474

Schaeffer, M. W., Rozek, C. S., Maloney, E. A., Berkowitz, T., Levine, S. C., & Beilock, S. L. (2021). Elementary school teachers’ math anxiety and students’ math learning: A large‐scale replication. Developmental science, 24(4), e13080. https://doi.org/10.1111/desc.13080

Seydooğulları, S. Ü. (2023). University students’ wellbeing and mental health during COVID-19

an Online Photovoice (OPV) approach. Journal of Happiness and Health. Manuscript under review.

Snead, S. L., Walker, L., & Loch, B. (2022). Are we failing the repeating students? Characteristics associated with students who repeat first-year university mathematics. International Journal of Mathematical Education in Science and Technology, 53(1), 227-239. https://doi.org/10.1080/0020739X.2021.1961899

Stacey, K., & Turner, R. (2015). Assessing mathematical literacy: The PISA experience. New York, NY: Springer. https://doi.org/10.1007/978-3-319-10121-7_1

Stella, M. (2022). Network psychometrics and cognitive network science open new ways for understanding math anxiety as a complex system. Journal of Complex Networks, 10(3), cnac012. https://doi.org/10.1093/comnet/cnac012

Subasi, Y. (2023a). College belonging among university students during COVID-19: An Online Interpretative Phenomenological (OIPA) Perspective. Journal of Happiness and Health, Manuscript under review.

Subasi, Y. (2023b). Öğretmenlerin COVİD-19 sonrasi sürecini Online Seslifoto (OSF) yöntemiyle anlamak. EKEV Akademi Dergisi, Makale hakem sürecinde.

Subasi, Y., Adalar, H., Tanhan, A., Arslan, G., Allen, K. A., Boyle, C., Collet, K. & Lauchlan, F. (2023). Investigating students’ experience of online/distance education with photovoice during COVID-19. Distance Education, 44(3), 563-587. https://doi.org/10.1080/01587919.2023.2227140

Szczygiel, M. (2020). Gender, general anxiety, math anxiety and math achievement in early school-age children. Issues in Educational Research, 30(3), 1126-1142.

Szczygieł, M., & Pieronkiewicz, B. (2022). Exploring the nature of math anxiety in young children: Intensity, prevalence, reasons. Mathematical Thinking and Learning, 24(3), 248-266. https://doi.org/10.1080/10986065.2021.1882363

Tanhan, A. (2020). COVID-19 sürecinde Online Seslifoto (OSF) yöntemiyle biyopsikososyal manevi ve ekonomik meseleleri ve genel iyi oluş düzeyini ele almak: OSF’nin Türkçeye uyarlanması. [Utilizing Online Photovoice (OPV) methodology to address biopsychosocial spiritual economic issues and wellbeing during COVID-19: Adapting OPV to Turkish.] Turkish Studies, 15(4), 1029- 1086. https://doi.org/10.7827/TurkishStudies.44451

Tanhan, A., Arslan, G., Yavuz, F., Young, J. S., Çi̇çek, İ., Akkurt, M. N., & Allen, K. A. (2021). A constructive understanding of mental health facilitators and barriers through Online Photovoice (OPV) during COVID-19. ESAM Ekonomik ve Sosyal Araştırmalar Dergisi, 2(2), 214-249. https://dergipark.org.tr/en/pub/esamdergisi/issue/64932/956618

Tanhan, A., & Erin, A., (2023). Online Seslifoto (OSF) yöntemiyle üniversite öğrencilerinin tasavvuf anlayışını keşfetmek [Exploring college students’ perception of tasawwuf through Online Photovoice (OPV) methodology]. Iğdır Üniversitesi Sosyal Bilimler Dergisi; Manuscript in print.

Tanhan,A., & Strack, R. W. (2020). Online photovoice to explore and advocate for Muslim biopsychosocial spiritual wellbeing and issues: Ecological systems theory and ally development. Current Psychology, 39(6), 2010-2025. https://doi.org/10.1007/s12144-020-00692-6

Tatar, E., Okur, M., & Tuna, A. (2008). Ortaöğretim matematiğinde öğrenme güçlüklerinin saptanmasına yönelik bir çalışma. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, 16(2), 507-516.

Thomas, H. & Furner, J. M. (1997). Helping high ability students overcome mathematics anxiety through bibliotherapy. Journal Of Secondary Gifted Education, 8(4), 164-179.

https://doi.or

g/10.1177/1932202X9700800403

Tümkaya, S., Kayiran, B. K., Tanhan, A., & Arslan, Ü. (2021). Using Online Photovoice (OPV) to understand youths’ perceptions of distance education during COVID-19. International Journal of Education and Literacy Studies, 9(4), 45-60. http://dx.doi.org/10.7575/aiac.ijels.v.9n.4p.45

Umay, A. (1996). Matematik eğitimi ve ölçülmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 12(21), 145-149.

Waegh, R. D., Teaurere, R., Orams, M., & Lück, M. (2023). Online photovoice to engage indigenous Cook Islands youth in the exploration of social and ecological wellbeing amidst a global disruption. Frontiers in Sustainable Tourism, 2. https://doi.org/10.3389/frsut.2023.1172034

Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health education & behavior, 24(3), 369-387. https://doi.org/10.1177/109019819702400309

Yeniel, A. (2019). Seçmeli matematik uygulamaları dersinin öğrencilerin matematik okuryazarlık düzeylerine ve matematiğe yönelik tutumlarına etkisi ve öğretmen görüşlerinin incelenmesi (Doctoral dissertation, Necmettin Erbakan University (Turkey).




DOI: https://doi.org/10.7575/aiac.ijels.v.11n.4p.297

Refbacks

  • There are currently no refbacks.


Bookmark and Share


License URL: https://creativecommons.org/licenses/by/4.0/

2013-2024 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.