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dc.contributor.authorSaglam, Yasemin
dc.contributor.authorTurker, Belma
dc.contributor.authorUmay, Aysun
dc.date.accessioned2019-12-17T09:02:06Z
dc.date.available2019-12-17T09:02:06Z
dc.date.issued2011
dc.identifier.issn1877-0428
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2011.03.222
dc.identifier.urihttp://hdl.handle.net/11655/20533
dc.description.abstractGeometry is taught as a subject-matter in mathematics courses at elementary school level, and as an independent course at secondary school level in Turkish education system. When the success levels of students regarding these two subjects are examined, it can be seen that there are differences. Anxiety is an important variant on success in mathematics. But whereas geometry is considered as a different field from mathematics by the students, mathematics anxiety cannot cover geometry anxiety completely and that geometry anxiety can be observed separately from mathematics anxiety. Thus the aim of this study is to develop a scale for secondary school level students in order to determine their anxiety towards geometry. (c) 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
dc.language.isoen
dc.publisherElsevier Science Bv
dc.relation.isversionof10.1016/j.sbspro.2011.03.222
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEducation & Educational Research
dc.titleGeometry Anxiety Scale For Secondary School Students
dc.typeinfo:eu-repo/semantics/conferenceObject
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.relation.journal3Rd World Conference On Educational Sciences - 2011
dc.contributor.departmentOrta Öğretim Fen ve Matematik Alanlar Eğitimi
dc.identifier.volume15
dc.identifier.startpage966
dc.identifier.endpage970
dc.indexingWoS
dc.indexingScopus


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