Abstract
<p style="text-align:justify">The research was conducted to determine the opinions of students (10-11 years) on their engagement to mathematics course. These students are 5th grade students at a secondary school in Turkey. Qualitative research method was used in the research. At the study, designed as case study, a total of seven secondary school students were participated the research. The study group was constituted with “snowball sampling” technique of purposeful sampling methods. The data was collected by a semi-structured interview form. Sixteen-page interviews obtained from the interviews were transferred to the computer. Data analysis was performed in content analysis. Codes were listed as a result of analysis. Common themes were constituted from the codes. As a result of the research, three themes, (cognitive, social and emotional engagement) eleven sub-themes and eighty nine codes were determined. It was seen that the students’ most preferred superficial strategies in terms of cognitive engagement; negative opinions towards group work in terms of social engagement; value given to math course in terms of emotional engagement. Students preferred least getting support sub-theme in terms of cognitive engagement; competitive sub-theme in terms of social engagement; value to the mathematics teacher sub-theme in terms of emotional engagement.</p>
Highlights
Based on Cavett Robert’s words “Life is like a grindstone, and you are the only one to decide whether this grindstone will crumble you up or sharpen you”, in order to be successful we must be committed to something and we must fight for it, which means we must engage ourselves
It was seen that the students’ most preferred superficial strategies in terms of cognitive engagement; negative opinions towards group work in terms of social engagement; value given to math course in terms of emotional engagement
The main aim of this study is to reveal the opinions of 5th grade students (10-11 years) about their engagement in mathematics course
Summary
Based on Cavett Robert’s words “Life is like a grindstone, and you are the only one to decide whether this grindstone will crumble you up or sharpen you”, in order to be successful we must be committed to something and we must fight for it, which means we must engage ourselves. The students’ thoughts, behaviors and emotions are effective in engagement (Skilling, Bobis, Martin, Anderson & Way, 2016). The first level where “They can answer questions that are presented in a known scope, where the problem is clearly stated and all the information necessary for the solution is given These students can distinguish the information according to the specific instructions given in the known situations and perform routine procedures. They can carry out operations that are open and can follow a single stimulus” may emphasize a goal for 10-13 years old students to dedicate themselves at the secondary school level (Ministry of National Education, 2016). A student’s academic success, who is entertained, appreciating, sharing his/her feelings in the social environment, determined to work, in harmony with his/her peers, will be high (Wang & Eccless, 2013)
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