Evaluation of relation between problem solving skills, anxiety and attitudes of secondary education grade ii students directed towards mathematics course

The purpose of this study is to examine the relation between problem solving skills, anxiety and attitudes of secondary education second grade students towards mathematics. The study was conducted on 479 students, who attend eighth class of 9 primary education schools, including 6 state and 3 private schools in Karsıyaka, Buca, Konak, Güzelbahçe districts of zmir province during the education year 2006-2007, and who differ with respect to socioeconomic levels. By the help of measuring means used in this descriptive study, which is aimed at determining the relation between anxiety, attitudes and problem solving skills of primary education second grade students in mathematics, the study sought the answer to question as to how problem solving skills, anxiety and attitudes of primary education students of different socioeconomic levels, as directed towards mathematics course, change in connection with the specified variables. The information about the students was extracted from ?Personal Information Form?. ?Mathematics Attitude Scale? prepared by Nazlıçiçek and Erktin (1993) was applied for determining the attitudes of students towards the mathematics course, and ?Scale for Anxiety about Mathematics? developed by Erol (1989) was applied for determining their anxiety about mathematics course. In addition, ?Scale for Problem Solving in Mathematics? as prepared by the researcher was applied to the students in order to determine the level of their problems solving skills in mathematics. A factor analysis was performed for the validity of the scale for Problem Solving Skills in Mathematics developed in the study. Cronbach Alpha coefficient for the internal consistency of scale was determined as 0.88. It was observed in the findings of study that ?gender? and ?perceived approach of teacher? factors created significant differences in three of the points on the variables of problem solving skills, anxiety and attitudes of students towards mathematics. In addition, it was determined that there have been significant differences statistically in worry points of students towards mathematics based on ?occupation of father? and ?behavioral characteristics of family? factors. Other factors creating significant differences in the attitudes of students towards mathematics were ?education status of parents?, ?socioeconomic level?; and ?behavioral characteristics of family? in problem solving skills in mathematics. In addition to this, it was observed that there was a positive, strong relation between problem solving skills and attitudes of students towards mathematics. The results obtained from the findings of study included the fact that these two variables were not associated with the anxiety towards mathematics. In consideration of the result that attitudes towards and problem solving skills in mathematics are associated, it is recognized that affective development should also be taken into account while cognitive development of individuals is examined. It is considered that the results obtained in this study would contribute to the studies, which are related to affective and cognitive characteristics of individuals and which are simultaneously aim at problem solving skills in mathematics.