A Research About The Importance Of Determining 8th Math Students' Visual ,Auditory, ,Kinestetic Levels and Its Importance to Maths Education

We make the most direct connection between real world and world of imagination by means of our senses like hearing, seeing, touching, smelling and tasting. Knowing different needs of different students and providing a schedule according to these needs increase effectiveness of the teaching(Ülgen, 1995:5). If we can determine people?s styles we can estimate how these people learn better and what kind of teaching model is applicable for them. So the instructor can create a suitable environment for himself and his student(Babadogan,2000). Aim of this research is to examine the correlation between success and Primary school 8.class students? visual, auditory, kinestetic situations, their attitude towards maths, their level of anxiety. In this research cross-hatching model was used. The research was done in Bergama, Çigli, Gaziemir, Karaburun, Kemalpasa, Kınık, Kiraz, Konak, Menderes, Menemen, Seferihisar, Tire, Urla in zmir in 2006-2007 Educational Year. 394 students in 8 th class were chosen from 13 different Primary Schools, from different social level. Quantitative and qualitative research approaches were used in this research. Data of the research was collected by means of Maths Success Test, Scale of Attitute Towards Maths, Scale of Anxiety About Maths, Determining Representation System Tests. Besides, semi-constructed interview forms were used to collect data about students? representation system. In analysis of quantitative data about research, arithmetic average, standard deviation, variance analysis, t-test were used. At the end of this research, major differences between attitute towards maths with sex, anxiety about maths with representation system, the social cultural ii structure of the schools with the maths success, the social cultural structure of the schools with maths attitude and anxiety were found. However, there are no differences observed between maths success with sex and anxiety, representation systems with sex and success, maths success with representation systems, maths attitude with representation systems,maths success result with maths anxiety,maths attitude with maths success and maths anxiety.