The relationship between highschool students' attitudes towards mathematics learning strategies: District of Balıkesir example Manyas

Accordingtomostpeople, maths means thenigt mare which is struggled, scaryandto be gotrid of afterschoolfinishes. Forsomepeople, maths can be a way of understanding and loving the life. Because the way of loving passes through understanding things, like anything in life. We only love the things which we understand. If don?t understand something. We treatit in a negative way. Because they don?t understand maths entirely, they behave negatively to maths. One of there asons for negative treatment againts maths is nearly related to self-confidence in themanner of problem solvings kill. Because of that, problem solving is really important in maths lectures (Transfers: Soylu,2006;Yıldızlar,2001:6-36). So, in theinformation society, what education system can do in thelight of global positioning is mostly making the student sready for learning. Individual?s learning to learn, being a ware of his skills and making the path in accordence with his cognitive structure is achieved by the help of learning strategies. Them ostim portant mission of learning strategies is growing up people who think and setting connections among in formations. (Bayındır,2006) Inthisstudy, the individual learnig strategies that the students choose , the effect of their attitudes and succes on eachother in maths and whether they differ from each other according to somevariables is examined..Thes cale which is applied to five high schools in Balıkesir Manyas is evaluated by spss programme. Accordingto test results, 102 people use naming strategy, 20 use organizing strategy and 78 user epeatings trategy. A meaningful difference between the students? learning strategies and treatment to maths is not observed. In addition to this, we can say that there is no difference between learning strategy and variables. On the other hand a meaningful difference between treatment of maths and type of the school, mother?s education status, the success in maths at secondary and highschool is not observed either.