Education Quarterly Reviews
Published: 15 December 2022
The Effect of Philosophy Education on Mathematics Success
Kamil Akbayir, Sevda Kaya Tedikçi
Yüzüncü Yıl University (Turkey), Van Zaferler Middle School (Turkey)
Download Full-Text Pdf
Keywords: Philosophy, Philosophy Education, Mathematics and Philosophy, Mathematics Education
The aim of this study reveal the effect of philosophy education on students' mathematics achievement. The research sample consists of a total of 38 students, 18 of whom are experimental and 20 of them are control groups, studying in the 7th grade in Şehit Koray Akoğuz Secondary School in İpekyolu, Van in the second semester of the academic year 2019-2020. The mixed method was used in this study because the data of the research were collected both quantitatively. In the quantitative study part of the study, pretest and posttest quasi-experimental design with experimental and control groups was used, and special case design was used in the qualitative study. At the end of the application, individual interviews were made with 6 students in the experimental group using a semi-structured interview form. While in the analysis process of quantitative data independent groups t-test was used, in the analysis of qualitative data, codes were created and data were analyzed. In the process of collecting the data, the experimental group students were given speeches and discussions on philosophy related concepts in elective courses 2 hours a week for 8 weeks by the teacher of Religious Cukture and Ethics who was educated in the field of philosophy education and students were taught books on philosophy for children. Control group students continued with the normal curriculum in this process. An achievement test of 22 questions was developed by taking expert opinion after its validity and reliability were made by the researcher. The achievement test was applied to both groups as a pre-test before the application and as a post-test at the end of the application. In the analysis of qualitative data, a semi-structured interview consisting of 4 questions prepared by the researcher with expert opinion was applied with 6 students from the experimental group. As a result of the quantitative analysis, it was concluded that philosophy education had a positive effect on students' mathematics achievement. As a result of qualitative analysis, philosophy education improved students' sense of curiosity, helped in solving math problems, and improved students in reading comprehension. Also, another result is that students' interest in philosophy has increased.
Abaspour, N., Nowrozi, R. A. & Latifi, Z. (2015). Investigating the effect of Educating philosophy in the children on the spiritual development of female students with 12-14 years old in the city of Isfahan. Journal of Education and Practice, 6(11), 162-166.
Akdağ, M. & Tok, H. (2010). The effect of traditional teaching and powerpoint presentation supported teaching on student achievement. Education and Science, 33(147), 26-34.
Altun, M. (2010). Mathematics teaching. (7th Edition). Bursa: Alpha Actual Publishing.
Badri, R., & Vahedi, Z. (2017). The effectiveness of “the philosophy for children program” on the spiritual intelligence of the students. International Journal of Educational and Psychological Researches, 3(2), 150.
Büyüköztürk, Ş. (2015). Data analysis handbook. Ankara: Pegem Academy Publications.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2015). Scientific research methods. (19th Edition). Ankara: Pegem Academy Publications.
Çayır, N.A. (2015). A qualitative research on philosophy education for children. Hacettepe University: Published doctoral thesis.
Çotuksöken, B. (2005, Nisan). Children and philosophy.Verbal Statement, II. International Children and Communication Congress, İstanbul.
Daniel, M. F., Lafortune, L., Pallascio, R., Splitter, L., Slade C. & Garza, T. (2005). Modeling the development process of dialogical critical thinking in pupils aged 10 to 12 years. Communication Education, 54, 334-354.
De Corte, E. (2004). Mainstreams and Perspectives in Research on Learning (Mathematics) From Instruction, Applıed Psychology: An Internatıonal Revıew, 53(2), 279–310
Denzin, N. K. & Lincoln, Y. S. (1994). Handbook of qualitative research. California, Sage Publications, USA.
Dirican, R. (2018). Childhood and children's rights in the historical process, Journal of Child and Development, 2(2), 51-62.
Dirican, R. & Deniz, Ü. (2020). Investigation of the effects of philosophy activities on the philosophical attitudes and behaviors of preschool children. Kastamonu Journal of Education, 28(1), 421-430.
Erfani, N. & Rezaei, M. (2016). The effect of teaching philosophy on the critical thinking of female students. International Journal of Pharmaceutical Research and Allied Science, 5(2), 484-491.
Gasparatou, R. & Kampeza, M. (2012). Introducing P4C in kindergarten in Greece. Analytic Teaching and Philosophical Praxis,33(1), 72-82.
Ghaedi, Y., Mahdian, M. & Fomani, F. K. (2015). Identifying dimensions of creative thinking in preschool children during implementation of philosophy for children (P4C) program: A directed content analysis. American Journal of Educational Research, 3(5), 547-551.
Gorard, S., Siddiqui, N. & See, B. H. (2015). Philosophy for children: Evaluation report and executive summary. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/projects-and evaluation/projects/philosophy-for-children/ Date of access:04.05.2020.
Kartalcı, S., Acar, G., Merve, Z. &Işık, C. (2021). Examining 9th and 10th grade students' philosophical thoughts on the nature of mathematics and their mathematical resilience. Uşak University Journal of Educational Research, 7(1), 119-141.
Kaya-Tedikçi, S. (2021). The effect of philosophy education on mathematics achievement. Yüzüncü Yıl University: Unpublished master's thesis.
Kefeli, İ. & Kara, U. (2008). The development of philosophical and critical thinking in the child. Journal of Ankara University Faculty of Educational Sciences, 41(1), 339-357.
Kılıç, S. D., (2019). Pre-service mathematics teachers' philosophical views on the nature of mathematics, Researcher: Social Science Studies, 7(3), 77-87.
Koyuncu, M. K. (2018). Investigation of the effects of philosophy of mathematics activities on students' mathematical thinking skills, attitudes and beliefs towards mathematics. Marmara University: Unpublished doctoral thesis.
Marashi, S. M. (2009). Teaching philosophy to children: a new experience in Iran. Analytic Teaching, 27(1), 12-15.
Matsuoka, C.J. (2007). Thinking processes in middle school students: looking at habits of the mind and philosophy for children hawai’i.Doctoral Dissertation, University of Hawai’i, Hawai.
Milli Eğitim Bakanlığı (MEB). (2018). Curriculum of the Ministry of Education. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=343Date of access: 03.12.2019.
Nagel, T. (1987). What does it all mean? a very short introduction to philosophy. Oxford University Press.
Okur, M. (2008). The effect of philosophy education program for children on assertiveness, cooperation and self-control skills of six-year-old children. Marmara University: Master's thesis.
Overton, J. C. (1993). An investigation of the effects of thinking skills ınstruction on academic achievement and the development of critical and creative thinking skills of second, fourth and sixth grade students, The University of Alabama: Unpublished doctoral dissertation.
Polat, Ö. & Akay, D. (2020). A review article on philosophy education as a stimuli for early brain development, Ilkogretim Online - Elementary Education Online, 19 (2): pp. 1105-1115
Pourtaghi, V., Hosseini, A. & Hejazi, E. (2014). Effectiveness of implementing philosophy for children program on students’ creativity. Scientific Journal of Pure and Applied Sciences, 3(6), 375-380.
Reznitskaya, A. & Glina, M. (2013). Comparing student experiences with story discussions in dialogic versus traditional settings. The Journal of Educational Research, 106(1), 49-63.
Sare, E., Luik, P. & Tulviste, T. (2016). Improving pre-schoolers’ reasoning skills using the philosophy for children programme. Trames: A Journal of the Humanities and Social Sciences, 20(3), 273. 20(70/65), 273-295.
Sönmez, B. (2016). The effect of thinking education course on the critical and creative thinking skills of 6th grade primary school students.Anadolu University: Published doctoral thesis.
Taş, I. (2017). The effect of the philosophy education program for children on the theory of mind and creativity of 48-72 months old children. Cukurova University, Adana.
Taşdelen, V. (2007). Philosophy education: In pursuit of a life. Journal of Ankara University Faculty of Educational Sciences, 40(2), 277-294.
Trickey, S. & Topping, K. J. (2004). “Philosophy for children”: a systematic review. Research papers in Education, 19(3), 365-380.
Williams, S. (1993). Evaluating the effects of philosophical enquiry in a secondary school. Derbyshire, England: Derbyshire County Council, 796.
Yazıcı, T. (2015). Necessity of philosophically based music education, Journal of National Education,207, 77-88.
Yeşilyurt-Çetin, A. (2021). Expert opinions on philosophy of mathematics and mathematical thinking, Journal of Ondokuz Mayıs University Faculty of Education, 40(1), 459-470.
Yıldırım, A. & Şimşek, H. (2008). Qualitative research methods in the social sciences (6th Edition). Ankara: Distinguished Publishing.