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/