Procedia - Social and Behavioral Sciences 152 (2014) 596 – 601 Available online at www.sciencedirect.com 1877-0428 © 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/). Peer-review under responsibility of the Organizing Committee of the ERPA Congress 2014. doi:10.1016/j.sbspro.2014.09.249 ScienceDirect ERPA 2014 A study on the elementary school students’ mathematics self concept Fatma Erdogan a *, Sare Sengul b a Ministry of Education Semsettin Sami Secondary School, Istanbul,Turkey b MarmaraUniversity, Education Faculty Elementary Department, Istanbul, Turkey Abstract Mathematics self-concept, which can be defined as student ratings of their skills, ability, enjoyment and interest in mathematics, is seen as an important factor in mathematics education. In this context, the purpose of this study was to investigate the elementary school students’ mathematics self-concept levels regarding their grade level and gender. Relational survey method was used in this study. The research sample were composed of 281 students, determined by randomly from in a primary and a secondary school in Istanbul in the spring term of 2013-2014 academic year. Data were collected using the “Self-Description Questionnaire-I” developed by Marsh (1992) and adapted in -way ANOVA) and independent sample t-test were employed to analyze data. The results of the analyses indicate that there is a statistically significant difference between elementary school students’ mathematics self-concept levels based on their grade levels. Furthermore, there was a significant difference in elementary school students’ mathematics self-concept levels points of view gender. In the light of the findings of this study, the researchers have developed suggestions. © 2014 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of the Organizing Committee of the ERPA Congress 2014. Keywords: mathematics; mathematics self-concept; mathematics education; elementary. 1. Introduction Professional organizations of mathematics education have attached great importance to affective factors (National Council of Teachers of Mathematics, 2000). According to Bloom (1995), one of the most important and stable ________ * Corresponding author. Tel.: +90 (507) 695 21 41 E-mail address: fatmaerdogan83@gmail.com © 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/). Peer-review under responsibility of the Organizing Committee of the ERPA Congress 2014. brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by Elsevier - Publisher Connector