摘要：Especially expressed as an important sub-learning field of mathematics, geometry has recently been supporting the student-centered learning process and has provided serious convenience in making concrete objects abstract. Therefore, attitudes and beliefs towards mathematics learning field and geometry sub-learning field vary according to teaching processes. In this study, it is aimed to investigate the effect of geometry attitude and belief on middle school students' mathematics achievements by structural equation model. The direct and indirect effects of the geometry attitude and belief on the mathematics achievement are another subject that has been investigated. The study was designed with a quantitative method, survey method. The research was conducted with 493 (258 girls and 235 boys) secondary school students.“Personal Information Form”, “Geometry Attitude Scale” and “Geometry Belief Scale” were used as data collection tools. Correlation analysis and structural equation modelswere used forthe analysis of the data. As a result of the findings, it was determined that there was a positive correlation between middle school students' geometry attitudes and beliefs, mathematics achievement. In addition, it was found that geometry attitudes and beliefs were significant predictors of direct, indirect and total effects on mathematics achievement. In this direction, it was suggested to make activities that increase the attitude and belief in geometry while preparing the teaching programs used in teaching processes.
关键词：Geometri tutumu;geometri inancı;matematik başarısı;ortaokul öğrencileri;matematik eğitimi;yapısal eşitlik modeli
