摘要：Mathematics plays a critical role on development of individual's thought system, and provides frameworks for defining and understanding of environement and finding solutions of their daily problems. Hence, understanding the basics of mathematics is widely studied on by researchers. It is discovered that several factors affect mathematics achievement. As perception is defined as individuals’ unique interpretation process, it can be considered as major internal factor of mathematics achievement. In that regard, understanding both perception and relevant variables that determines perception becomes very important in math achievement aspects. In this research, main objective is to examine the mathematics perceptions of secondary school students. In addition to that, the reasons lying behind student’s perceptions related mathematics is also another focus point of this study. Phenomenology is used as a qualitative method on this research. Sample group consists of 557 students; 295 of them attending to three different public schools and 265 of them attending to private schools, in 2017-2018 Academic Year. For data collection, Demographic information scale, Word Association and Focus Group Interview Forms are used. Collected data is processed with content analysis method. During this process categories, themes and codes are determined; and tables related frequencies and percentages of codes are created. Findings of research shows that the perception of mathematics diversified throughout students. While evaluating the perception of mathematics of students, 14 different categories, which are found “Lesson, subject, negative thoughts, positive thoughts, life, feelings, teacher, benefit, intelligence, description, important person, occupation, family and science”. In addition, students shared their opinion about affecting factors like individual characteristics, teacher, benefit, subject, family and lesson.
其他关键词：Educational Sciences, Mathematics Education, Perception, Word Association Test, Mathematics Perception
