Author(s): Ergün ARIK, Mustafa GÜÇLÜ
As a concept, stereotyped thoughts are defined as a number of unrealistic and irrational negative thoughts which one is often unaware of but which affect our emotions and behaviors. When this definition is taken into consideration, thought processes have the power to influence and direct not only emotions but also behaviors of individuals. From this point of view, it can be said that stereotyped thoughts also affect course achievement as they do in many other fields. Stereotypes affect academic achievement in mathematics as well as in many other subjects. It is necessary to identify and eliminate these stereotypes which negatively affect academic achievement in the mathematics course. The aim of this study is to identify stereotypes of secondary school students about mathematics and to provide mathematics teachers, school administrators and specialists of curriculum development in mathematics with data. In the research, in which the correlational survey model was used, the "Scale for Stereotypes about Mathematics" was used as the data collection instrument. As a result of the study, it was concluded that secondary school students have few stereotypes about mathematics and that their stereotypes about mathematics do not differ significantly by gender.