Are middle school mathematics teachers able to solve word problems without using variable?

Özdemir, Burçin Gökkurt; Erdem, Emrullah; Örnek, Tuğba; Soylu, Yasin

doi:10.1080/0020739x.2017.1349942

Cited by 3 publications

(4 citation statements)

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“…She solved problem as "Hasan works one day and then has three days off before he works again and Ahmet works one day and then has four days off before he works again. According to this Hasan works on 1,4,7,10,13,16,19,22,25,28 March and Ahmet works on 1,5,9,14,19,24,29 March. She found that they work together on 19 March.…”

Section: Results About Making Drawing Strategymentioning

confidence: 91%

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Examination of Mathematics Teacher Candidates’ Strategies Used in Solving Non-Routine Problems

Ünlü¹

2018

ADN

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The aim of the study was to examine mathematics teacher candidates' strategies used in solving non-routine problems. The research was carried out with 104 mathematics teacher candidates studying at a state university during the first term of the 2014-2015 academic year in Turkey. Data was collected through Problem Solving Test which was consisted of 10 non-routine problems. Descriptive statistics were used to determine mathematics teacher candidates' solutions and strategies used in problem solving. Solutions of problems were rated and categorized. Firstly, solutions were classified as correct or wrong. Secondly, correct and wrong solutions classified as "solving by using true strategy" and "solving by using wrong strategy". After that "solving using true strategy" was categorized as "indicated strategy correctly" and "indicated strategy wrongly". The findings of this research revealed that some of mathematics teacher candidates have adequate problem solving skills but some of teacher candidates did not solve problems correctly because they used wrong strategy. In other words, mathematics teacher candidates have limited abilities at the stage of "understanding of problem" and "planning". It was a due of they could not understand what the problem says and they could not choose an appropriate strategy for problem solving. Some of teacher candidates used correct strategies in solving problems, even though they could not reach the correct answer. It was an evidence that these teacher candidates have lack of knowledge about "applying plan". On the other hand, some of teacher candidates could solve problems correctly but they could not indicate strategy correctly.

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Section: Results About Making Drawing Strategymentioning

confidence: 91%

“…He did not find the correct answer so it was classified as wrong solution and wrong strategy. 16.4% of teacher candidates solved the problem wrongly. 1% did not find the correct answer while using the correct strategy.…”

Section: Results About Finding Pattern Strategymentioning

confidence: 99%

Examination of Mathematics Teacher Candidates’ Strategies Used in Solving Non-Routine Problems

Ünlü¹

2018

ADN

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“…Matematik eğitimi alanyazınında, öğretmen ve öğretmen adaylarının problem çözme becerileri ile ilgili birçok çalışma bulunmakta; fakat bunlar arasından öğretmenlerin problem çözme sürecinde tercih ettikleri stratejiler ve bu alandaki mesleki gelişimleri üzerine az sayıda çalışmaya ulaşılmıştır. Öğretmen veya öğretmen adayları üzerine yapılan çalışmalarda, genel olarak sınıf ve ilköğretim matematik öğretmenliği alanında sözel problemlerde değişken kullanmadan problem çözme (Gökkurt Özdemir, Erdem, Örnek & Soylu, 2017;Soylu, 2010;Tatar, İşleyen & Okur, 2005) ile problem çözümlerinde strateji veya temsil kullanımındaki çeşitlilik incelenmiştir (Avcu & Avcu, 2010;Gürbüz & Güder, 2016;İpek & Okumuş, 2012;Pusmaz, 2008). Matematik öğretmenlerinin ilk defa karşılaştıkları somut işlemler dönemi özelliklerine sahip öğrencilerle problem çözme alanında yaşadıkları deneyim ve yeterlikleri ile ilgili herhangi bir çalışmaya rastlanmamıştır.…”

Section: Introductionunclassified

“…In the literature on mathematics education, there are many studies on the problemsolving skills of teachers and prospective teachers, but few studies have been found on the strategies that teachers prefer in the problem-solving process in relation to their professional development in this field. In studies on teachers or pre-service teachers, in general, in the field of classroom and primary school mathematics teaching, problem solving without using variables in verbal problems (Gökkurt Özdemir, Erdem, Örnek & Soylu, 2017;Soylu, 2010;Tatar, Processed & Okur, 2005) and strategy in problem-solving, or the diversity in the use of representation was examined (Avcu & Avcu, 2010;Gürbüz & Güder, 2016;İpek & Okumuş, 2012;Pusmaz, 2008). To the researchers' knowledge, there have been no studies on the experience and competencies of mathematics teachers in the field of problem-solving who encounter students at the concrete operational stage for the first time.…”

Section: Extended Abstract Introductionmentioning

confidence: 99%

Matemati̇k Öğretmenleri̇ni̇n 5. Siniflarda Problem Çözme Yeterli̇kleri̇

Dedeoğlu

Eğerci

2021

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışmada, ortaokul matematik öğretmenlerinin 5. sınıflarda problem çözme stratejilerini kullanma yeterlikleri, bu konuda karşılaştıkları zorluklar ve başvurdukları çözüm yollarına ilişkin gelişim süreçlerinin incelenmesi amaçlanmıştır. Araştırma grubunu, 4+4+4 eğitim sisteminin uygulanmasıyla ilk kez 5. sınıflarda ders vermeye başlayan beş ortaokul matematik öğretmeni oluşturmaktadır. Nitel araştırma desenlerinden durum çalışması yönteminin benimsendiği çalışmada veriler araştırmacılar tarafından hazırlanan Problem Çözme Testi ve Görüşme Formları ile toplanmış ve betimsel analiz tekniği ile analiz edilmiştir. Çalışmanın bulguları, öğretmenlerin 5. sınıflarda problem çözmede uygun stratejileri kullanabildiğini göstermekle birlikte, strateji çeşitliliğinin öğretmenlerin kıdemleri ve farklı sınıf düzeylerinde mesleki deneyimleriyle ilişkili olduğunu göstermiştir. 5. sınıf düzeyinde daha uzun süre derse giren veya sistem değişikliğinden sonra mezun olan öğretmenlerin daha farklı stratejiler sergileyebilmiştir. Bu araştırma, eğitim sistemi değişikliklerinin lisans eğitimi ile uyumlu olmadığı ve hizmet içi eğitimle desteklenmediği durumlarda, öğrenci düzeyine uygun öğrenme etkinliklerinin gerçekleşmesinin öğretmenin kendi çaba ve inisiyatifine bağlı olduğunu ortaya koymuştur.

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The investigation of prospective mathematics teachers’ non-algebraic solution strategies for word problems

Öçal

Şen

Güler

et al. 2019

International Journal of Mathematical Education in Science and

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Are middle school mathematics teachers able to solve word problems without using variable?

Cited by 3 publications

References 25 publications

Examination of Mathematics Teacher Candidates’ Strategies Used in Solving Non-Routine Problems

Examination of Mathematics Teacher Candidates’ Strategies Used in Solving Non-Routine Problems

Matemati̇k Öğretmenleri̇ni̇n 5. Siniflarda Problem Çözme Yeterli̇kleri̇

The investigation of prospective mathematics teachers’ non-algebraic solution strategies for word problems

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