The Effect of Mathematics Instruction With Problem Posing Approach On Problem Solving Success, Problem Posing Ability And Views Towards Mathematics

Abstract

Bu çalışmada, problem kurma yaklaşımı ile gerçekleştirilen matematik öğretiminin, öğrencilerin problem çözme başarıları, problem kurma becerileri ve matematiğe yönelik görüşlerine etkisi araştırılmıştır. Araştırmada, ön test-son test kontrol gruplu deneysel model kullanılmıştır ve öğrencilerin matematiğe yönelik görüşlerini belirlemeye yönelik nitel veriler de toplanmıştır. Araştırmada, deney grubunda yer alan öğrencilere problem kurma yaklaşımı ile gerçekleştirilen matematik öğretimi uygulanırken, kontrol grubunda yer alan öğrenciler üzerinde ders kitabına bağlı kalınarak, süregelen öğretme-öğrenme süreçleri devam ettirilmiştir. Araştırmanın uygulama süreci "Ondalık Kesirler" ünitesi kapsamında sekiz hafta devam etmiştir. Araştırma sonunda grupların Problem Çözme Başarı Testi sontest puan ortalamaları arasında anlamlı bir farklılık belirlenememiştir. Problem Kurma Beceri Testi sontest puan ortalamaları arasında ise deney grubu lehine anlamlı bir farklılık olduğu belirlenmiştir. Diğer yandan, deney grubunda yer alan öğrencilerin matematiğe yönelik görüşlerinde olumlu yönde farklılıklar olduğu belirlenmiştir.

The Effect of Mathematics Instruction Integrated with Social Issues on Problem Posing Skill

“…With regard to these mentioned opinions, it could be inferred that the implemented instruction contributed to the improvement of problem posing skills of students. According to the students' opinions, the presence of studies indicating that problem posing studies improve the problem posing skill (Cai & Hwang, 2003;Silver, 2013;Cai et al, 2015;Chen, Van Dooren & Verschaffel, 2015;Innoka, Shimomura & Kanno, 2015) and reinforce problem posing (English, 1997;Turhan & Güven, 2014;Yıldız, 2014;Kojima, Miwa, Matsui, 2015) in the literature supports these opinions. Although a similar study in which mathematics teaching is integrated with sociomathematical subjects and which aims directly to improve problem posing skill has not been encountered, there are studies that include social justice and equality subjects in mathematics education.…”

“…Accordingly, it could be asserted that the instruction carried out had an effect on the improvement of students' problem posing skill. Whilst there have not been any studies, which are integrated with social issues or interdisciplinary, on the improvement of problem posing skill, the results of studies on improving the problem posing skill in the field of mathematics in the literature show that the instruction related to problem posing increases the problem posing skill of students (English, 1997;Turhan & Güven, 2014, Yıldız, 2014, Kojima, Miwa & Matsui, 2015. Therefore, it can be said that it is possible to improve the problem posing skill of students, who have encountered very few problem posing studies before, through learning experiences designed for this purpose.…”

Fraction Multiplication and Division Word Problems Posed by Different Years of Pre-Service Elementary Mathematics Teachers

“…Problem posing is an important mathematical activity that has several benefits (Cankoy & Darbaz, 2010;Kilic, 2013a;Toluk-Ucar, 2009;Turhan & Guven, 2014). Through it, students are better able to understand important elements of the problem solving process, including the way mathematical ideas are related within the context.…”

“…Problem posing has long been viewed as a characteristic of creative activity or exceptional talent (Silver, 1994). Individuals who are equipped with problem posing skills develop new knowledge using existing sets of knowledge and can come up with problems of their own (Turhan & Guven, 2014). This lends to the inference that problem posing is a re-formulation of the problem and entails a search for patterns.…”

Desain Pengembangan Modul Geometri Lukis

“…Sebanyak 25% dari mahasiswa yang mampu dalam pengajuan soal Geometri Lukis (membuat soal dan menyelesaikannnya). Padahal kemampuan dalam mengajukan soal (pengajuan soal) merupakan hal penting bagi seorang guru dan merupakan aktivitas penting dalam matematika (Cankoy & Darbaz, 2010;Turhan & Guven, 2014). Dalam pembelajaran matematika sekolah, bidang Geometri selalu dipelajari dalam tiap jenjang pendidikan sekolah sehingga sebagai seorang calon guru harus menguasai keterampilan melukis dalam bidang Geometri (Geometri Lukis).…”