The Effect of Organization and Reading Comprehension Skills of Primary School Fourth Grade Students on Mathematical Problem Solving and Posing Skills

Abstract

Bu çalışmanın amacı, ilkokul 4. sınıf öğrencilerinin organizasyon ve okuduğunu anlama becerilerinin problem çözme ve kurma becerileri üzerindeki etkisini incelemektir. İki farklı devlet ilkokulundan toplam 105 dördüncü sınıf öğrencisinin katıldığı çalışmada, nicel araştırma yönteminin ilişkisel tarama modeli kullanılmıştır. Veri toplamada; Organizasyon Becerileri Ölçeği, Bilgilendirici Metin Okuduğunu Anlama Becerileri Ölçeği ve Problem Çözme ve Kurma Becerileri Testi kullanıldı. Öğrencilerin okuduğunu anlama ve problem çözme-kurma becerileri arasındaki ilişkiyi belirlemek için basit doğrusal regresyon kullanılmıştır. Analizler sonunda, öğrencilerin organizasyon becerilerinin problem çözme ve kurma becerilerinin önemli bir yordayıcısı olduğu bulunmuştur. Ancak okuduğunu anlama becerisinin problem çözme ve kurma becerisinin yordayıcısı olmadığı sonucuna ulaşılmıştır.

Comparison of Problem-Posing Skills of Gifted and Non-Gifted Primary School Students

“…In this context, the reason why both gifted and non-gifted students experience similarities and differences in problem posing may be due to their teachers' efforts to pose problems in mathematics lessons at schools. Because it is seen that enriched lesson activities in school to improve students' problem posing skills give positive results (Atalay & Güveli, 2017;Yurtbakan & Aydoğdu-İskenderoğlu, 2020;Kim & Hodges, 2012).…”

“…In order to compare the problem posing skills of gifted and non-gifted students, first of all, studies comparing the problem-posing skills of primary school students in the literature were examined (Tertemiz, 2017;Yurtbakan & Aydoğdu-İskenderoğlu, 2020).…”

“…Besides the rubrics, student answers were reviewed, and the form was finalized by creating different codes. Form was created by using the codes in the literature that examined the problem posing skills of primary school students before (Yurtbakan & Aydoğdu-İskenderoğlu, 2020, Yurtbakan & Aydoğdu-İskenderoğlu 2022. Formally; it consists of 3 sections; characteristics of the problems posed (empty, unsolvable [there is a problem situation but no solution], incomplete [there is a problem but the data is missing or the data in the problem is missing but there is no question root], solvable [the problem can be solved with existing data]), the solution to the posed problem (empty), the correct solution, the wrong solution (missing operation, logical error, unused data, unit error, operation error)) and the status of having the characteristics of the problems described (1 step, 2 step, 3 step and more, adding new data, using all given, changing the given).…”

“…Teachers, who take on the responsibility of supporting and increasing the academic development of students (Plunkett & Kronborg, 2011), need to provide students with problem-posing skills, especially in order for younger students to better internalize the concepts of mathematics (Chapman, 2006). For this, teachers can choose books that are prone to posing problems in their classrooms and ask students to pose problems based on a sentence or a pic ture in the book and then evaluate each other's problems (Yurtbakan & Aydoğdu-İskenderoğlu, 2020). By creating discussion environments in the classroom, they can support students in posing problems and encourage students to talk about their problem-solving processes (Gavin & Casa, 2012).…”

“…There seems to be a limited number of studies examining the problem posing skills of gifted secondary school students (Erdoğan & Gül, 2020;Manuel & Freiman, 2017) in the literature. It is seen that there are many studies examining the problem posing skills of non-gifted primary and secondary school students (Alzahrani, 2021;Bevan & Capraro, 2021;Bulut & Serin, 2020;Can & Yıldız, 2021;Dae-Hyun & Jinhee, 2010;Dölek & Caliskan, 2018;Kwon & Capraro, 2021;Özçakır-Sümen, 2021;Peng, Cao & Yu, 2021;Tertemiz, 2017;Yurtbakan & Aydoğdu-İskenderoğlu, 2020). The fact that there is only one study comparing the problem-posing skills of gifted and nongifted secondary school students (Espinoza, Lupiáñez & Segovia, 2016) and that the study did not compare the problem-posing skills of gifted and non-talented primary school students makes the study necessary.…”