Altıncı Sınıf Öğrencilerinin Problem Kurma Becerilerinin İncelenmesi: Bir Durum Çalışması

Basit Öğe Kaydı
dc.contributor.authorAda, Kübra
dc.contributor.authorDemir, Fatih
dc.contributor.authorÖztürk, Mesut
dc.date.accessioned2024-10-04T18:58:36Z
dc.date.available2024-10-04T18:58:36Z
dc.date.issued2020
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThe aim of this study is to examine the sixth grade students' skills in different problem situations requiring four operations in natural numbers and their views on problem posing. Participants of this study, where case study of qualitative research methods were preferred, consisted of 15 students studying at sixth grade level In the study, a problem-posing test including different problem-posing situations, and a semi-structured interview form related to basic operations in natural numbers, were used as data collection tools. Problem posing test consisted of 10 questions. The semi-structured interview form includes open-ended questions on students' mathematical problems and thoughts on problem solving.. The data obtained from the problem-posing test were analyzed with regard to the rubric of the test.. The answers were first classified as “empty”, “not a problem” and “problem”. Afterwards the answers determined to be a problem were evaluated and analyzed according to the criteria of “language”, “complexity of the problem” and “solvability” in the rubric put forward by Ada and Öztürk (2019). The data obtained from the interviews with the students were analyzed by descriptive analysis. According to the results of the study, while some of the students left the questions blank, a larger part of them could not form a problem sentence even though they answered the questions. In addition, a number of errors were identified in the students' perception of the problem concept. While students were able to pose problems in the most selection cases, they were able to pose very few problems in case of free problems. When the findings of the students' views are considered within the scope of the study, it is determined that problem-posing helps to understand the problem from a cognitive point of view and contributes to the meaning of procedural expression or mathematical subject. At the same time, it has been found that problem-posing creates positive attitudes in students by reducing prejudice against problems in terms of affective aspects and affects students' attitudes towards mathematics and brings them closer to the lesson. In line with the results of the study, some suggestions were made to the research and education stakeholders. © 2020 Karadeniz Technical University. All rights reserved.en_US
dc.identifier.doi10.16949/turkbilmat.629625
dc.identifier.endpage240en_US
dc.identifier.issn1309-4653
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85098591251en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage210en_US
dc.identifier.trdizinid398919en_US
dc.identifier.urihttps://doi.org/10.16949/turkbilmat.629625
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/398919
dc.identifier.urihttp://hdl.handle.net/20.500.12403/3899
dc.identifier.volume11en_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherKaradeniz Technical Universityen_US
dc.relation.ispartofTurkish Journal of Computer and Mathematics Educationen_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectDifferent problem-posing situationsen_US
dc.subjectNatural numbersen_US
dc.subjectProblem-posing skillsen_US
dc.subjectSixth grade studentsen_US
dc.titleAltıncı Sınıf Öğrencilerinin Problem Kurma Becerilerinin İncelenmesi: Bir Durum Çalışmasıen_US
dc.typeConference Objecten_US

Dosyalar

Koleksiyon

Scopus İndeksli Yayınlar Koleksiyonu
TR-Dizin İndeksli Yayınlar Koleksiyonu