Problem çözme strateji eğitimi ve matematiksel problem kurma becerisi arasındaki ilişkinin farklı değişkenler açısından incelenmesi
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Date
2019-08-26
Authors
Gencer, Gökçe Kayhan
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Matematik doğası gereği üst düzey zihinsel becerileri temel alan bir bilimdir. Günümüz koşullarında anlamlandırılmamış saf bilgi, ulaşılması zor olmayan, ne şekilde kullanılacağı bilinmediği sürece kıymeti olmayan bir vasıftadır. Bilgiyi anlamlandırabilmenin, kullanabilmenin, sorunlara çözüm bulabilmenin değerli olduğu bu zamanda; problem çözme ve problem çözmenin en son basamağı olarak kabul edilen problem kurma belki de en önemli beceridir. 9. sınıf öğrencilerinin problem kurma becerilerini etkileyen faktörlerin belirlenmeye çalışıldığı bu araştırmada, sekiz tane 9. sınıf öğrencisiyle nitel bir çalışma gerçekleştirilmiştir. Farklı demografik ve akademik özelliklere sahip oldukları belirlenmiş olan bu öğrencilere öncelikle on farklı stratejiyi içeren, problem çözme ve kurma temelli bir eğitim verilmiştir. 20 vii saatlik bu çalışmanın sonucunda öğrencilerin problem kurma ve kurduğu problemi çözme becerilerinin değerlendirilebilmesi amacıyla her strateji için bir etkinliğin bulunduğu bir son test uygulanmıştır. Son testin içerik analizinin ardından öğrencilerle, matematikle ve yapılan çalışmayla ilgili genel fikirleri üzerinden, yarı-yapılandırılmış bir görüşme yapılmıştır. Yapılan bu araştırma sonucunda elde edilen bulgular ışığında, öğrencilerin problem kurma becerilerinin genel akademik başarı, ebeveynlerin eğitim düzeyi, kardeşlerin eğitim düzeyi, matematiğe karşı olan tutumdan olumlu yönde etkilendiği ve verilen eğitimin öncelikle problem çözme, sonrasında ise problem kurma becerisini geliştirdiği görülmüştür.
Mathematics, by its nature, is a science based on metacognitive skills. In today’s circumstances meaningless pure knowledge is qualified as not hard to reach, invaluable unless known how to be used. Since being able to make knowledge meaningful, to use it and to find solutions to problems is valuable nowadays, problem solving and problem posing which is accepted as the last step of problem solving, might be the most valuable abilities. In this study that is aimed to identify the factors affecting 9th grade students problem posing abilities, a qualitative research is performed with eight 9th grade students. First of all, an education based on problem solving and problem posing including 10 different strategies is given to these ix students who are identified to have different demographic and academic qualifications. At the end of this 20 hours education, a post-test is applied including an activity for each strategy, in order to be able to evaluate students’ problem solving and problem posing abilities. After the content analysis of the post-test, a semi-structured interview is performed with the students over their general ideas about mathematics and the present study. Under the light of the findings of this study, it is seen that the problem posing abilities of students is positively affected from academic achievement, parents’ education levels, siblings’ education levels and attitude towards mathematics. It is also seen that the education given has developed firstly problem solving ability and problem posing ability afterwards.
Mathematics, by its nature, is a science based on metacognitive skills. In today’s circumstances meaningless pure knowledge is qualified as not hard to reach, invaluable unless known how to be used. Since being able to make knowledge meaningful, to use it and to find solutions to problems is valuable nowadays, problem solving and problem posing which is accepted as the last step of problem solving, might be the most valuable abilities. In this study that is aimed to identify the factors affecting 9th grade students problem posing abilities, a qualitative research is performed with eight 9th grade students. First of all, an education based on problem solving and problem posing including 10 different strategies is given to these ix students who are identified to have different demographic and academic qualifications. At the end of this 20 hours education, a post-test is applied including an activity for each strategy, in order to be able to evaluate students’ problem solving and problem posing abilities. After the content analysis of the post-test, a semi-structured interview is performed with the students over their general ideas about mathematics and the present study. Under the light of the findings of this study, it is seen that the problem posing abilities of students is positively affected from academic achievement, parents’ education levels, siblings’ education levels and attitude towards mathematics. It is also seen that the education given has developed firstly problem solving ability and problem posing ability afterwards.
Description
Keywords
Lise, High school, Öğretim deneyi, Problem kurma, Teaching experiment, Problem posing
Citation
Gencer, G. K. (2019). Problem çözme strateji eğitimi ve matematiksel problem kurma becerisi arasındaki ilişkinin farklı değişkenler açısından incelenmesi. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.