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SINIF ÖĞRETMENLERİNİN MATEMATİK DERSİNDE PROBLEM KURMA BECERİSİ KAZANDIRMAYA YÖNELİK GÖRÜŞLERİ

Year 2020, Volume: 20 Issue: 4, 1935 - 1960, 15.12.2020
https://doi.org/10.17240/aibuefd.2020.20.58249-501396

Abstract

Araştırmanın amacı, sınıf öğretmenlerinin matematik dersi kapsamında problem kurma becerisi kazandırmaya yönelik görüşlerinin belirlenmesidir. Araştırma, nitel araştırma yöntemiyle gerçekleştirilmiştir. Araştırmanın katılımcılarını, ilkokulda farklı sınıf düzeylerinde görev yapmakta olan on dört sınıf öğretmeni oluşturmaktadır. Araştırma verilerinin toplanmasında yarı yapılandırılmış görüşme tekniği çerçevesinde, araştırmacılar tarafından hazırlanan görüşme formu kullanılmıştır. Araştırmada elde edilen verilerin analizi, NVIVO10 programıyla gerçekleştirilmiş olup veri analizinde içerik analizi kullanılmıştır. Gerçekleştirilen analizler sonucunda sınıf öğretmenlerinin, matematik dersinde yer verdikleri problem kurma etkinlikleri, problem kurmanın öğrenciler üzerindeki etkileri, problem kurma konusunda sahip olunan bilgi ve beceriler, öğrencilerin problem kurma becerileri, problem kurma çalışmalarında karşılaşılan sorunlar, zorluklar ve çözüm önerileri ile problem kurma becerisini geliştirmeye yönelik öneriler temaları altında görüş belirttikleri sonucuna ulaşılmıştır.

References

  • Akay, H. (2006). Problem kurma yaklaşımı ile yapılan matematik öğretiminin öğrencilerin akademik başarısı, problem çözme becerisi ve yaratıcılığı üzerindeki etkisinin incelenmesi [Yayımlanmamış doktora tezi]. Gazi Üniversitesi.
  • Albayrak, M., İpek, A. S. & Işık, C. (2006). Temel işlem becerilerinin öğretiminde problem kurma-çözme çalışmaları. Erzincan Eğitim Fakültesi Dergisi, 8(2), 1-11.
  • Arıkan, E. E. & Ünal, H. (2013). İlköğretim 2. sınıf öğrencilerinin matematiksel problem kurma becerilerinin incelenmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 2(2), 305-325.
  • Arıkan, E. E., & Ünal, H. (2014). Development of the structured problem posing skills and using metaphoric perceptions. European Journal of Science and Mathematics Education, 2(3), 155-166.
  • Arıkan, E., & Ünal, H. (2015). An investigation of eighth grade students’ problem posing skills (Turkey sample). International Journal of Research in Education and Science, 1(1), 23-30.
  • Aydoğdu-İskenderoğlu, T. & Güneş, G. (2016). Pedagojik formasyon eğitimi alan matematik bölümü öğrencilerinin problem kurma becerilerinin incelenmesi. Sakarya University Journal of Education, 6(2), 46-65.
  • Bonotto, C. (2010). Engaging students in mathematical modelling and problem posing activities. Journal of Mathematical Modelling and Application, 1(3), 18-32.
  • Brown, S. I., & Walter, M. I. (1990). The art of problem posing. Lawrence Erlbaum Associates, Inc., Publishers.
  • Cai, J. (2003). Singaporean students’ mathematical thinking in problem solving and problem posing: An exploratory study. International Journal of Mathematical Education in Science and Technology, 34(5), 719-737.
  • Cai, J., & Hwang, S. (2002). Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing. Journal of Mathematical Behavior, 21, 401-421.
  • Cai, J., & Hwang, S. (2003). A perspective for examining the link between problem posing and problem solving. International Group for the Psychology of Mathematics Education, 3, 103-110.
  • Cantürk-Günhan, B., Geçici, M., & Günkaya, B. (2019). The effect of problem posing based mathematics teaching on students' success: A meta-analysis study. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 13(2), 1042-1062.
  • Chen, L., Van Dooren, W., & Verschaffel, L. (2015). Enhancing the development of Chinese fifth-graders’ problem-posing and problem-solving abilities, beliefs, and attitudes: A design experiment. In F. M. Singer, N. F. Ellerton & J. Cai (Eds.), Mathematical problem posing: From research to effective practice (pp. 309-329). Springer.
  • Contreras, J. N. (2013). Fostering mathematical creativity through problem posing and modeling using dynamic geometry: Viviani’s problem in the classroom. Journal of Mathematics Education at Teachers College, 4, 66-72.
  • Çıldır, S., & Sezen, N. (2011). Skill levels of prospective physics teachers on problem posing. Hacettepe University Journal of Education, 40, 105-116.
  • Deringöl, Y. (2020). Problem posing activities in primary school mathematics textbooks. İlköğretim Online, 19(3), 1619-1646.
  • English, L. D., & Halford, G. S. (1995). Mathematics education models and processes. Lawrence Erlbaum Associates.
  • Gökkurt, B., Örnek, T., Hayat, F. & Soylu, Y. (2015). Öğrencilerin problem çözme ve problem kurma becerilerinin değerlendirilmesi. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 751-774.
  • Grundmeier, T. A. (2003). The effects of providing mathematical problem posing experiences for K-8 pre-service teachers: investigating teachers’ beliefs’ and characteristics of posed problems [Unpublished doctoral dissertation]. University of New Hampshire.
  • Gülten, D., Ergin, H. & Ergin, T. (2007). İlköğretim 3. sınıf öğrencilerinin problem kurma becerileri ile bilişsel işlemlerden eşzamanlılık ve planlama arasındaki ilişki (Sözlü bildiri). 6. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu, Anadolu Üniversitesi, Eskişehir.
  • Güveli, E. (2015). Prospective elementary mathematics teachers’ problem posing skills about absolute value. Turkish Journal of Teacher Education, 4(1), 1-17.
  • Işık, A., Çiltaş, A. & Kar, T. (2012). Problem kurma temelli öğretimin farklı sayı algılamasına sahip 6. sınıf öğrencilerin problem çözme başarısına etkisi. Pegem Eğitim ve Öğretim Dergisi, 2(4), 71-80.
  • Işık, C. & Kar, T. (2012). Sınıf öğretmeni adaylarının problem kurma becerileri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 12(23), 190-214.
  • Kar, T. & Işık, A. (2015). Ortaokul matematik öğretmenlerinin kesirlerle çıkarma işlemine yönelik problem kurma becerilerinin incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 24, 243-276.
  • Katrancı, Y., & Şengül, S. (2015). Semi-structured problem posing cases of prospective mathematics teachers: Experiences and suggestions. International Journal on New Trends in Education and Their Implications, 6(2), 56-69.
  • Kılıç, Ç. (2011). İlköğretim matematik dersi (1-5 sınıflar) öğretim programında yer alan problem kurma çalışmalarının incelenmesi. Mersin University Journal of Faculty of Education, 7(2), 54-65.
  • Kılıç, Ç. (2012). Determination issues that primary teachers encountered during problem posing activities and their solution suggestions: Eliminating pedagogic obstacles. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(10), 243-264.
  • Kılıç, Ç. (2013a). Pre-service primary teachers’ free problem posing performances in the context of fractions: An example from Turkey. Asia Pacific Education Researcher, 22(4), 677-686. https://doi.org/10.1007/s40299-013-0073-1
  • Kılıç, Ç. (2013b). Sınıf öğretmeni adaylarının farklı problem kurma durumlarında sergilemiş oldukları performansın belirlenmesi. Educational Sciences: Theory & Practice, 13(2), 1195-1211.
  • Kılıç, Ç. (2014). Turkish primary school teachers’ opinions about problem posing applications: Students, the mathematics curriculum and mathematics textbooks. Australian Journal of Teacher Education, 38(5), 144-155.
  • Kojima, K., Miwa, K., & Matsui, T. (2009). Study on support of learning from examples in problem posing as a production task. In S. C. Kong, H. Ogata & H. C. Chan et. al. (Eds.), Proceedings of the 17th International Conference on Computers in Education (pp. 75-82). Asia-Pacific Society for Computers in Education.
  • Kojima, K., Miwa, K., & Matsui, T. (2015). Experimental study of learning support through examples in mathematical problem posing. Research and Practice in Technology Enhanced Learning, 10(1), 1-18.
  • Kwek, M. L. (2015). Using problem posing as a formative assessment tool. In F. M. Singer, N. F. Ellerton & J. Cai (Eds.), Mathematical problem posing: From research to effective practice (pp. 273-292). Springer.
  • Lavy, I., & Shriki, A. (2010). Engaging in problem posing activities in a dynamic geometry setting and the development of prospective teachers’ mathematical knowledge. The Journal of Mathematical Behavior, 29, 11-24.
  • Limin, C., Wim, V. D., Qui, C., & Lieven, V. (2007). The relationship between posing and solving artihmetic word problems among Chinese elementary school children. Journal of the Korea Society of Matehmatical Education Series D: Research in Mathematical Education, 11(1), 1-31.
  • Mihajlović, A., & Dejić, M. (2015, June 25-28). Using open-ended problems and problem posing activities in elementary mathematics classroom. In F. M. Singer, F. Toader & C. Voica (Eds.), The 9th International Mathematical Creativity and Giftedness Conference Proceeding Book (pp. 34-39). The International Group for Mathematical Creativity and Giftedness, Sinaia, Romania.
  • Ministry of National Education/Millî Eğitim Bakanlığı. (2015). İlkokul matematik dersi (1, 2, 3 ve 4. sınıflar) öğretim programı. Millî Eğitim Bakanlığı.
  • Ministry of National Education/Millî Eğitim Bakanlığı. (2017). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Millî Eğitim Bakanlığı.
  • Moses, B., Bjork, E., & Goldenberg, E. P. (1993). Beyond problem solving: problem posing. In S. I. Brown & M. I. Walter (Eds.), Problem posing: Reflections and applications (pp. 178-188). Lawrence Erlbaum Associates.
  • Özgen, K., & Bayram, B. (2020). Ortaokul öğrencilerinin problem kurmaya yönelik beceri ve öz yeterlik inançlarının incelenmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 455-485.
  • Patton, M. Q. (2002). Qualitative research & evaluation methods. Sage Publications.
  • Rosli, R., Capraro, M. M., & Capraro, R. M. (2014). The effects of problem posing on student mathematical learning: A meta-analysis. International Education Studies, 7(13), 227-241.
  • Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19-28.
  • Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. ZDM, 29(3), 75-80.
  • Silver, E. A. (2013). Problem-posing research in mathematics education: Looking back, looking around, and looking ahead. Educational Studies in Mathematics, 83, 157–162.
  • Silver, E. A., & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education, 27(5), 521-539.
  • Siswono, T. Y. E. (2010). Leveling students’ creative thinking in solving and posing mathematical problem. Journal on Mathematics Education, 1(1), 17-40.
  • Solόrzano, L. S. (2015). Problem-posing as a didactic resource in formal mathematics courses to train future secondary school mathematics teachers. Journal of Technology and Science Education, 5(2), 64-74.
  • Stickles, P. R. (2006). An analysis of secondary and middle school teacher’s mathematical problem posing [Unpublished doctoral dissertation]. Indiana University.
  • Tertemiz, N., & Sulak, S. E. (2013). İlköğretim beşinci sınıf öğrencilerinin problem kurma becerilerinin incelenmesi. İlköğretim Online, 12(3), 713-729.
  • Turhan, B. (2011). Problem kurma yaklaşımı ile gerçekleştirilen matematik öğretiminin ilköğretim 6. sınıf öğrencilerinin problem çözme başarıları, problem kurma becerileri ve matematiğe yönelik görüşlerine etkisinin incelenmesi [Yayımlanmamış yüksek lisans tezi]. Anadolu Üniversitesi.
  • Turhan, B. & Güven, M. (2014). Problem kurma yaklaşımıyla gerçekleştirilen matematik öğretiminin problem çözme başarısı, problem kurma becerisi ve matematiğe yönelik görüşlere etkisi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 43(2), 217-234.
  • Xie, J., & Masingila, J. O. (2017). Examining interactions between problem posing and problem solving with prospective primary teachers: A case of using fractions. Educational Studies in Mathematics, 96, 101–118. https://doi.org/10.1007/s10649-017-9760-9
  • Van Harpen, X. Y., & Presmeg, N. C. (2013). An investigation of relationships between students’ mathematical problem-posing abilities and their mathematical content knowledge. Educational Studies in Mathematics, 83(1), 117-132.
  • Whitin, D. J. (2004). Building mathematical community through problem posing. In R. N. Rubenstein & G. W. Bright (Eds.), Perspectives on the teaching of mathematics: Sixty-sixth year book (pp. 129-140). National Council of Teacher of Mathematics.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
  • Yıldız, Z., & Özdemir, A. Ş. (2015). Analyzing of problem posing abilities of preservice middle school mathematics teachers. International Online Journal of Educational Sciences, 7(2), 130-141.

THE OPINIONS OF PRIMARY SCHOOL TEACHERS ON GAINING PROBLEM POSING SKILL IN MATHEMATICS COURSE

Year 2020, Volume: 20 Issue: 4, 1935 - 1960, 15.12.2020
https://doi.org/10.17240/aibuefd.2020.20.58249-501396

Abstract

The aim of this study is to determine the opinions of primary school teachers on gaining problem posing skill in mathematics course. The qualitative research method was used in this study. The participants of the study consist of fourteen primary school teachers working at different classroom grades at primary school. The semi-structured interview technique and the interview form prepared by the researchers were used to collect the data. The data of the study were analyzed with the NVIVO10 program and content analysis was used in the data analysis. As a result of the analysis performed, it was found out that primary school teachers expressed their opinions under the themes such as problem posing activities implemented in the mathematics course, the effects of problem posing on students, the knowledge and skills regarding problem posing, students’ problem posing skills, difficulties and problems experienced in problem posing activities and suggestions to develop problem posing skills and solution proposals.

References

  • Akay, H. (2006). Problem kurma yaklaşımı ile yapılan matematik öğretiminin öğrencilerin akademik başarısı, problem çözme becerisi ve yaratıcılığı üzerindeki etkisinin incelenmesi [Yayımlanmamış doktora tezi]. Gazi Üniversitesi.
  • Albayrak, M., İpek, A. S. & Işık, C. (2006). Temel işlem becerilerinin öğretiminde problem kurma-çözme çalışmaları. Erzincan Eğitim Fakültesi Dergisi, 8(2), 1-11.
  • Arıkan, E. E. & Ünal, H. (2013). İlköğretim 2. sınıf öğrencilerinin matematiksel problem kurma becerilerinin incelenmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 2(2), 305-325.
  • Arıkan, E. E., & Ünal, H. (2014). Development of the structured problem posing skills and using metaphoric perceptions. European Journal of Science and Mathematics Education, 2(3), 155-166.
  • Arıkan, E., & Ünal, H. (2015). An investigation of eighth grade students’ problem posing skills (Turkey sample). International Journal of Research in Education and Science, 1(1), 23-30.
  • Aydoğdu-İskenderoğlu, T. & Güneş, G. (2016). Pedagojik formasyon eğitimi alan matematik bölümü öğrencilerinin problem kurma becerilerinin incelenmesi. Sakarya University Journal of Education, 6(2), 46-65.
  • Bonotto, C. (2010). Engaging students in mathematical modelling and problem posing activities. Journal of Mathematical Modelling and Application, 1(3), 18-32.
  • Brown, S. I., & Walter, M. I. (1990). The art of problem posing. Lawrence Erlbaum Associates, Inc., Publishers.
  • Cai, J. (2003). Singaporean students’ mathematical thinking in problem solving and problem posing: An exploratory study. International Journal of Mathematical Education in Science and Technology, 34(5), 719-737.
  • Cai, J., & Hwang, S. (2002). Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing. Journal of Mathematical Behavior, 21, 401-421.
  • Cai, J., & Hwang, S. (2003). A perspective for examining the link between problem posing and problem solving. International Group for the Psychology of Mathematics Education, 3, 103-110.
  • Cantürk-Günhan, B., Geçici, M., & Günkaya, B. (2019). The effect of problem posing based mathematics teaching on students' success: A meta-analysis study. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 13(2), 1042-1062.
  • Chen, L., Van Dooren, W., & Verschaffel, L. (2015). Enhancing the development of Chinese fifth-graders’ problem-posing and problem-solving abilities, beliefs, and attitudes: A design experiment. In F. M. Singer, N. F. Ellerton & J. Cai (Eds.), Mathematical problem posing: From research to effective practice (pp. 309-329). Springer.
  • Contreras, J. N. (2013). Fostering mathematical creativity through problem posing and modeling using dynamic geometry: Viviani’s problem in the classroom. Journal of Mathematics Education at Teachers College, 4, 66-72.
  • Çıldır, S., & Sezen, N. (2011). Skill levels of prospective physics teachers on problem posing. Hacettepe University Journal of Education, 40, 105-116.
  • Deringöl, Y. (2020). Problem posing activities in primary school mathematics textbooks. İlköğretim Online, 19(3), 1619-1646.
  • English, L. D., & Halford, G. S. (1995). Mathematics education models and processes. Lawrence Erlbaum Associates.
  • Gökkurt, B., Örnek, T., Hayat, F. & Soylu, Y. (2015). Öğrencilerin problem çözme ve problem kurma becerilerinin değerlendirilmesi. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 751-774.
  • Grundmeier, T. A. (2003). The effects of providing mathematical problem posing experiences for K-8 pre-service teachers: investigating teachers’ beliefs’ and characteristics of posed problems [Unpublished doctoral dissertation]. University of New Hampshire.
  • Gülten, D., Ergin, H. & Ergin, T. (2007). İlköğretim 3. sınıf öğrencilerinin problem kurma becerileri ile bilişsel işlemlerden eşzamanlılık ve planlama arasındaki ilişki (Sözlü bildiri). 6. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu, Anadolu Üniversitesi, Eskişehir.
  • Güveli, E. (2015). Prospective elementary mathematics teachers’ problem posing skills about absolute value. Turkish Journal of Teacher Education, 4(1), 1-17.
  • Işık, A., Çiltaş, A. & Kar, T. (2012). Problem kurma temelli öğretimin farklı sayı algılamasına sahip 6. sınıf öğrencilerin problem çözme başarısına etkisi. Pegem Eğitim ve Öğretim Dergisi, 2(4), 71-80.
  • Işık, C. & Kar, T. (2012). Sınıf öğretmeni adaylarının problem kurma becerileri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 12(23), 190-214.
  • Kar, T. & Işık, A. (2015). Ortaokul matematik öğretmenlerinin kesirlerle çıkarma işlemine yönelik problem kurma becerilerinin incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 24, 243-276.
  • Katrancı, Y., & Şengül, S. (2015). Semi-structured problem posing cases of prospective mathematics teachers: Experiences and suggestions. International Journal on New Trends in Education and Their Implications, 6(2), 56-69.
  • Kılıç, Ç. (2011). İlköğretim matematik dersi (1-5 sınıflar) öğretim programında yer alan problem kurma çalışmalarının incelenmesi. Mersin University Journal of Faculty of Education, 7(2), 54-65.
  • Kılıç, Ç. (2012). Determination issues that primary teachers encountered during problem posing activities and their solution suggestions: Eliminating pedagogic obstacles. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(10), 243-264.
  • Kılıç, Ç. (2013a). Pre-service primary teachers’ free problem posing performances in the context of fractions: An example from Turkey. Asia Pacific Education Researcher, 22(4), 677-686. https://doi.org/10.1007/s40299-013-0073-1
  • Kılıç, Ç. (2013b). Sınıf öğretmeni adaylarının farklı problem kurma durumlarında sergilemiş oldukları performansın belirlenmesi. Educational Sciences: Theory & Practice, 13(2), 1195-1211.
  • Kılıç, Ç. (2014). Turkish primary school teachers’ opinions about problem posing applications: Students, the mathematics curriculum and mathematics textbooks. Australian Journal of Teacher Education, 38(5), 144-155.
  • Kojima, K., Miwa, K., & Matsui, T. (2009). Study on support of learning from examples in problem posing as a production task. In S. C. Kong, H. Ogata & H. C. Chan et. al. (Eds.), Proceedings of the 17th International Conference on Computers in Education (pp. 75-82). Asia-Pacific Society for Computers in Education.
  • Kojima, K., Miwa, K., & Matsui, T. (2015). Experimental study of learning support through examples in mathematical problem posing. Research and Practice in Technology Enhanced Learning, 10(1), 1-18.
  • Kwek, M. L. (2015). Using problem posing as a formative assessment tool. In F. M. Singer, N. F. Ellerton & J. Cai (Eds.), Mathematical problem posing: From research to effective practice (pp. 273-292). Springer.
  • Lavy, I., & Shriki, A. (2010). Engaging in problem posing activities in a dynamic geometry setting and the development of prospective teachers’ mathematical knowledge. The Journal of Mathematical Behavior, 29, 11-24.
  • Limin, C., Wim, V. D., Qui, C., & Lieven, V. (2007). The relationship between posing and solving artihmetic word problems among Chinese elementary school children. Journal of the Korea Society of Matehmatical Education Series D: Research in Mathematical Education, 11(1), 1-31.
  • Mihajlović, A., & Dejić, M. (2015, June 25-28). Using open-ended problems and problem posing activities in elementary mathematics classroom. In F. M. Singer, F. Toader & C. Voica (Eds.), The 9th International Mathematical Creativity and Giftedness Conference Proceeding Book (pp. 34-39). The International Group for Mathematical Creativity and Giftedness, Sinaia, Romania.
  • Ministry of National Education/Millî Eğitim Bakanlığı. (2015). İlkokul matematik dersi (1, 2, 3 ve 4. sınıflar) öğretim programı. Millî Eğitim Bakanlığı.
  • Ministry of National Education/Millî Eğitim Bakanlığı. (2017). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Millî Eğitim Bakanlığı.
  • Moses, B., Bjork, E., & Goldenberg, E. P. (1993). Beyond problem solving: problem posing. In S. I. Brown & M. I. Walter (Eds.), Problem posing: Reflections and applications (pp. 178-188). Lawrence Erlbaum Associates.
  • Özgen, K., & Bayram, B. (2020). Ortaokul öğrencilerinin problem kurmaya yönelik beceri ve öz yeterlik inançlarının incelenmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 455-485.
  • Patton, M. Q. (2002). Qualitative research & evaluation methods. Sage Publications.
  • Rosli, R., Capraro, M. M., & Capraro, R. M. (2014). The effects of problem posing on student mathematical learning: A meta-analysis. International Education Studies, 7(13), 227-241.
  • Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19-28.
  • Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. ZDM, 29(3), 75-80.
  • Silver, E. A. (2013). Problem-posing research in mathematics education: Looking back, looking around, and looking ahead. Educational Studies in Mathematics, 83, 157–162.
  • Silver, E. A., & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education, 27(5), 521-539.
  • Siswono, T. Y. E. (2010). Leveling students’ creative thinking in solving and posing mathematical problem. Journal on Mathematics Education, 1(1), 17-40.
  • Solόrzano, L. S. (2015). Problem-posing as a didactic resource in formal mathematics courses to train future secondary school mathematics teachers. Journal of Technology and Science Education, 5(2), 64-74.
  • Stickles, P. R. (2006). An analysis of secondary and middle school teacher’s mathematical problem posing [Unpublished doctoral dissertation]. Indiana University.
  • Tertemiz, N., & Sulak, S. E. (2013). İlköğretim beşinci sınıf öğrencilerinin problem kurma becerilerinin incelenmesi. İlköğretim Online, 12(3), 713-729.
  • Turhan, B. (2011). Problem kurma yaklaşımı ile gerçekleştirilen matematik öğretiminin ilköğretim 6. sınıf öğrencilerinin problem çözme başarıları, problem kurma becerileri ve matematiğe yönelik görüşlerine etkisinin incelenmesi [Yayımlanmamış yüksek lisans tezi]. Anadolu Üniversitesi.
  • Turhan, B. & Güven, M. (2014). Problem kurma yaklaşımıyla gerçekleştirilen matematik öğretiminin problem çözme başarısı, problem kurma becerisi ve matematiğe yönelik görüşlere etkisi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 43(2), 217-234.
  • Xie, J., & Masingila, J. O. (2017). Examining interactions between problem posing and problem solving with prospective primary teachers: A case of using fractions. Educational Studies in Mathematics, 96, 101–118. https://doi.org/10.1007/s10649-017-9760-9
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There are 57 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Memet Karakuş 0000-0002-6099-5420

Buket Turhan Türkkan 0000-0003-2528-4022

Publication Date December 15, 2020
Submission Date December 24, 2018
Published in Issue Year 2020 Volume: 20 Issue: 4

Cite

APA Karakuş, M., & Turhan Türkkan, B. (2020). THE OPINIONS OF PRIMARY SCHOOL TEACHERS ON GAINING PROBLEM POSING SKILL IN MATHEMATICS COURSE. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(4), 1935-1960. https://doi.org/10.17240/aibuefd.2020.20.58249-501396