Zekâ Oyunları Problem Kurma Becerisini Geliştirir Mi?

Year 2025, Volume: 18 Issue: 3, 584 - 608, 24.07.2025

Neşe Dokumacı Sütçü , Tuğba Örnek

https://doi.org/10.30831/akukeg.1637333

Abstract

Bu araştırmada, zekâ oyunlarının matematik öğretmenlerinin problem kurma becerilerini geliştirip geliştirmediğini belirlemek amaçlanmıştır. Nitel araştırma yönteminden biri olan durum çalışmasının tercih edildiği araştırma, bir devlet üniversitesinin Matematik Eğitimi Tezli Yüksek Lisans programına kayıtlı iki matematik öğretmeni ile gerçekleştirilmiştir. Katılımcılarının belirlenmesinde ölçüt örnekleme yöntemi kullanılmıştır. Ölçüt olarak öğretmenlerin zekâ oyunları ve problem kurmaya yönelik müdahalelerinin olmamasıdır. Veri toplama aracı olarak dört görevden oluşan problem kurma testi kullanılmıştır. Testte her bir göreve ait bir görsele yer verilmiş ve öğretmenlerden uygulama öncesi ve sonrası her bir görsele ilişkin kolay, orta ve zor derecede birer problem kurmaları istenmiştir. Öğretmenlerin kurdukları problemlerin matematiksel karmaşıklığını analiz etmek için Kwek (2015) tarafından önerilen bilişsel karmaşıklık analiz çerçevesi kullanılmıştır. Araştırmada problem kurma görevlerinde verilen talimatın daha karmaşık problemlerin kurulmasına katkı sağladığı tespit edilmiştir. Ancak yüksek seviyede karmaşık problemler genellikle son tespit aşamasında kurulmuştur. Öğretmenlerin özellikle zekâ oyunlarına yönelik müdahaleden sonra kurdukları problemlerin yüksek seviyede karmaşık olduğu ve zekâ oyunları ile ilişkilendirdikleri belirlenmiştir. Dolayısıyla bu çalışmada zekâ oyunlarının kurulan problemlerin daha karmaşık olmasına neden olduğu ve zekâ oyunlarının problem kurma becerisini geliştirdiği sonucuna varılmıştır.

Keywords

zekâ oyunları, problem kurma, problem kurma talimatları

Do Intelligence Games Improve Problem Posing Skill?

Abstract

In this study, it was aimed to determine whether intelligence games improve mathematics teachers' problem posing skills. The research, in which case study, one of the qualitative research methods, was preferred, was conducted with two mathematics teachers enrolled in the Mathematics Education Master's Program with Thesis at a state university. Criterion sampling method was used to determine the participants. The criterion was that the teachers did not have any interventions for intelligence games and problem posing. A problem posing test consisting of four tasks was used as a data collection tool. In the test, a visual of each task was included and teachers were asked to pose a problem of each degree of difficulty by giving easy, moderately difficult and difficult prompts for each visual before and after the application. The cognitive complexity analysis framework proposed by Kwek (2015) was used to analyze the mathematical complexity of the problems constructed by the teachers. In the study, it was found that the prompt given in problem posing tasks contributed to the construction of more complex problems. However, high level complex problems were generally posed in the final determination. It was determined that the problems posed by the teachers, especially after the intervention for intelligence games, were high level complex and they associated them with intelligence games. Therefore, in this study, it was concluded that intelligence games cause the problems to be more complex and intelligence games improve problem posing skills.

Keywords

intelligence games, problem posing, problem posing prompts

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