Ortaokul Öğrencilerinin Problem Kurma Deneyimlerini Matematiksel Yaratıcılık Bağlamında Anlamlandırmaları

Abstract

Bu araştırmanın amacı, sekizinci sınıf öğrencilerinin problem kurma deneyimlerini matematiksel yaratıcılık bağlamında nasıl anlamlandırdıklarını derinlemesine incelemektir. Araştırmada nitel araştırma yöntemlerinden fenomenoloji deseni kullanılmıştır. Çalışma grubu, Batı Karadeniz’de iki devlet okulunda öğrenim gören amaçlı örnekleme yöntemiyle seçilen dokuz öğrenciden oluşmaktadır. Veriler, yarı yapılandırılmış görüşme formu kullanılarak toplanmış ve içerik analizi yöntemiyle analiz edilmiştir. Araştırma sonucunda üç ana tema ortaya çıkmıştır. Birinci temada, öğrencilerin problem kurma deneyimine keyif alma, özgüven duyma, paylaşmak isteme ve zorlanma gibi anlamlar yükledikleri belirlenmiştir. İkinci temada, öğrencilerin problem kurma ve matematiksel yaratıcılık arasında üretici birey olma, farklı bakış açısı geliştirme, özgün düşünme ve esnek düşünme gibi bağlantılar kurdukları tespit edilmiştir. Üçüncü temada ise öğrencilerin problem kurma ve çözme süreçlerini eş zamanlı planlama, çözüm kolaylığı ve konu tekrarı açısından bütünleşik bir süreç olarak deneyimledikleri ortaya konmuştur. Sonuç olarak, öğrencilerin problem kurmayı yalnızca matematiksel bir etkinlik olarak değil, yaratıcılığı destekleyen, özgüven artırıcı ve sosyal paylaşıma açık bir öğrenme deneyimi olarak anlamlandırdıkları belirlenmiştir. Bu bulgular, matematik öğretim programlarında problem kurma etkinliklerine daha fazla yer verilmesi gerektiğini ortaya koymaktadır.

Keywords

• Problem kurma
• Matematiksel yaratıcılık
• Ortaokul öğrencileri
• Matematik eğitimi

Middle School Students’ Interpretation of Their Problem-Posing Experiences in the Context of Mathematical Creativity

Abstract

The purpose of the study was to explore in depth the meanings that eighth-grade students attribute to their problem-posing experiences within the framework of mathematical creativity. This study employed a phenomenological design grounded in qualitative research methodology. The study group consisted of nine students selected through purposive sampling from two public schools located in the Western Black Sea region. Data for the study were gathered through semi-structured interviews and evaluated using the content analysis technique. The study revealed three main themes. The first theme identified that students attributed meanings such as enjoyment, enhanced self-confidence, willingness to share, and experiencing difficulty to their problem-posing experiences. The second theme revealed that students established connections between problem-posing and mathematical creativity, such as becoming productive individuals, developing multiple perspectives, and engaging in original and flexible thinking. The third theme showed that students experienced the processes of problem-posing and problem-solving as an integrated learning process in terms of time planning, ease of solution, and reinforcement of the subject matter. In conclusion, it was determined that students understood problem-posing not only as a mathematical activity but also as a learning experience that supports creativity, boosts self-confidence, and is open to social sharing. These findings indicate that problem-posing activities should be given more space in the mathematics curriculum.

Keywords

• Problem-posing
• Mathematical creativity
• Middle school students
• Mathematics education

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