Öğrencilerin Çok Çözümlü Problemler ile İmtihanı: Çözümlerde Kullanılan Stratejilerin Belirlenmesi

Year 2015, Volume: 3 Issue: 3, 78 - 101, 01.12.2015

Tuğba Yulet Yılmaz , Nilüfer Yavuzsoy Köse

Abstract

Çok çözümlü problemler öğrenciye birbirinden farklı yöntemleri kullanarak aynı sonuca ulaşma imkânı veren, birden fazla yolla çözülebilen matematiksel görevler ya da birden fazla yolla kanıtlanabilen matematiksel durumlar olarak tanımlanmaktadır. Öğrencilerin sorgulama, muhakeme, araştırma ve düşüncelerini açıklama becerilerinin gelişimini destekleyen çok çözümlü problemlerin yaratıcılık ve matematiksel düşünme süreçleri ile yakından ilişkisi bulunmaktadır. Çok çözümlü problemlere odaklanan bu araştırmada amaç öğrencilerin çok çözümlü problemlerde kullandıkları farklı çözüm stratejilerinin belirlenmesidir. Araştırmanın katılımcılarını İlköğretim Matematik Öğretmenliği programındaki 76 birinci sınıf öğrencisi oluşturmaktadır. Veri toplama aracı olarak açık uçlu bir testten yararlanılmış, testte çok çözümlü iki probleme yer verilmiştir. Öğrencilerden, problemlerin her biri için verilen otuz dakikalık süre içinde her bir problemi bulabildikleri kadar çok çözüm yoluyla çözmeleri istenmiştir. Ardından öğrenciler arasından belirlenen altı öğrenci ile klinik görüşmeler gerçekleştirilmiş, veriler nitel olarak analiz edilmiştir. Araştırmanın sonucunda öğrencilerin büyük bir çoğunluğunun geometri probleminde örüntü problemine göre daha fazla çözüm yolu üretebilmelerine karşın problemlerin çözümlerinde çok/farklı çözüm yolu üretemedikleri belirlenmiştir. 

Keywords

Matematik eğitimi, Problem çözme, Çok çözümlü problemler, Stratejiler

Students’ Challenge with Multiple Solution Tasks: Determining the Strategies Used in Tasks

Abstract

Multiple solution tasks are defined as mathematical situations which can be proved in more than one
way or as mathematical tasks that can be solved in more than one way so that students can reach the same result
by using different methods. Multiple solution tasks, which support the development of students’ skills related to
interrogation, reasoning, research and making comments, have a close relationship with the processes of
mathematical thinking and creativity. The purpose of this study, which focuses on multiple solution tasks, was to
determine different solution strategies used by students for multiple solution tasks. The participants of the study
were 76 freshman students attending the department of Elementary School Mathematics Teaching. As the data
collection tool, an open-ended test made up of two multiple solution tasks was used. The students were asked to
solve each task in thirty minutes in as many ways as they could. Following this, clinical interviews were held
with six students selected among all the participants. The data collected were analyzed qualitatively. The results revealed that most of the students found more ways of solution to the geometry task than the pattern-related task
and that they did not find many/different ways for individual solutions for the tasks, though.

Keywords

Mathematics education, Problem solving, Multiple solution tasks, strategies

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