Problem Kurma Temelli Problem Çözme Öğretiminin Problemi Anlama Başarısına Etkisi

Abstract

Bu çalışmanın amacı, problem kurma temelli problem çözme öğretimi ve geleneksel problem çözmeöğretimi alan öğrencilerin matematik problemini anlama başarısı açısından karşılaştırılmasıdır. Seçkisiz yöntemle deney (n= 28) ve kontrol (n = 25) gruplarına ayrılan çalışma grubunu, KKTC’deki Lefkoşa İlçesi, merkezi bir ilkokulun 3. sınıfındaokuyan 53 öğrenci oluşturmuştur. Araştırma deneysel olup, araştırmanın verileri, deney ve kontrol gruplarına uygulanan öntestler sonrasında deney grubuna uygulanan 10 haftalık problem kurma temelli problem çözme öğretimi sonucunda, deneyve kontrol gruplarına uygulanan son testler ve 3 ay sonrasında deney ve kontrol gruplarına uygulanan gecikmeli son testlersonucunda elde edilmiştir. Deney grubu uygulanan problemi anlama testinin tüm boyutlarında (problemi yenidenifadelendirme, görselleştirme, niteliksel akıl yürütme) kontrol grubundan çok daha üst düzeyde başarı sergilemesi yanındadeney grubu özellikle niteliksel akıl yürütmenin gerekli olduğu sorularda kontrol grubundan çok daha üst düzeyde becerisergilemiştir

Keywords

• problem kurma öğretimi, matematik problemini anlama, problem çözme

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