Examining the Effect of Problem Classification and Number Structures on Proportional Reasoning

Year 2019, Volume: 6 Issue: 1, 34 - 43, 06.03.2019

Mustafa Serkan Pelen Perihan Dinç Artut

Abstract

The main
purpose of this study is to examine sixth grade students' problem
classification abilities on proportional reasoning problems and whether problem
solving strategies and success rates change with problem type and number
structure of the problems. This study considered 165 randomly selected students
of grade six studying in middle schools in a southern province of Turkey during
academic year 2013-2014. A problem test including proportional (missing value,
numerical comparison, and qualitative prediction and comparison problems) and
non-proportional word problems was designed as a data collecting tool for the
research. Number structures that involve within integer, between integer, both
within and between integer and non-integer relations were also included in the
problem test. The subjects of the study were divided into two groups. Half of
the students solved the problem test first and then did the classification task
(SC-condition), while the other half solved the problems in the reverse order
(CS-condition). Strategies used in solving problems with different types and
number structures were identified by evaluating students’ answers on problems.
Besides, comparisons among different categories Descriptive data analysis
methods were used for this purpose.  Analysis
show that the problem classification skills of sixth grade students are in
average level, and problem type, and number structure of the problems affect
the problem solving success.

Keywords

Problem Solving, Proportional Reasoning, Problem Classification, Problem Solving Strategies, Number Structures of Problems

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