Research Article
Problem Çözme Stratejileri Öğretiminin İlköğretim Matematik Öğretmen Adaylarının Kavramsal/İşlemsel Çözüm Tercihlerine ve Problem Çözme Performansına Etkisi
Abstract
Bu çalışmada problem çözme stratejileri öğretiminin ilköğretim matematik öğretmen adaylarının problem çözerken kavramsal ve işlemsel çözüm tercihlerine ve problem çözme performanslarına olan etkisi incelenmiştir. Çalışmada yarı deneysel desen kullanılarak, daha önceden bir problem çözme eğitimi almamış olan iki grupla çalışılmıştır. Gruplardan birine strateji temelli problem çözme eğitimi, diğerine strateji temelli olmayan problem çözme eğitimi verilmiştir. Araştırma sonucunda, strateji temelli problem çözme eğitimi alan grubun işlemsel çözüm yollarını, strateji temelli olmayan problem çözme eğitimi alan grubun ise kavramsal çözüm yollarını tercih ettikleri görülmüştür. Araştırmanın başka bir bulgusu ise eğitim süreci sonunda her iki grubun performanslarında da aynı ölçüde artış olması ancak diğer grubun tersine, strateji eğitimi yapılmayan grup için bu artışın kalıcı olmasıdır.
Keywords
References
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- Büyüköztürk, Ş. (2011). Sosyal Bilimler İçin Veri Analizi El kitabı (14 bs.). Ankara: Pegem A Yayıncılık.
- Dede, Y. (2004). Öğrencilerin cebirsel sözel problemleri denklem olarak yazarken kullandıkları çözüm stratejilerinin belirlenmesi. Eğitim Bilimleri ve Uygulama, 3 (6), 175-192.
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- Higgins, K. M. (1997). The effect of year-long instruction in mathematical problem solving on middle-school students’ attitudes, beliefs, and abilities. The Journal of Experimental Education, 66, 5-28.
- Karasar, N. (2009). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım.
- Kulm, G. (1994). Mathematics assessment: What works in the classroom. San Francisco: Jossey-Bass.
- Lesh, R. & Doerr, H. M. (2003). In what ways does a models and modeling perspective move beyond constructivism? In R. Lesh ve H. M. Doerr (Eds.), Beyond constructivism: A models ve modeling perspective on mathematics problem solving, learning ve teaching (pp. 383–403). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
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- Reys, R. E., Suydam, M. N. & Lindquist, M. N. (1995). Helping Children Learn Mathematics. Boston: Allyn ve Bacon.
- Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal Of Educational Psychology, 93(2), 346-362.
- Schoenfeld, A. H. (1985). A framework for the analysis of mathematical behavior. In A. H. Schoenfeld (Ed.), Mathematical problem solving (pp. 11–45). New York: Academy Press.
- Schoenfeld, A. H. (1992). Learning to think mathematically: problem solving, metacognition and sense making in mathematics. In D. Grouws (Ed.), Handbook for Research on MathematicsTeaching and Learning (pp.334-370). NewYork: Mac Millian Press.
- Silver, E. A. (1986). Using conceptual and procedural knowledge: A focus on relationships. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 181-198). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Sulak, S. (2005). İlköğretim Matematik Dersinde Problem Çözme Stratejilerinin Problem Çözme Başarısına Etkisi. Yayınlanmamış yüksek lisans tezi, Selçuk Üniversitesi, Konya.
- Sümbüloğlu, K. ve Sümbüloğlu, V. (2012). Biyoistatistik. Ankara: Hatipoğlu Yayınları.
- Taşpınar, Z. & Bulut, M. (2012). Determining of problem solving strategies used by primary 8. grade students’ in mathematics class. Procedia - Social and Behavioral Sciences, 46, 3385 – 3389. [Online]: Retrieved on 10 October 2014 at URL: http://www.sciencedirect.com/science/article/pii/S1877042812018071.
- Van de Walle, J. A. (2004). Elementary and middle school mathematics: Teaching developmentally. Boston, MA: Pearson Education.
- Verschaffel, L., De Corte, E., Lasure, S., Van Vaerenbergh, G., Bogaerts, H. & Ratinckx, E. (1999). Learning to solve mathematical asslication problems: A design experiment with fifth graders. Mathematical Thinking And Learning, 1(3), 195-229.
- Vistro, C. P. (1991). Preservice elementary teachers' conceptual and procedural knowledge of perimeter, area, volume, and surface area. Yayınlanmamış doktora tezi, University of Georgia, ABD.
- Wilson, S., Floden, R. & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps, and recommendations. Seattle: U.S. Department of Education. University of Washington, Center for the Study of Teaching and Policy.
Year 2017,
Volume: 16 Issue: 2, 746 - 764, 01.04.2017
Abstract
References
- Altun, M. ve Memnun, D. S. (2008). Matematik öğretmeni adaylarının rutin olmayan matematiksel problemleri çözme becerileri ve bu konudaki düşünceleri. Egitimde Kuram ve Uygulama, 4(2), 213-238, [Online]: http://eku.comu.edu.tr/article/view/1044000070/pdf_94 adresinden 9 Kasım 2014 tarihinde indirilmiştir.
- Altun, M., Memnun, D. S. & Yazgan, Y. (2007). Primary school teacher trainees’ skills and opinions on solving non-routine mathematical problems. Elementary Education Online, 6(1), 127-143, [Online]: Retrieved on 6 October 2014 at URL: http://ilkogretim-online.org.tr.
- Büyüköztürk, Ş. (2011). Sosyal Bilimler İçin Veri Analizi El kitabı (14 bs.). Ankara: Pegem A Yayıncılık.
- Dede, Y. (2004). Öğrencilerin cebirsel sözel problemleri denklem olarak yazarken kullandıkları çözüm stratejilerinin belirlenmesi. Eğitim Bilimleri ve Uygulama, 3 (6), 175-192.
- Hiebert, J. (1986). Conceptual and procedural knowledge: The case of mathematics. Hillsdale, NJ: Lawrence Erlbaum Associates.
- Higgins, K. M. (1997). The effect of year-long instruction in mathematical problem solving on middle-school students’ attitudes, beliefs, and abilities. The Journal of Experimental Education, 66, 5-28.
- Karasar, N. (2009). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım.
- Kulm, G. (1994). Mathematics assessment: What works in the classroom. San Francisco: Jossey-Bass.
- Lesh, R. & Doerr, H. M. (2003). In what ways does a models and modeling perspective move beyond constructivism? In R. Lesh ve H. M. Doerr (Eds.), Beyond constructivism: A models ve modeling perspective on mathematics problem solving, learning ve teaching (pp. 383–403). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
- MEB (2009). İlköğretim Matematik Dersi, 6-8. Sınıflar Öğretim Programı. Ankara. MEB.
- MEB (2013). Ortaokul Matematik Dersi, 5-8. Sınıflar Öğretim Programı. Ankara. MEB.
- Miller, C. M. (2000). Student-researched problem-solving strategies. Mathematics Teacher, 93 (2), 136-138.
- NCTM. (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM.
- Palha, S., Dekker, R. & Gravemeijer, K. (2014). The Effect Of Shift-Problem Lessons in the Mathematics Classroom. International Journal of Science and Mathematics Education, 1-35. [Online]: Retrieved on 30 December 2014 at URL: http://link.springer.com/article/10.1007/s10763-014-9543-z.
- Posamentier, A. S. & Krulik, S. (1998). Problem-Solving Strategies for Efficient and Elegant Solutions. California: Corwin Press.
- Post, T. R. & Cramer, K. A. (1989). Knowledge. representation, and quantitative thinking. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 221-231). Oxford: Pergamon Press.
- Reys, R. E., Suydam, M. N. & Lindquist, M. N. (1995). Helping Children Learn Mathematics. Boston: Allyn ve Bacon.
- Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal Of Educational Psychology, 93(2), 346-362.
- Schoenfeld, A. H. (1985). A framework for the analysis of mathematical behavior. In A. H. Schoenfeld (Ed.), Mathematical problem solving (pp. 11–45). New York: Academy Press.
- Schoenfeld, A. H. (1992). Learning to think mathematically: problem solving, metacognition and sense making in mathematics. In D. Grouws (Ed.), Handbook for Research on MathematicsTeaching and Learning (pp.334-370). NewYork: Mac Millian Press.
- Silver, E. A. (1986). Using conceptual and procedural knowledge: A focus on relationships. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 181-198). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Sulak, S. (2005). İlköğretim Matematik Dersinde Problem Çözme Stratejilerinin Problem Çözme Başarısına Etkisi. Yayınlanmamış yüksek lisans tezi, Selçuk Üniversitesi, Konya.
- Sümbüloğlu, K. ve Sümbüloğlu, V. (2012). Biyoistatistik. Ankara: Hatipoğlu Yayınları.
- Taşpınar, Z. & Bulut, M. (2012). Determining of problem solving strategies used by primary 8. grade students’ in mathematics class. Procedia - Social and Behavioral Sciences, 46, 3385 – 3389. [Online]: Retrieved on 10 October 2014 at URL: http://www.sciencedirect.com/science/article/pii/S1877042812018071.
- Van de Walle, J. A. (2004). Elementary and middle school mathematics: Teaching developmentally. Boston, MA: Pearson Education.
- Verschaffel, L., De Corte, E., Lasure, S., Van Vaerenbergh, G., Bogaerts, H. & Ratinckx, E. (1999). Learning to solve mathematical asslication problems: A design experiment with fifth graders. Mathematical Thinking And Learning, 1(3), 195-229.
- Vistro, C. P. (1991). Preservice elementary teachers' conceptual and procedural knowledge of perimeter, area, volume, and surface area. Yayınlanmamış doktora tezi, University of Georgia, ABD.
- Wilson, S., Floden, R. & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps, and recommendations. Seattle: U.S. Department of Education. University of Washington, Center for the Study of Teaching and Policy.
There are 28 citations in total.
Details
| Journal Section | Araştırma Articlesi |
|---|---|
| Authors | |
| Publication Date | April 1, 2017 |
| Published in Issue | Year 2017 Volume: 16 Issue: 2 |