Key to 21st Century Skills: Collaborative Problem Solving in Mathematics Education

Year 2025, Volume: 26 Issue: 2, 640 - 673, 02.09.2025

Fatma Erdoğan , Fatih Tunahan Zengin

https://doi.org/10.17679/inuefd.1569112

Abstract

This study aims to provide a detailed examination of the conceptualization, scope, and applicability of collaborative problem-solving (CPS) in the context of mathematics education, shedding light on both its theoretical and practical aspects. The present study is a theoretical analytical research aimed at deeply examining both the theoretical and practical aspects of CPS in the context of mathematics education. In the 21st century, CPS stands out as a critical skill for success in both education and the business world, developing both cognitive and social skills in students. The key components of CPS include social interactions such as collaboration, negotiation, and sharing, along with cognitive problem-solving processes, all supported by group dynamics. Mathematics education plays a central role in developing 21st-century skills and fostering innovative abilities like CPS. CPS encourages students to collaborate, exchange ideas, and develop creative thinking skills during mathematical problem-solving processes. In CPS processes within mathematics classrooms, teachers play a critical role not only as knowledge transmitters but also as facilitators who guide students' meaning-making processes. Research shows that CPS processes deepen student interactions and mathematical understanding through authority relationships, feedback loops, and metacognitive conversations. As a result, integrating CPS into mathematics education not only enhances students' mathematical achievements but also contributes to creating an inclusive and interactive learning environment. This comprehensive study on CPS and mathematics education provides valuable insights for future research directions and offers recommendations for practitioners.

Keywords

Collaborative problem solving , mathematics education , 21st century abilities , group-work

21. Yüzyıl Becerileri İçin Anahtar: Matematik Eğitiminde İşbirlikli Problem Çözme

Abstract

Bu çalışma, işbirlikli problem çözmenin (İPÇ) kavramsallaştırılması, kapsamı ve matematik eğitimi bağlamında uygulanabilirliği üzerine detaylı bir inceleme sunarak, bu yaklaşımın hem teorik hem de pratik yönlerine ışık tutmayı amaçlamaktadır. Mevcut çalışma, matematik eğitimi bağlamında İPÇ’nin hem teorik hem de pratik yönlerini derinlemesine incelemeyi amaçlayan kuramsal analitik bir çalışmadır. 21. yüzyılda İPÇ, öğrencilerin hem bilişsel hem de sosyal becerilerini geliştiren, eğitim ve iş dünyasında başarı için kritik bir beceri olarak öne çıkmaktadır. İPÇ'nin temel unsurları arasında işbirliği, müzakere ve paylaşım gibi sosyal etkileşimler ile bilişsel problem çözme süreçleri yer almakta ve bu süreçler grup dinamikleri ile desteklenmektedir. Matematik eğitimi, 21. yüzyıl becerilerinin geliştirilmesinde ve İPÇ gibi yenilikçi yeteneklerin teşvik edilmesinde merkezi bir rol oynamaktadır. İPÇ, öğrencilerin matematiksel problem çözme süreçlerinde işbirliği yapmalarını, fikir alışverişinde bulunmalarını ve yaratıcı düşünme becerilerini geliştirmelerini teşvik eden sosyal bir yaklaşımdır. Matematik sınıflarında İPÇ sürecinde öğretmenler, yalnızca bilgi aktarıcı değil, aynı zamanda öğrencilerin anlam oluşturma süreçlerine rehberlik eden bir kolaylaştırıcı olarak kritik bir rol oynar. Araştırmalar, İPÇ süreçlerinin otorite ilişkileri, geri bildirim döngüleri ve üstbilişsel konuşmalar aracılığıyla öğrenci etkileşimlerini ve matematiksel kavrayışı derinleştirdiğini göstermektedir. Sonuç olarak, İPÇ'nin matematik eğitimine entegrasyonu, öğrencilerin matematiksel başarısını artırırken, kapsayıcı ve etkileşimli bir öğrenme ortamı yaratılmasına katkıda bulunur. İPÇ ve matematik eğitimi üzerine yapılan bu kapsamlı çalışma, bu alanların gelecekteki araştırma yönelimleri ve uygulayıcılar için öneriler sunmaktadır.

Keywords

İşbirlikli problem çözme , matematik eğitimi , 21. yüzyıl becerileri , grup çalışması

Ethical Statement

Çalışma derleme türündedir ve Etik Kurul İzni alınmasını gerektiren çalışmalar grubunda yer almamaktadır. Bu nedenle Etik Kurul İzni beyan edilmemiştir.

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