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Elementary Freshmen’s Mathematical Attitudes in Teaching Incorporating Free Problem Posing Activities

Yıl 2020, Cilt: 10 Sayı: 2, 105 - 121, 31.12.2020
https://doi.org/10.17984/adyuebd.667355

Öz

This study aims to investigate the impact that teaching incorporating free problem-posing activities has on primary school preservice teachers’ attitudes toward mathematics. As such, this study employs an embedded mixed methods design that integrates a semi-experimental design. The participants of this research consisted of 33 freshman primary school preservice teachers attending at a university in the Marmara region of Turkey during the fall semester of the 2017-2018 school year. The participants were selected using convenience sampling. The study’s data were collected using two instruments: the mathematical problem-posing test and the mathematics attitudes scale. The quantitative data of the study were analyzed using descriptive and inferential statistics whereas qualitative data were analyzed using content analysis. The quantitative findings revealed there to be a statistically significant difference between the pretest and the posttest scores for the entire mathematics attitudes scale and for the interest-love sub factor. The qualitative findings, however, indicated that preservice teachers’ opinions could be grouped into two main categories: the affective dimension and the cognitive dimension.

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Proje Numarası

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Teşekkür

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Kaynakça

  • Abu-Elwan, R. E. (2002). Effectiveness of problem posing strategies on prospective teachers’ problem solving performance. Journal of Science and Mathematics Education in Southeast in S.E. Asia, 25(1), 56–69. Aksu, H. H. (2010). A study on students entering the Turkish Student Selection Test (ÖSS). Journal of Sakarya University Faculty of Education. 20, 43–58 Altun, M. (2015). Mathematics Instruction (Vol. 1, 19th ed.). Bursa, Turkey: Alfa Aktüel Akademi Yayınları. Altun, M. (2008). Math teaching in high schools for educational faculty and high-school math teachers. Bursa, Turkey: Alfa Aktüel Akademi Yayınları. 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. Ananiadou, K., & Claro, M. (2009). 21st-century skills and competences for new millennium learners in OECD countries. Retrieved from: http://repositorio.minedu.gob.pe/bitstream/handle/123456789/2529/21st%20Century%20Skills%20and%20Competences%20for%20New%20Millennium%20Learners%20in%20OECD%20Countries.pdf?sequence=1&isAllowed=y Authors (2014). (Doctoral dissertation). Authors (2017). Journal of Education and Learning. Authors (2012). Bitlis Eren University Journal of Science. Authors (2013). Journal of Amasya University Faculty of Education. Authors (2008). Journal of Uludağ University Faculty of Education. Authors. (2005). Education Research. Atweh, B. (2007, November). Pedagogy for socially responsible mathematics education. Paper presented at the annual conference of the Australian Association of Research in Education. Fremantle, West Australia. Bayazit, İ., & Kırnap-Dönmez, S. M. (2017). Prospective teachers‟ proficiencies at problem posing in the context of proportional reasoning. Turkish Journal of Computer and Mathematics Education, 8(1), 130–160. Bessant, K. C. (1995). Factors associated with types of mathematics anxiety in college students. Journal for Research in Mathematics Education, 26(4), 327–345. Cai, J. (1998). An investigation of U.S. and Chinese students’ mathematical problem posing and problem solving. Mathematics Education Research Journal, 70(1), 37–50 Cai, J., & Hwang, S. (2002). Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing. The Journal of Mathematical Behavior, 21(4), 401–421. Cankoy, O., & Darbaz, S. (2010). The impact of problem-posing based problem-solving instruction on problem-understanding success. Journal of Hacettepe University Faculty of Education, 38, 11–24. Carpenter, T. P., Corbitt, M. K., Kepner, H. S., Lindquist, M. M., & Reys, R. E. (1980). NAEP note: Problem solving. The Mathematics Teacher, 73(6), 427–433. Crespo, S. (2003). Learning to pose mathematical problems: Exploring changes in preservice teachers’ practices. Educational Studies in Mathematics, 521, 243–270 Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Education. Creswell, J. W., & Miller, D. L. (2000) Determining validity in qualitative inquiry. Theory into Practice, 39, 124–130. Creswell, J. W., & Plano Clark, V. L. (2014). Karma yöntem araştırmaları: Tasarımı ve yürütülmesi [Mixed-methods research: Design and execution]. (Authors, S. B. Demir- Dü, & A. Delice, Trans.) Ankara, Turkey: Anı Yayıncılık. Çanakçı, O. (2008). Developing and evaluating the Math Problem-Solving Attitude Scale (unpublished doctoral dissertation). Marmara University, Institute of Educational Sciences, İstanbul. Dickerson, V. M. (1999). The impact of problem-posing instruction on the mathematical problem-solving achievement of seventh graders. (Unpublished doctoral dissertation). University of Emory, Atlanta, GA. Dossey, J. A., & McCrone, S. S. (2007). Mathematical literacy: It’s become fundamental. Principal Leadership, 7(5), 32–37. Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215–225. Ellerton, N. F. (1986). Children’s made-up mathematics problems. A new perspective on talented mathematicians. Educational Studies in Mathematics, 17(3), 261–271. English, L. D. (1997a). The development of fifth-grade children’s problem-posing abilities. Educational Studies in Mathematics, 34, 183–217. Frey, W. J. (2010). Teaching virtue: Pedagogical implications of moral psychology. Science and Engineering Ethics, 16(3), 611–628. Gonzales, N. A. (1994). Problem posing: A neglected component in mathematics courses for prospective elementary and middle school teachers. School Science and Mathematics, 94(2), 78–84. Grundmeier, A. T. (2003). The effects of providing mathematical problem-posing experiences for K-8 preservice teachers: Investigating teachers’ beliefs and characteristics of posed problems (Unpublished doctoral dissertation). University of New Hampshire, NH. Hoosain, E. (2004). What are mathematical problems? Humanistic Mathematics Network Journal, 1(27), 12–20. Işık, C., & Kar, T. (2011). Analyzing 6th-8th grade students’ number perceptions and non-routine problem-solving skills. Ahi Evran University Journal of Kırşehir Faculty of Education, 12(1), 57–72. Işık, C., & Kar, T. (2012). A qualitative study on teacher views toward problem posing in math class. Journal of National Education, 42(194), 199–215. Karagöz, Y., Bardakçı, S., Demir, B., Arslan, R., & Yemez, İ. (2018). Developing the Mathematics Attitudes Scale for students in the Economics and Administrative Sciences Faculty. Journal of Economic and Social Research, 12(2), 39–55. Karataş, İ., & Güven, B. (2004). 8th-grade students’ problem-solving skills: A special case study. Journal of National Education, 163, 1–10. Kılıç, Ç. (2013). Determining primary school students’ performance in problem-posing activities requiring four operations using natural numbers. Dicle University Journal of Ziya Gökalp Education Faculty, 20, 256– 274. Kılıç, Ç. (2014). Determining pre service teachers’ perceived problem-posing skills. Kastamonu Education Journal, 22(1), 203–214. Kilic, C. (2017). A New Problem-Posing Approach Based on Problem-Solving Strategy: Analyzing Pre-service Primary School Teachers' Performance. Educational Sciences: Theory and Practice, 17(3), 771-789. Kılıç, D., & Samancı, O. (2005). The use of problem-solving methods in social studies courses in primary schools. Journal of Atatürk University Kazım Karabekir Faculty of Education, 11, 100–112. Kilpatrick, J. (1985). A retrospective account of the past twenty-five years of research on teaching mathematical problem solving. In E. A. Silver’s (Ed.), Teaching and learning mathematical problem solving: Multiple research perspectives, pp. 1–15. Hillsdale, NJ: Lawrence Erlbaum Associates. Krutetskii, V. A. (1969). An investigation of mathematical abilities in school children. In J. Kilpatrick & I. Wirszup’s (Eds.), Soviet studies in the psychology of learning and teaching mathematics (Vol. 2, pp. 5–57). Chicago, IL: University of Chicago Press. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newburry Park, CA: Sage. Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: A longitudinal panel analysis. Journal of Adolescence, 27, 65–179. Ministry of National Education (MEB). (2005). PISA project 2003 national file report. Ankara, Turkey: Milli Eğitim Basımevi. Ministry of National Education (MEB).(2016). Trends in math and science studies, 2015. Retrieved from http://odsgm.meb.gov.tr/meb_iys_dosyalar/2017_06/23161945_timss_2015_on_raporu.pdf Ministry of National Education (MEB). (2017). General competences of the teaching profession. Retrieved from https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/06172441_Ygretmenlik_Meslegi_Genel_Yeterlikleri.pdf Ministry of National Education (MEB). (2018a). MEB’s board of directors of education and discipline: Mathematics class teaching curriculum (for 1st through 8th grades). Ankara, Turkey: Author. Ministry of National Education (MEB). (2018b). MEB’s board of directors’ of education and discipline: Mathematics class teaching curriculum (for 9th-12th grades). Ankara: Author. Neale, D. C. (1969). The role of attitudes in learning mathematics. The Arithmetic Teacher, 16(8), 631–640. National Council of Teachers of Mathematics (NCTM).(2000). NCTM standards 2000: Principles and standards for school mathematics. Reston, VA: NCTM. Özgen, K., Aydın, M., Geçici, M. E., & Bayram, B. (2017). 1st investigation of 8th-grade students’ problem-posing skills in terms of certain variables. Turkish Journal of Computer and Mathematics Education, 8(2), 323–351. Peker, M., & Mirasyedioğlu, Ş. (2003). On high school sophomores’ mathematics class. Journal of Pamukkale University Faculty of Education, 14(14), 157–166 Polya, G. (1957). How to solve it (2nd ed.). Princeton, NJ: Princeton University Press.
  • Savaş, E., Taş, S., & Duru, A. (2010). Factors influencing math students’ success. Journal of Inonu University Faculty of Education, 11(1), 113–132. Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19–28. Silver, E. A. (1995). The nature and use of open problems in mathematics education: Mathematical and pedagogical perspectives. International Reviews on Mathematics Education, 27(2), 67–72. Silver, E. A., Mamona-Downs, J., & Leung, S. S. (1996). Posing mathematical problems: An exploratory study. Journal for Research in Mathematics Education, 27, 293–309. Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. Handbook of Research on Mathematics Teaching and Learning. Retrieved from https://gse.berkeley.edu/sites/default/files/users/alan-h.- schoenfeld/Schoenfeld_1992%20Learning%20to%20Think%20Mathematically.pdf Toluk, Z., & Olkun, S. (2002). Problem solving in Turkish mathematics education: Primary school mathematics textbooks. Educational Sciences: Theory & Practice, 2(2), 579– 581. Retreived from https://www.academia.edu/1408896/Problem_Solving_in_Turkish_Mathematics_Edu cation_Primary_School_Mathematics_Textbooks Tuska, A. (2003). Attempts to improve the problem solving abilities of practicing teachers, The Mathematics Education into the 21st Century Project. Proceedings from the international conference. Brno, Czech Republic. Türnüklü, E. B., & Yeşildere, S. (2014). Problems, problem solving, and critical thinking. Gazi University Journal of Gazi Educational Faculty, 25(3), 107–123. Ulu, M., Tertemiz, N., & Peker, M. (2016). Understanding what is read and the success of problem-solving strategies education on primary school 5th-grade students non-routine problem solving. Afyon Kocatepe University Journal of Social Sciences, 18(2). Yıldız, S. (2006). Math course attitudes of students preparing for university exams (Unpublished master’s thesis). Hacettepe University, Graduate School of Natural and Applied Sciences, Ankara Turkey. Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2016). Primary and middle school mathematics. In S. Durmuş (Trans.) & H. B. Yanık’s, Primary and middle- school instruction using the developmental approach. pp. 32–57. Ankara, Turkey: Nobel Akademik Yayıncılık Van den Brink, J. F. (1987): Children as arithmetic book authors. For the Learning of Mathematics. 7(2), 44–48. Vionita, A., & Purboningsih, D. (2017, August). Improving attitudes toward mathematics learning with problem posing in class VIII. In AIP Conference Proceedings 1868(1). AIP Publishing.

Elementary Freshmen’s Mathematical Attitudes in Teaching Incorporating Free Problem Posing Activities

Yıl 2020, Cilt: 10 Sayı: 2, 105 - 121, 31.12.2020
https://doi.org/10.17984/adyuebd.667355

Öz

Proje Numarası

-

Kaynakça

  • Abu-Elwan, R. E. (2002). Effectiveness of problem posing strategies on prospective teachers’ problem solving performance. Journal of Science and Mathematics Education in Southeast in S.E. Asia, 25(1), 56–69. Aksu, H. H. (2010). A study on students entering the Turkish Student Selection Test (ÖSS). Journal of Sakarya University Faculty of Education. 20, 43–58 Altun, M. (2015). Mathematics Instruction (Vol. 1, 19th ed.). Bursa, Turkey: Alfa Aktüel Akademi Yayınları. Altun, M. (2008). Math teaching in high schools for educational faculty and high-school math teachers. Bursa, Turkey: Alfa Aktüel Akademi Yayınları. 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. Ananiadou, K., & Claro, M. (2009). 21st-century skills and competences for new millennium learners in OECD countries. Retrieved from: http://repositorio.minedu.gob.pe/bitstream/handle/123456789/2529/21st%20Century%20Skills%20and%20Competences%20for%20New%20Millennium%20Learners%20in%20OECD%20Countries.pdf?sequence=1&isAllowed=y Authors (2014). (Doctoral dissertation). Authors (2017). Journal of Education and Learning. Authors (2012). Bitlis Eren University Journal of Science. Authors (2013). Journal of Amasya University Faculty of Education. Authors (2008). Journal of Uludağ University Faculty of Education. Authors. (2005). Education Research. Atweh, B. (2007, November). Pedagogy for socially responsible mathematics education. Paper presented at the annual conference of the Australian Association of Research in Education. Fremantle, West Australia. Bayazit, İ., & Kırnap-Dönmez, S. M. (2017). Prospective teachers‟ proficiencies at problem posing in the context of proportional reasoning. Turkish Journal of Computer and Mathematics Education, 8(1), 130–160. Bessant, K. C. (1995). Factors associated with types of mathematics anxiety in college students. Journal for Research in Mathematics Education, 26(4), 327–345. Cai, J. (1998). An investigation of U.S. and Chinese students’ mathematical problem posing and problem solving. Mathematics Education Research Journal, 70(1), 37–50 Cai, J., & Hwang, S. (2002). Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing. The Journal of Mathematical Behavior, 21(4), 401–421. Cankoy, O., & Darbaz, S. (2010). The impact of problem-posing based problem-solving instruction on problem-understanding success. Journal of Hacettepe University Faculty of Education, 38, 11–24. Carpenter, T. P., Corbitt, M. K., Kepner, H. S., Lindquist, M. M., & Reys, R. E. (1980). NAEP note: Problem solving. The Mathematics Teacher, 73(6), 427–433. Crespo, S. (2003). Learning to pose mathematical problems: Exploring changes in preservice teachers’ practices. Educational Studies in Mathematics, 521, 243–270 Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Education. Creswell, J. W., & Miller, D. L. (2000) Determining validity in qualitative inquiry. Theory into Practice, 39, 124–130. Creswell, J. W., & Plano Clark, V. L. (2014). Karma yöntem araştırmaları: Tasarımı ve yürütülmesi [Mixed-methods research: Design and execution]. (Authors, S. B. Demir- Dü, & A. Delice, Trans.) Ankara, Turkey: Anı Yayıncılık. Çanakçı, O. (2008). Developing and evaluating the Math Problem-Solving Attitude Scale (unpublished doctoral dissertation). Marmara University, Institute of Educational Sciences, İstanbul. Dickerson, V. M. (1999). The impact of problem-posing instruction on the mathematical problem-solving achievement of seventh graders. (Unpublished doctoral dissertation). University of Emory, Atlanta, GA. Dossey, J. A., & McCrone, S. S. (2007). Mathematical literacy: It’s become fundamental. Principal Leadership, 7(5), 32–37. Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215–225. Ellerton, N. F. (1986). Children’s made-up mathematics problems. A new perspective on talented mathematicians. Educational Studies in Mathematics, 17(3), 261–271. English, L. D. (1997a). The development of fifth-grade children’s problem-posing abilities. Educational Studies in Mathematics, 34, 183–217. Frey, W. J. (2010). Teaching virtue: Pedagogical implications of moral psychology. Science and Engineering Ethics, 16(3), 611–628. Gonzales, N. A. (1994). Problem posing: A neglected component in mathematics courses for prospective elementary and middle school teachers. School Science and Mathematics, 94(2), 78–84. Grundmeier, A. T. (2003). The effects of providing mathematical problem-posing experiences for K-8 preservice teachers: Investigating teachers’ beliefs and characteristics of posed problems (Unpublished doctoral dissertation). University of New Hampshire, NH. Hoosain, E. (2004). What are mathematical problems? Humanistic Mathematics Network Journal, 1(27), 12–20. Işık, C., & Kar, T. (2011). Analyzing 6th-8th grade students’ number perceptions and non-routine problem-solving skills. Ahi Evran University Journal of Kırşehir Faculty of Education, 12(1), 57–72. Işık, C., & Kar, T. (2012). A qualitative study on teacher views toward problem posing in math class. Journal of National Education, 42(194), 199–215. Karagöz, Y., Bardakçı, S., Demir, B., Arslan, R., & Yemez, İ. (2018). Developing the Mathematics Attitudes Scale for students in the Economics and Administrative Sciences Faculty. Journal of Economic and Social Research, 12(2), 39–55. Karataş, İ., & Güven, B. (2004). 8th-grade students’ problem-solving skills: A special case study. Journal of National Education, 163, 1–10. Kılıç, Ç. (2013). Determining primary school students’ performance in problem-posing activities requiring four operations using natural numbers. Dicle University Journal of Ziya Gökalp Education Faculty, 20, 256– 274. Kılıç, Ç. (2014). Determining pre service teachers’ perceived problem-posing skills. Kastamonu Education Journal, 22(1), 203–214. Kilic, C. (2017). A New Problem-Posing Approach Based on Problem-Solving Strategy: Analyzing Pre-service Primary School Teachers' Performance. Educational Sciences: Theory and Practice, 17(3), 771-789. Kılıç, D., & Samancı, O. (2005). The use of problem-solving methods in social studies courses in primary schools. Journal of Atatürk University Kazım Karabekir Faculty of Education, 11, 100–112. Kilpatrick, J. (1985). A retrospective account of the past twenty-five years of research on teaching mathematical problem solving. In E. A. Silver’s (Ed.), Teaching and learning mathematical problem solving: Multiple research perspectives, pp. 1–15. Hillsdale, NJ: Lawrence Erlbaum Associates. Krutetskii, V. A. (1969). An investigation of mathematical abilities in school children. In J. Kilpatrick & I. Wirszup’s (Eds.), Soviet studies in the psychology of learning and teaching mathematics (Vol. 2, pp. 5–57). Chicago, IL: University of Chicago Press. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newburry Park, CA: Sage. Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: A longitudinal panel analysis. Journal of Adolescence, 27, 65–179. Ministry of National Education (MEB). (2005). PISA project 2003 national file report. Ankara, Turkey: Milli Eğitim Basımevi. Ministry of National Education (MEB).(2016). Trends in math and science studies, 2015. Retrieved from http://odsgm.meb.gov.tr/meb_iys_dosyalar/2017_06/23161945_timss_2015_on_raporu.pdf Ministry of National Education (MEB). (2017). General competences of the teaching profession. Retrieved from https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/06172441_Ygretmenlik_Meslegi_Genel_Yeterlikleri.pdf Ministry of National Education (MEB). (2018a). MEB’s board of directors of education and discipline: Mathematics class teaching curriculum (for 1st through 8th grades). Ankara, Turkey: Author. Ministry of National Education (MEB). (2018b). MEB’s board of directors’ of education and discipline: Mathematics class teaching curriculum (for 9th-12th grades). Ankara: Author. Neale, D. C. (1969). The role of attitudes in learning mathematics. The Arithmetic Teacher, 16(8), 631–640. National Council of Teachers of Mathematics (NCTM).(2000). NCTM standards 2000: Principles and standards for school mathematics. Reston, VA: NCTM. Özgen, K., Aydın, M., Geçici, M. E., & Bayram, B. (2017). 1st investigation of 8th-grade students’ problem-posing skills in terms of certain variables. Turkish Journal of Computer and Mathematics Education, 8(2), 323–351. Peker, M., & Mirasyedioğlu, Ş. (2003). On high school sophomores’ mathematics class. Journal of Pamukkale University Faculty of Education, 14(14), 157–166 Polya, G. (1957). How to solve it (2nd ed.). Princeton, NJ: Princeton University Press.
  • Savaş, E., Taş, S., & Duru, A. (2010). Factors influencing math students’ success. Journal of Inonu University Faculty of Education, 11(1), 113–132. Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19–28. Silver, E. A. (1995). The nature and use of open problems in mathematics education: Mathematical and pedagogical perspectives. International Reviews on Mathematics Education, 27(2), 67–72. Silver, E. A., Mamona-Downs, J., & Leung, S. S. (1996). Posing mathematical problems: An exploratory study. Journal for Research in Mathematics Education, 27, 293–309. Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. Handbook of Research on Mathematics Teaching and Learning. Retrieved from https://gse.berkeley.edu/sites/default/files/users/alan-h.- schoenfeld/Schoenfeld_1992%20Learning%20to%20Think%20Mathematically.pdf Toluk, Z., & Olkun, S. (2002). Problem solving in Turkish mathematics education: Primary school mathematics textbooks. Educational Sciences: Theory & Practice, 2(2), 579– 581. Retreived from https://www.academia.edu/1408896/Problem_Solving_in_Turkish_Mathematics_Edu cation_Primary_School_Mathematics_Textbooks Tuska, A. (2003). Attempts to improve the problem solving abilities of practicing teachers, The Mathematics Education into the 21st Century Project. Proceedings from the international conference. Brno, Czech Republic. Türnüklü, E. B., & Yeşildere, S. (2014). Problems, problem solving, and critical thinking. Gazi University Journal of Gazi Educational Faculty, 25(3), 107–123. Ulu, M., Tertemiz, N., & Peker, M. (2016). Understanding what is read and the success of problem-solving strategies education on primary school 5th-grade students non-routine problem solving. Afyon Kocatepe University Journal of Social Sciences, 18(2). Yıldız, S. (2006). Math course attitudes of students preparing for university exams (Unpublished master’s thesis). Hacettepe University, Graduate School of Natural and Applied Sciences, Ankara Turkey. Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2016). Primary and middle school mathematics. In S. Durmuş (Trans.) & H. B. Yanık’s, Primary and middle- school instruction using the developmental approach. pp. 32–57. Ankara, Turkey: Nobel Akademik Yayıncılık Van den Brink, J. F. (1987): Children as arithmetic book authors. For the Learning of Mathematics. 7(2), 44–48. Vionita, A., & Purboningsih, D. (2017, August). Improving attitudes toward mathematics learning with problem posing in class VIII. In AIP Conference Proceedings 1868(1). AIP Publishing.
Toplam 2 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makaleleri
Yazarlar

Elif Esra Arıkan

Yüksel Dede

Proje Numarası -
Yayımlanma Tarihi 31 Aralık 2020
Kabul Tarihi 24 Aralık 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 10 Sayı: 2

Kaynak Göster

APA Arıkan, E. E., & Dede, Y. (2020). Elementary Freshmen’s Mathematical Attitudes in Teaching Incorporating Free Problem Posing Activities. Adıyaman University Journal of Educational Sciences, 10(2), 105-121. https://doi.org/10.17984/adyuebd.667355

                                                                                             

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