BibTex RIS Kaynak Göster

Problem Kurma Temelli Problem Çözme Öğretiminin Problemi Anlama Başarısına Etkisi

Yıl 2010, Cilt: 38 Sayı: 38, 11 - 24, 01.06.2010

Öz

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

Kaynakça

  • Akay, H. (2006). Problem kurma yaklaşımı ile yapılan matematik öğretiminin öğrencilerin akademik başarısı, problem çözme becerisi ve yaratıcılığı üzerindeki etkisinin incelenmesi, Yayınlanmış Doktora Tesi, Gazi Üniversitesi, Ankara.
  • Altun, M. (2001). Matematik Öğretimi. Bursa: Erkam Matbaası
  • Barlow, A. T., & Cates, J. M. (2006). The impact of problem posing on elemantaqry teachers’ beliefs about mathematics and mathematics teaching. School Science and Mathematics, 106(2), 64-73.
  • Brown, S. I., & Walter, M. I. (1990). The art of problem posing (2nd ed.). Hillsdale, N.J.: Lawrence Erlbaum Associates.
  • Brown, S. I., & Walter, M. I. (1993). Proplem posing: reflection and aplications. Hillsdale, NJ: Erlbaum.
  • Cankoy, O. (2003). Kuzey kıbrıs türk cumhuriyeti’ndeki ilkokul öğretmen adaylarının matematik problemleri zorluk dereceleri ile ilgili algıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 26-30.
  • Cankoy, O., & Tut, M. A. (2005). High-stakes testing and mathematics performance of fourth graders in north cyprus. Journal of Educational Research, 98 (4), 234-243.
  • Cai, J. (2003). Singaporean students’ mathematical thinking in problem solving and problem posing: an exploratory study. International Journal of Mathematical Education in Science and Technology, 34(5), 719-737.
  • Chang, N. (2007). Responsibilities of a teacher in a harmonic cycle of problem solving and problem posing. Early Childhood Education Journal, 34(4), 265-271.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
  • English, L. (1997a) Promoting a Problem-posing Classroom, Teaching Children Mathematics, 3, 172-179.
  • English, L. D. (1998). Children’s problem posing within formal and informal contexts. Journal for Research in Mathematics Education, 29(1), 83-106.
  • English, L. D. (2003). Problem posing in the elementary curriculum. In F. Lester, & R. Charles (Eds.), Teaching mathematics through problem solving. Reston, Virginia: National Council of Teachers of Mathematics.
  • Garderen, D. V., & Montague, M. (2003). Visuaspatial representation, mathematical problem solving, and students of varying abilities. Learning Disabilities Research & Practice, 18(4), 246-254
  • Hinton, P.R., 1996. Statistics Explained. New York, Routledge.
  • Jitendra, A. K., Griffin, C. C., Buchman, A. D., & Sczesniak, E. (2007). Mathematical problem solving in third-grade classrooms. The Journal of Educational Research, 100(5), 282-302.
  • Karataş, İ., & Güven, B. (2004). 8. sınıf öğrencilerinin problem çözme becerilerinin belirlenmesi: Bir özel durum çalışması. Milli Eğititm Dergisi, 163.
  • Kayan, F., & Çakıroğlu, E. (2008). İlköğretim matematik öğretmen adaylarının matematiksel problem çözmeye yönelik inançları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 218-226.
  • Kilpatrick, J. (1987) Problem Formulating: where do good problems come from? In A.H. Schoenfeld (Ed.) Cognitive Science and Mathematics Education, pp. 123-147. Hillsdale: Lawrence Erlbaum.
  • Lester, F.K. (1994). Musing about mathematical problem solving research: 1970-1994. Journal for Research in Mathematics Education, 25(6), 660-675.
  • Lowrie, T. (1999) Free Problem Posing: Year 3/4 students constructing problems for friends to solve, in J. Truran & K. Truran (Eds) Making a Difference, 328-335. Panorama, South Australia: Mathematics Education Research Group of Australasia.
  • Lowrie, T. (2002). Designing a Framework for Problem Posing: young children generating open-ended tasks, Contemporary Issues in Early Childhood, 3(3), 354-364.
  • Mayer, R. E., 1982) The Psychology of Mathematical Problem Solving. In F. K. Lester & Garofalo (Eds), Mathematical Problem Solving: Issues in Research (1-13). Philadelpia: Franklin Institute Press.
  • McCrone, S. S. (2005). The development of mathematical discussions. An investigation in a forth-grade classroom. Mathematical Thinking and Learning, 7(2), 111-133.
  • National Council of Teachers of Mathematics (NCTM). (2004). Teaching children mathematics. Retrieved Oct. 16, 2004, from http://my.nctm.org/eresources/article_summary.asp?URI=TCM2005-04-3a&from=B.
  • National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and Evaluation Standarts for School mathematics, Reston, VA: Author.
  • National Council of Teachers of Mathematics (NCTM). (1991). Curriculum and Evaluation Standarts for School mathematics, Reston, VA: Author.
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics, Reston, VA: NCTM.
  • Perrin, J. R. (2007). Problem posing at all levels in the calculus classroom. School Science and Mathematics, 107(5), 182188.
  • Polya, G. (1957). How to Solve It? (2 nd ed.). Princeton, N.J.: Princeton University Press.
  • Polya, G. (1973). How to solve it: A new aspect of mathematical method (2nd ed.). Princeton, NJ: Princeton University Press.
  • Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, FL: Academic Press.
  • Schoenfeld, A. H. (1987a). A brief and biased history of problem solving. In F. R. Curcio (Ed.), Teaching and Learning: A Problem-Solving Focus (pp. 27–46). Reston VA: National Council of Teachers of Mathematics.
  • Schoenfeld, A. H. (1989). Explorations of students’ mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20(4), 338-355.
  • Shavelson, R. J., & Webb, N. M. (1991). Generalizability Theory: A Primer. Thousand Oaks, CA: Sage. Silver, E. & Cai, J. (1993) Mathematical Problem Solving and Problem Posing by Middle School Students, paper presented at the Annual Meeting of the American Education Research Association, Atlanta.
  • 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 Mathematical Education, 27, 67-72.
  • Silver, E. A., & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education,27(5), 521–539.
  • Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. ZDM - Zentrallblatt fur Didaktik der Mathematik, 97(3), 75-80.
  • Stoyanova, E. & Ellerton, N. F. (1996). A framework for research into students’ problem posing. In P. Clarkson (Ed.), Technology in Mathematics Education (518–525). Melbourne: Mathematics Education Research Group of Australasia.
  • Stoyanova, E. (1998). Problem Posing in Mathematics Classrooms, in A. McIntosh & N. Ellerton (Eds) Research in Mathematics Education: a contemporary perspective, 164-185. Edith Cowan University: MASTEC.
  • Stoyanova, E. (2005). Problem solving strategies used by years 8 and 9 students. Australian Mathematics Teacher, 61(3), 6-11.
  • Xin, P. Y. (2007). Word problem solving tasks in textbooks and their relation to student performance. The Journal of Educational Research, 100(6), 347-359
Yıl 2010, Cilt: 38 Sayı: 38, 11 - 24, 01.06.2010

Öz

Kaynakça

  • Akay, H. (2006). Problem kurma yaklaşımı ile yapılan matematik öğretiminin öğrencilerin akademik başarısı, problem çözme becerisi ve yaratıcılığı üzerindeki etkisinin incelenmesi, Yayınlanmış Doktora Tesi, Gazi Üniversitesi, Ankara.
  • Altun, M. (2001). Matematik Öğretimi. Bursa: Erkam Matbaası
  • Barlow, A. T., & Cates, J. M. (2006). The impact of problem posing on elemantaqry teachers’ beliefs about mathematics and mathematics teaching. School Science and Mathematics, 106(2), 64-73.
  • Brown, S. I., & Walter, M. I. (1990). The art of problem posing (2nd ed.). Hillsdale, N.J.: Lawrence Erlbaum Associates.
  • Brown, S. I., & Walter, M. I. (1993). Proplem posing: reflection and aplications. Hillsdale, NJ: Erlbaum.
  • Cankoy, O. (2003). Kuzey kıbrıs türk cumhuriyeti’ndeki ilkokul öğretmen adaylarının matematik problemleri zorluk dereceleri ile ilgili algıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 26-30.
  • Cankoy, O., & Tut, M. A. (2005). High-stakes testing and mathematics performance of fourth graders in north cyprus. Journal of Educational Research, 98 (4), 234-243.
  • Cai, J. (2003). Singaporean students’ mathematical thinking in problem solving and problem posing: an exploratory study. International Journal of Mathematical Education in Science and Technology, 34(5), 719-737.
  • Chang, N. (2007). Responsibilities of a teacher in a harmonic cycle of problem solving and problem posing. Early Childhood Education Journal, 34(4), 265-271.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
  • English, L. (1997a) Promoting a Problem-posing Classroom, Teaching Children Mathematics, 3, 172-179.
  • English, L. D. (1998). Children’s problem posing within formal and informal contexts. Journal for Research in Mathematics Education, 29(1), 83-106.
  • English, L. D. (2003). Problem posing in the elementary curriculum. In F. Lester, & R. Charles (Eds.), Teaching mathematics through problem solving. Reston, Virginia: National Council of Teachers of Mathematics.
  • Garderen, D. V., & Montague, M. (2003). Visuaspatial representation, mathematical problem solving, and students of varying abilities. Learning Disabilities Research & Practice, 18(4), 246-254
  • Hinton, P.R., 1996. Statistics Explained. New York, Routledge.
  • Jitendra, A. K., Griffin, C. C., Buchman, A. D., & Sczesniak, E. (2007). Mathematical problem solving in third-grade classrooms. The Journal of Educational Research, 100(5), 282-302.
  • Karataş, İ., & Güven, B. (2004). 8. sınıf öğrencilerinin problem çözme becerilerinin belirlenmesi: Bir özel durum çalışması. Milli Eğititm Dergisi, 163.
  • Kayan, F., & Çakıroğlu, E. (2008). İlköğretim matematik öğretmen adaylarının matematiksel problem çözmeye yönelik inançları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 218-226.
  • Kilpatrick, J. (1987) Problem Formulating: where do good problems come from? In A.H. Schoenfeld (Ed.) Cognitive Science and Mathematics Education, pp. 123-147. Hillsdale: Lawrence Erlbaum.
  • Lester, F.K. (1994). Musing about mathematical problem solving research: 1970-1994. Journal for Research in Mathematics Education, 25(6), 660-675.
  • Lowrie, T. (1999) Free Problem Posing: Year 3/4 students constructing problems for friends to solve, in J. Truran & K. Truran (Eds) Making a Difference, 328-335. Panorama, South Australia: Mathematics Education Research Group of Australasia.
  • Lowrie, T. (2002). Designing a Framework for Problem Posing: young children generating open-ended tasks, Contemporary Issues in Early Childhood, 3(3), 354-364.
  • Mayer, R. E., 1982) The Psychology of Mathematical Problem Solving. In F. K. Lester & Garofalo (Eds), Mathematical Problem Solving: Issues in Research (1-13). Philadelpia: Franklin Institute Press.
  • McCrone, S. S. (2005). The development of mathematical discussions. An investigation in a forth-grade classroom. Mathematical Thinking and Learning, 7(2), 111-133.
  • National Council of Teachers of Mathematics (NCTM). (2004). Teaching children mathematics. Retrieved Oct. 16, 2004, from http://my.nctm.org/eresources/article_summary.asp?URI=TCM2005-04-3a&from=B.
  • National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and Evaluation Standarts for School mathematics, Reston, VA: Author.
  • National Council of Teachers of Mathematics (NCTM). (1991). Curriculum and Evaluation Standarts for School mathematics, Reston, VA: Author.
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics, Reston, VA: NCTM.
  • Perrin, J. R. (2007). Problem posing at all levels in the calculus classroom. School Science and Mathematics, 107(5), 182188.
  • Polya, G. (1957). How to Solve It? (2 nd ed.). Princeton, N.J.: Princeton University Press.
  • Polya, G. (1973). How to solve it: A new aspect of mathematical method (2nd ed.). Princeton, NJ: Princeton University Press.
  • Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, FL: Academic Press.
  • Schoenfeld, A. H. (1987a). A brief and biased history of problem solving. In F. R. Curcio (Ed.), Teaching and Learning: A Problem-Solving Focus (pp. 27–46). Reston VA: National Council of Teachers of Mathematics.
  • Schoenfeld, A. H. (1989). Explorations of students’ mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20(4), 338-355.
  • Shavelson, R. J., & Webb, N. M. (1991). Generalizability Theory: A Primer. Thousand Oaks, CA: Sage. Silver, E. & Cai, J. (1993) Mathematical Problem Solving and Problem Posing by Middle School Students, paper presented at the Annual Meeting of the American Education Research Association, Atlanta.
  • 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 Mathematical Education, 27, 67-72.
  • Silver, E. A., & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education,27(5), 521–539.
  • Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. ZDM - Zentrallblatt fur Didaktik der Mathematik, 97(3), 75-80.
  • Stoyanova, E. & Ellerton, N. F. (1996). A framework for research into students’ problem posing. In P. Clarkson (Ed.), Technology in Mathematics Education (518–525). Melbourne: Mathematics Education Research Group of Australasia.
  • Stoyanova, E. (1998). Problem Posing in Mathematics Classrooms, in A. McIntosh & N. Ellerton (Eds) Research in Mathematics Education: a contemporary perspective, 164-185. Edith Cowan University: MASTEC.
  • Stoyanova, E. (2005). Problem solving strategies used by years 8 and 9 students. Australian Mathematics Teacher, 61(3), 6-11.
  • Xin, P. Y. (2007). Word problem solving tasks in textbooks and their relation to student performance. The Journal of Educational Research, 100(6), 347-359
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Osman Cankoy Bu kişi benim

Sitkiye Darbaz Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2010
Yayımlandığı Sayı Yıl 2010 Cilt: 38 Sayı: 38

Kaynak Göster

APA Cankoy, O., & Darbaz, S. (2010). Problem Kurma Temelli Problem Çözme Öğretiminin Problemi Anlama Başarısına Etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38(38), 11-24.