Duyuşsal Bileşenler Açısından Problem Kurmaya Yönelik SSCI İndeksli Çalışmaların İncelenmesi esi

Öz

Problem kurma etkinlikleri, yaratıcı düşünmeye teşvik ettiği ve mevcut bilginin kullanımını sağladığı için öğrencilerin matematik kavramlarını anlamalarında önemli rol oynamaktadır. Öğrencilerin duyuşsal özelliklerinin matematik başarısı başta olmak üzere matematik öğrenme çıktılarını şekillendirdiği düşünüldüğünde problem kurma çalışmalarını duyuşsal bileşenler açısından ele alan çalışmaların bütünsel olarak incelenme gereksinimi ortaya çıkmaktadır. Bu doğrultuda araştırmanın amacı; SSCI indeksli dergilerde duyuşsal bileşenler açısından problem kurmaya yönelik yayımlanan çalışmaların genel özellikleri, amaç ve sonuçlarının sistematik derleme yoluyla incelenmesidir. Araştırmada duyuşsal bileşenleri içeren problem kurma araştırmalarının amaçlarından sonuçlarına kadar genel çerçeveleri çıkarılarak genel eğilimleri betimlenmiş ve değerlendirmeleri yapılmıştır. Çalışmada Web of Science veri tabanı kullanılmış ve anahtar kelimeler “problem posing (problem kurma), mathematics (matematik), attitude (tutum), self-efficacy (öz yeterlilik), affective factors (duyuşsal faktörler), motivation (motivasyon)” olarak belirlenmiştir. Çalışma kapsamında 19 dergi/kitap/kitap bölümüne ulaşılmıştır. Ulaşılan kaynaklardan 15 makale, 7 bildiri ve 2 adet kitap/kitap bölümü olmak üzere toplam 24 çalışma incelenmiştir. Çalışmaların çoğunlukla 2018-2020 yılları arasında yayımlandığı; problem kurma ile incelemeye alınan duyuşsal bileşenler; “tutum, öz yeterlilik, motivasyon, kaygı ve duyuşsal faktörler” olmak üzere çoğunlukla tutum (f=10) üzerinde çalışıldığı, öz yeterlilik (f=6) ve motivasyonun (f=4) ise tutum çalışmalarını niceliksel olarak izlediği; çoğunlukla öğrencilerle çalışıldığı (f=19) ve nicel araştırma yöntemlerinin daha fazla tercih edildiği (f=13) belirlenmiştir. Çalışmalarda problem kurmanın tutum, öz yeterlilik, kaygı ve motivasyon üzerindeki etkisi incelenmiştir. Çalışmaların amaç ve sonuçlarına göre dağılımları detaylı olarak incelenerek elde edilen çıktılara göre önerilerde bulunulmuştur.

Anahtar Kelimeler

• matematik eğitimi
• problem kurma
• duyuşsal bileşenler
• sistematik derleme

Examination of SSCI-Indexed Studies on Problem-Posing in Terms of Affective Components

Öz

Problem-posing activities are crucial for students’ understanding of mathematical concepts, as they encourage creativity and application of prior knowledge. Since students' affective characteristics can significantly impact their math learning outcomes, it is important to comprehensively analyze research that investigates problem-posing activities in terms of their affective components. This systematic review aims to assess the general features, goals, and outcomes of SSCI-indexed studies on problem-posing involving affective components, with the goal of providing a comprehensive framework for such studies. The research will analyze the general tendencies of these studies, from their objectives to their outcomes. The Web of Science database was utilized, and the keywords of “problem-posing, mathematics, attitude, self-efficacy, affective factors, and motivation” were identified. The study analyzed 24 studies from 19 journals/books/book chapters, including 15 articles, 7 papers, and 2 books/book chapters. Most studies were published between 2018-2020, and attitude (f=10), self-efficacy (f=6), and motivation (f=4) were the most studied affective components. Students were the primary sample group (f=19), and quantitative research methods were predominantly used (f=13). The studies examined the effect of problem-posing on attitude, self-efficacy, anxiety, and motivation. The distribution of studies based on objectives and outcomes was analyzed, and recommendations were made based on the gathered data.

Anahtar Kelimeler

• mathematics education
• problem posing
• affective factors
• systematic review

Kaynakça

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67. İncelenen Çalışmalar
68. Ç1. Katrancı, Y., & Şengül, S. (2019). The relationship between middle school students' attitudes towards mathematical problem-posing, attitudes towards mathematical problem-solving, and attitudes towards mathematics. Education and Science, 44, 1-24.
69. Ç2. Bevan, D., Williams, A. M., & Capraro, M. M. (2019, August). Strike a pose: The impact of problem-posing on elementary students’ mathematical attitudes and achievement. In International Symposium Elementary Mathematics Teaching (pp. 80-88).
70. Ç3. Nedaei, M., Radmehr, F., & Drake, M. (2019). Exploring engineering undergraduate students’ attitudes toward mathematical problem posing. Journal of Professional Issues in Engineering Education and Practice, 145(4), 04019009.
71. Ç4. Pratiwi, H. (2019, March). How does HOTS based problem posing model improve students’ attitudes toward mathematics?. In IOP Conference Series: Earth and Environmental Science (Vol. 243, No. 1, p. 012138). IOP Publishing.
72. Ç5. Bonotto, C. (2009). Artifacts: Influencing practice and supporting problem posing in the mathematics classrooms. Proceedings of PME, 33(2), 193-200.
73. Ç6. Vionita, A., & Purboningsih, D. (2017, August). Improving attitudes toward mathematics learning with problem posing in class VIII. In AIP Conference Proceedings (Vol. 1868, No. 1, p. 050007). AIP Publishing LLC. Ç7. Akay, H., & Boz, N. (2010). The effect of problem posing oriented analyses-II course on the attitudes toward mathematics and mathematics self-efficacy of elementary prospective mathematics teachers. Australian Journal of Teacher Education, 35(1), 59-75.
74. Ç8. Bonotto, C. (2010). Realistic mathematical modeling and problem posing. In Modeling Students’ Mathematical Modeling Competencies (pp. 399-408). Springer, Boston, MA.
75. Ç9. Bonotto, C. (2006, July). Extending students’ understanding of decimal numbers via realistic mathematical modeling and problem posing. In Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 193-200). Prague Charles University Prague.
76. Ç10. Cotič, M., & Zuljan, M. V. (2009). Problem‐based instruction in mathematics and its impact on the cognitive results of the students and on affective‐motivational aspects. Educational Studies, 35(3), 297-310.
77. Ç11. Irvine, J. (2017). Problem posing in consumer mathematics classes: Not just for future mathematicians. The Mathematics Enthusiast, 14(1), 387-412.
78. Ç12. Bicer, A., Lee, Y., Perihan, C., Capraro, M. M., & Capraro, R. M. (2020). Considering mathematical creative self-efficacy with problem posing as a measure of mathematical creativity. Educational Studies in Mathematics, 105(3), 457-485.
79. Ç13. Voica, C., Singer, F. M., & Stan, E. (2020). How are motivation and self-efficacy interacting in problem-solving and problem-posing?. Educational Studies in Mathematics, 105(3), 487-517.
80. Ç14. Liu, Q., Liu, J., Cai, J., & Zhang, Z. (2020). The relationship between domain-and task-specific self-efficacy and mathematical problem posing: A large-scale study of eighth-grade students in China. Educational Studies in Mathematics, 105(3), 407-431.
81. Ç15. Headrick, L., Wiezel, A., Tarr, G., Zhang, X., Cullicott, C. E., Middleton, J. A., & Jansen, A. (2020). Engagement and affect patterns in high school mathematics classrooms that exhibit spontaneous problem posing: An exploratory framework and study. Educational Studies in Mathematics, 105(3), 435-456.
82. Ç16. Wang, X. M., & Hwang, G. J. (2017). A problem posing-based practicing strategy for facilitating students’ computer programming skills in the team-based learning mode. Educational Technology Research and Development, 65(6), 1655-1671.
83. Ç17. Guo, M., Leung, F. K., & Hu, X. (2020). Affective determinants of mathematical problem posing: the case of Chinese Miao students. Educational Studies in Mathematics, 105(3), 367-387.
84. Ç18. Schindler, M., & Bakker, A. (2020). Affective field during collaborative problem posing and problem solving: A case study. Educational Studies in Mathematics, 105(3), 303-324.
85. Ç19. Fetterly, J. M. (2020). Fostering mathematical creativity while impacting beliefs and anxiety in mathematics. Journal of Humanistic Mathematics, 10(2), 102-128.
86. Ç20. Bataller, A., Ferrando, I., & Reyes-Torres, A. (2022). Visual poetry and real context situations in mathematical problem posing and solving: A study of the affective impact. Mathematics, 10(10), 1-24.
87. Ç21. Ningsih, M. K., Sujadi, I., & Subanti, S. (2018, January). Creative thinking processes of vocational students with high learning motivation in mathematic problem posing. In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017) (pp. 192-196). Atlantis Press.
88. Ç22. Chang, K. E., Wu, L. J., Weng, S. E., & Sung, Y. T. (2012). Embedding game-based problem-solving phase into problem-posing system for mathematics learning. Computers & Education, 58(2), 775-786.
89. Ç23. Prabhu, V., & Czarnocha, B. (2015). Problem-posing/problem-solving dynamics in the context of a teaching-research and discovery method. In Mathematical Problem Posing (pp. 355-372). Springer, New York, NY.
90. Ç24. Marchisio, M., Barana, A., Fioravera, M., Fissore, C., Anna, B., Massimo, E., ... & Rabellino, S. (2018). Online asynchronous collaboration for enhancing teacher professional knowledges and competencies. In The 14th International Scientific Conference e-Learning and Software for Education (Vol. 1, pp. 167-175).