The First Studies Related to the Course of Child Development and Psychology in Preschool Education in Turkey -A Sample Historical Textbook for the Preschool Teachers-

Abstract

This study investigated the effects of a course on problem-solving strategies in terms of the students’ success in problem-solving and their judgment on those strategies. This study, carried out on 120 teacher trainees, took place over a period of 5 weeks followed by pre-, post- and retention tests in an attempt to determine the trainees’ level of strategy-learning and problem-solving success. The course was effective in teaching all the strategies except for equation writing and reasoning and led to an increase in problem-solving success. It has been concluded that success in problem-solving can be explicated by three factors. The following sequential order of strategies, namely working backwards, simplifying problems, systematic list-making, reasoning and making diagrams were indicators of problem-solving success of the teacher trainees. All the students unanimously made clear that the strategy-teaching course used in this study should definitely be integrated into their existing curriculum.

Keywords

• Problem-solving,teaching of problem-solving,problem-solving strategies,non-routine problems.

Sınıf Öğretmeni Adaylarının Rutin Olmayan Matematiksel Problemleri Çözme Becerileri ve Bu Konudaki Düşünceleri

Öz

Bu çalışmada, sınıf öğretmeni yetiştiren programların öğrencilerine problem çözme stratejileri sorun belirtmek, sorun çözme başarısı varsa etkileri ve öğrencilerin sorunu çözme stratejileri veren düşünceleri incelenmiştir. Çalışma sınıf öğretmeni adayı 120 öğrenci birincil test ve son test uygulamak, stratejileri öğrenme düzeyleri ve problem çözme başarı düzeyleri. Öğretim, denklem yazma ve muhakeme etme dışında tüm stratejilerin eğinde etkili olmuş ve problem çözme başarısının yükselmesine yol açmıştır. Sorun çözme başarısının üç faktörle açıklanabileceği, problem çözme başarısını işaret etmede sırasıyla bağıntı bulma, geriye doğru çalışma, problemi basitleştirme, sistematik liste yapma, muhakeme ve diyagram çizme stratejileri güçlü olduğu Sonuçlı olarak varılmış. Öğrencilerin tümü, öğretmen eğitiminde çalışmaya konu olan stratjilerin öğretimine yer verilmesi gerektiğini belirtmişlerdir.

Anahtar Kelimeler

• Problem çözme, problem çözme öğretimi, problem çözme stratejileri, rutin olmayan problemler

Kaynakça

1. 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. De Hoys, M., Gray, E. & Simpson, A. (2002, July). “Students Assumptions During Problem Solving.” Paper Presented at the 2nd International Conference on the Teaching of Mathematics, Crete, Greece. De Corte, E. (2004). Mainstreams and Perspectives in Research on Learning (Mathematics) From Instruction. Applied Psychology, 2(53), 279-310. Folmer, R. (2000). Reading, Mathematics and Problem Solving: The Effects of Direct Instruction in the Development of Fourth Grade Students’ Strategic Reading and Problem Solving Approaches to Textbased, Nonroutine Mathematical Problems, Unpublished Dissertation, University of Widener, Chester PA. Kaur, B. (2001, October). “Singapore’s School Mathematics Curriculum for the 21 th Century.” The Meeting of Qualifications and Curriculum Authority on the Reasoning Explanation and Proof in School Mathematics and Their Place in the Intended Curriculum, Cambridge, UK. MEB. (2003). Üçüncü Uluslararası Matematik ve Fen Bilgisi Çalı
   ması Raporu Milli Eitim Bakanlıı, Eitim Aratırma ve Gelitirme Dairesi Bakanlıı, Ankara. Nancarrow, M. (2004). Exploration of Metacognition and Non-Routine Problem Based Mathematics nstruction on Undergraduate Student Problem Solving Success. Unpublished Doctoral Dissertation, The Florida State University, Florida. Pape, Stephen J. & Wang, C. (2003). Middle School Children’s Strategic Behavior: Classification and Relation to Academic Achievement and Mathematical Problem Solving. Instructional Science, 31, 419-449. Polya, G. (1957). How to Solve it?. New York (Çev: Feryal Halatçı, 1997). Pugalee, D. K. (2001). Writing, Mathematics and Metacognition: Looking for Connections Through Students’ Work in Mathematical Problem Solving. School Science and Mathematics, 101(8), 236-245. Reys R., Suydam M., Lindquist M. & Smith N. (1995). Helping Children Learn Mathematics. Allyn and Bacon, Boston. Santos-Trigo, M. (1998). Instructional Qualities of a Successful Mathematical Problem Solving Class. International Journal of Mathematical Education in Science and Technology, 29(5), 631-646. Vershaffel, L., De Corte, E., Lasure, S., Vaerenbergh, Bogaerts, H. & Ratinckx, E. (1999). Learning to Solve Mathematical Application Problems: A Desing Experiment with Fifth Graders. Mathematical Thinking and Learning, 1(3), 195-229.