Investigating the Mathematical Problem-Solving Attitudes of Gifted Students at Different Educational Levels

Yıl 2023, Cilt: 11 Sayı: 22, 986 - 1002, 27.10.2023

Aygen Koç Koca , Mustafa Özgür Keleş

https://doi.org/10.18009/jcer.1350674

Öz

The purpose of this study was to investigate the perceptions of mathematics problem-solving attitudes of gifted middle school students in relation to various variables (gender, grade level, mathematics course performance, parents' education level). The study used the relational survey model, one of the quantitative research methods. The study sample consisted of 148 gifted students of different grades studying at The Science and Art Centre (BİLSEM). Participants were selected using the convenience sampling method. Data were collected using the Demographic Information Form (DIF) developed by the researchers and the Mathematics Problem Solving Attitude Scale (MPSAS) developed by Çanakçı (2008). The data obtained with the DIF were stratified according to the grade level of the students. Frequency, percentage, arithmetic mean, independent groups t-test, and Kruskal-Wallis test were used in the data obtained with the MPSAS. As a result of the study, it was found that the problem-solving attitudes of gifted middle school students in mathematics were positive and there was no significant difference according to variables such as gender, mathematics achievement, and parents' educational status. However, there was a significant difference in the variable of grade level in the final year. Several suggestions were made in accordance with the results of the study.

Anahtar Kelimeler

Special ability, attitude, problem-solving, mathematical problems, different levels of education

Etik Beyan

Ethical Committee Permission Information Name of the board that carries out ethical assessment: Adıyaman University Social and Humanities Scientific Research Ethics Board The date and number of the ethical assessment decision: 16/11/2022 - 343

Kaynakça

• Burrus, J., & Moore, R. (2016). The incremental validity of beliefs and attitudes for predicting mathematics achievement. Learning and Individual Differences, 50, 246-251.
• Capuno, R., Necesario, R., Etcuban, J. O., Espina, R., Padillo, G., & Manguilimotan, R. (2019). Attitudes, study habits, and academic performance of junior high school students in mathematics. International Electronic Journal of Mathematics Education, 14(3), 547-561.
• Chandra Handa, M. (2019). Leading differentiated learning for the gifted. Roeper Review, 41(2), 102-118. https://doi.org/10.1080/02783193.2019.1585213
• Cheng, D., Ren, B., Yu, X., Wang, H., Chen, Q., & Zhou, X. (2022). Math anxiety as an independent psychological construct among social‐emotional attitudes: An exploratory factor analysis. Annals of the New York Academy of Sciences, 1517(1), 191-202. https://doi.org/10.1111/nyas.14902
• Clark, B., (2013). Üstün zekâlı olarak büyümek: evde ve okulda çocukların potansiyellerini geliştirmek. [Growing up gifted: Developing the potential of children at home and at school.] (F. Kaya ve Ü. Ogurlu, Trans. Ed.). Ankara: Nobel Akademik
• Çanakçı, O. (2008). Matematik problemi çözme tutum ölçeğinin geliştirilmesi ve değerlendirilmesi [The development and the evaluation of mathematics problem solving attitude scale] (Doctoral dissertation, Marmara University, Turkey). İstanbul, Turkey
• Çanakçı, O., & Özdemir, A. Ş. (2011). Matematik problemi çözme tutum ölçeğinin geliştirilmesi [The construction of mathematics problem solving attitude scale ] Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi,11(1),119-136.
• Çetin, A., & Doğan, A. (2018). Bı̇lı̇m ve sanat merkezlerı̇nde görev yapan matematı̇k öğretmenlerı̇nin karşılaştıkları sorunlar [Problems that mathematics teachers encounter in science and art centers] Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(4), 615-641.
• Deringöl, Y., & Davaslıgil, Ã. (2020). The effect of differentiated mathematics programs on the mathematics attitude of gifted children. MOJES: Malaysian Online Journal of Educational Sciences, 8(1), 27-37.
• Di Martino, P., & Zan, R. (2001, July). Attitude toward mathematics: Some theoretical issues. In PME conference (Vol. 2, pp. 3-351).
• Gelbal, S. (1991). Problem çözme [Problem solving] Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 6(6).
• Gün, Ö., Bossé, M. J., & Tîrnovan, D. (2023). Exploration of relationships between teacher and parent attitudes and student affective characteristics in mathematics. International Journal for Mathematics Teaching and Learning, 24(1), 74-112.
• Hannula, M. S. (2015). Emotions in problem solving. In S. J. Cho (Ed.), Selected Regular Lectures from the 12th International Congress on Mathematical Education (pp. 269–288). Berlin: Springer.
• Hendriana, H., Johanto, T., & Sumarmo, U. (2018). The role of problem-based learning to improve students’ mathematical problem-solving ability and self-confidence. Journal on Mathematics Education, 9 (2), 291-300. https://doi.org/10.22342/jme.9.2.5394.291-300
• Hwang, S., & Son, T. (2021). Students' attitude toward mathematics and its relationship with mathematics achievement. Journal of Education and e-Learning Research, 8(3), 272-280. https://doi.org/10.20448/journal.509.2021.83.272.280
• Işık, C., Kar, T., Yalçin, T., & Zehir, K. (2011). Prospective teachers’ skills in problem posing with regard to different problem posing models. Procedia Social and Behavioral Sciences, 15, 485-489.
• Jabůrek, M., Cígler, H., Portešová, Šárka, & Ťápal, A. (2021). Searching for a more valid form of parental rating scales of preschoolers’ intellectual giftedness – development and validation of the preschooler’s ability rating scale (PARS). Československá Psychologie, 65(4), 317-335. https://doi.org/10.51561/cspsych.65.4.317
• Kamarudin, M. F., Sharif, M. S. A. M., & Kamarulzaman, M. H. (2022). Differentiated instruction: Exploring the attitudes of gifted and talented students in mathematics. Asian Journal of Research in Education and Social Sciences, 4(1), 146-160.
• Karasar, N. (2013). Bilimsel araştırma yöntemi [Scientific research methods], Ankara: Nobel.
• Koç-Koca, A. & Gürbüz, R. (2019). Üstün yetenekli ve diğer 4. sınıf öğrencilerinin matematik problemlerini çözme stratejileri üzerine bir araştırma. [An investigation of the mathematics problem solving strategies developed by the 4th grade gifted and other students] Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 1638-1667.
• Koç-Koca, A. & Gürbüz, R. (2021). Problem solving strategies used by gifted secondary school students to solve math problems. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 348-359.
• Koç-Koca, A. & Gürbüz, R. (2023). Özel yetenekli öğrencilerin problem çözme süreçlerinin ve süreçte kullandıkları stratejilerin DPA’lar yardımıyla değerlendirilmesi [Evaluation of gifteds' problem solving process and the strategies used in the process with the help of rubrics]. Bayburt Eğitim Fakültesi Dergisi, 18(37), 177-197. https://doi.org/10.35675/befdergi.1159717
• Koçak, T. (2007). İlköğretim 6.7. 8. sınıf öğrencilerinin öğrenme stilleri ve akademik başarıları arasındaki ilişkinin incelenmesi [An analysis of the relationship between learning styles and the academic achievement of the 6th 7th 8th grade primary school students (a case study in greater Gaziantep area)] (Master’s thesis), Gaziantep University, Gaziantep.
• Leikin, R. (2021). When practice needs more research: the nature and nurture of mathematical giftedness. ZDM–Mathematics Education, 53(7), 1579-1589.
• Lin, C.-Y. (2023). Creative problem-solving ability does not occur by chance: Examining the dynamic system model of creative problem solving ability. Gifted Education International, 39(2), 168-182. https://doi.org/10.1177/02614294221149478
• Lubinski, D. & Benbow, C. P. (1992). Gender differences in abilities and preferences among the gifted: Implications for the math-science pipeline. Current Directions in Psychological Science, 1(2), 61-66. https://doi.org/10.1111/1467-8721.ep11509746
• McKillup, S. (2012). Statistics explained: An introductory guide for life scientists. United States: Cambridge University Press.
• McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. Handbook of research on mathematics teaching and learning, 1, 575-596.
• Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barret, K. C. (2004). SPSS for introductory statistics: Use and interpretation, London: Lawrance Erlbaum Associates
• Neale, D. (1969). The role of attitudes in learning mathematics. The Arithmetic Teacher, Dec, 631-641.
• Özalkan, B. E. (2010). Fonksiyonlar konusunda problem çözme yönteminin problem çözme performansına, problem çözme ve matematiğe yönelik tutumlara etkisi. [The effects of problem solving on the topic of functions on problem solving performance, attitude toward problem solving and mathematics.](Master’s thesis, Orta Doğu Teknik Üniversitesi, Ankara.
• Özdamar, K. (2010). Paket programlar ile istatiksel veri analizi 2: Çok değişkenli analizler (7th ed.). Eskişehir: Kaan Kitabevi.
• Polinsky, N., Flynn, R., & Uttal, D. H. (2023). How children’s app play could facilitate spatial skill development. Translational Issues in Psychological Science, 9(3), 228–237. https://doi.org/10.1037/tps0000360
• Polya, G. (1985). How to solve it. A new aspect of mathematical method (2nd ed.). New Jersey: Princenton University Press.
• Pretz, J. E., Naples, A. J., & Sternberg, R. J. (2003). Recognizing, defining, and representing problems. The Psychology of Problem Solving, 30(3), 3-30.
• Renzulli, J. S. (1999). What is this thing called giftedness, and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted, 23(1), 3-54.
• Starns, E. A., & Starns, M. (2023). Attrition and retention factors of dual-appointment athletic trainers. Journal of Sports Medicine and Allied Health Sciences: Official Journal of the Ohio Athletic Trainers Association, 9(1), 2.
• Sternberg, R. J., & Davidson, J. E. (Eds.). (2005). Conceptions of giftedness (Vol. 2). New York, NY: Cambridge University Press.
• Tomlinson, C. A. (2014). Öğrenci gereksinimlerine göre farklılaştırılmış eğitim [The differentiated classroom: Responding to the needs of all learners]. İstanbul, Turkey: SEV Publishing.
• Tuncer, M., Berkant, H. G. & Dogan, Y. (2015). The validity and reliability of the scale of attitude toward English lesson. Journal of Research in Education and Teaching, 4(2), 260-266.
• Yenilmez, K., & Özabacı, N. Ş. (2003). Yatılı öğretmen okulu öğrencilerinin matematik ile ilgili tutumları ve matematik kaygı düzeyleri arasındaki ilişki üzerine bir araştırma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14(14), 132-146. Retrieved from https://dergipark.org.tr/tr/pub/pauefd/issue/11129/133098
• Wen, R., & Dubé, A. K. (2022). A systematic review of secondary students’ attitudes towards mathematics and its relations with mathematics achievement. Journal of Numerical Cognition, 8(2), 295-325.
• Wijayanti, A., Herman, T., & Usdiyana, D. (2017, January). The implementation of CORE model to improve students' mathematical problem solving ability in secondary school. in international conference on mathematics and science education (pp. 89-93). Atlantis Press.