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Problem Kurma Temelli Öğretimin Farklı Sayı Algılamasına Sahip 6. Sınıf Öğrencilerin Problem Çözme Basarılarına Etkisi

Yıl 2012, Cilt: 2 Sayı: 4 - Cilt: 2 Sayı: 4, 71 - 80, 15.07.2016

Ahmet Işık Alper Çiltaş Tuğrul Kar

Öz

Bu çalısmada, problem kurma temelli öğretimin sayı algılama düzeyleri farklı olan ilköğretim altıncı sınıf öğrencilerinin ondalık sayılarda islemler konusunda, problem çözmebasarıları üzerindeki etkisinin arastırılması amaçlanmıstır. Çalısmada zayıf deneysel yöntemlerden tek grup ön test-son test deneysel deseni kullanılmıstır. Bir ilköğretimokulunun altıncı sınıfında öğrenim gören 30 öğrenci çalısmanın örneklemini olusturmaktadır. Veri toplama aracı olarak “Problem Çözme” ve “Sayı Algılama Testi” kullanılmıstır. Arastırmanın bulguları problem kurma temelli öğretimin, sayı algılama düzeyleri farklı olan öğrencilerin problem çözme basarıları üzerinde etkili olduğunugöstermistir. Ayrıca öğrencilerin yapılan öğretime yönelik olumlu görüslere sahip oldukları tespit edilmistir.

Anahtar Kelimeler

Sayı Algılaması Problem Kurma Problem Çözme Ondalık Sayılar

Kaynakça

  • Abu-Elwan, R. (1999). The development of mathematical problem posing skills for prospective middle school teachers. In A. Rogerson (Ed.) proceedings of the International conference on Mathematical Education into the 21st Century: Social challenges, Issues and approaches, (Vol. II, PP.1–8), Cairo, Egypt.
  • Akay, H. (2006). The examination of the effect of mathematics ınstruction with problem posing approach on students’ academic achievement, problem solving ability and creativity (Unpublished doctoral dissertation), Gazi University, Ankara.
  • Altun, M. (2005). Đlköğretim ikinci kademede matematik öğretimi. Bursa: Aktüel Yayınları.
  • Aunıo, P., Hautamäkı, J., Heıskarı, P., & Luit, E. H. (2006). The early numeracy test in finnish: children’s norms. Scandinavian Journal of Psychology. 47, 369–378
  • Bilgin, T. & Akbayır, K. (2002). Lise 1. sınıf öğrencilerinin ondalık sayıları yorumlama ve uygulamada sahip oldukları kavram yanılgıları. Kastamonu Eğitim Dergisi, 10(1), 109-118.
  • Brown, S. I. & Walter, M. I. (1983). The art of problem posing. London: Lawrence Erlbaum Associates.
  • Burton, L. (1999). The practices of mathematicians: What do they tell us about coming to know mathematics? Educational Studies in Mathematics, 37(2), 121–143.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. A., Karadeniz, Ş., & Demirel, F. (2009). Bilimsel araştırma yöntemleri. Ankara; Pegem Yayıncılık.
  • Cai, J. & Hwang, S. (2002). Generalized and generative thinking in U.S. and Chinese students' mathematical problem solving and problem posing. Journal of Mathematics Behavior, 21, 401-421.
  • Cankoy, O. & Darbaz, S. (2010). Effect of a problem posing based problem solving instruction on understanding problem. Hacettepe University Journal of Education, 38,11-24.
  • Carboni, L. W. (2001). Number sense every day. http://www.learnnc.org/lp/pages/783 02.03.2010 tarihinde alınmıştır.
  • Christou, C., Mousoulides, N., Pittalis, M., Pitta-Pantazi, D., & Sriraman, B. (2005). An empirical taxonomy of problem posing processes. ZDM, 37(3), 149-158.
  • Crespo, S. & Sinclair, N. (2008). What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems. Journal Mathematics Teacher Education, 11, 395–415.
  • Crespo, S. (2003). Learning to pose mathematical problems: exploring changes in preservice teachers’ practices. Educational Studies in Mathematics, 52, 243-270.
  • Cunningham, R. (2004). Problem posing: an opportunity for increasing student responsibility. Mathematics and Computer Education, 38(1), 83-89.
  • English, L. D. (1997). The development of fifth-grade children’s problem-posing abilities. Educational Studies in Mathematics, 34, 183-217.
  • 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, ve R. Charles (Eds.), Teaching mathematics through problem solving. Reston, Virginia: National Council of Teachers of Mathematics.
  • Greeno, J. G. (1991). Number sense as situated knowing in a conceptual domain. Journal for Research in Mathematics Education, 22(3), 170-218.
  • http://dipmat.math.unipa.it/~grim/EAbu-elwan8.PDF 17.12.2009 tarihinde alınmıştır. Irwin, K. (1996). Making sense of decimals. In J. Mulligan & M.
  • Mitchelmore (Eds) Children’s number learning. (pp243–257). Adelaide: MERGA & AAMT.
  • Işık, C. & Kar, T. (2011). Đlköğretim 6, 7 ve 8. sınıf öğrencilerinin sayı algılama ve rutin olmayan problem çözme becerilerinin incelenmesi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 57-72.
  • Işık, C. & Kar, T. (2012a). 7. sınıf öğrencilerinin kesirlerde toplama işlemine kurdukları problemlerin analizi. Đlköğretim Online, 11(4), 1021-1035. [Online]: http://ilkogretim-online.org.tr
  • Isık, C. & Kar, T. (2012b). An error analysis in division problems in fractions posed by preservice elementary mathematics teachers. Educational Sciences: Theory & Practice 12(3), 2289-2309.
  • Işık, C. & Kar, T. (2012c). Matematik dersinde problem kurmaya yönelik öğretmen görüşleri üzerine nitel bir çalışma. Milli Eğitim Dergisi, 194, 199-215.
  • Işık, C., Işık, A., & Kar, T. (2012). Đlköğretim 6. sınıf öğrencilerinin doğal sayılarda kalanlı bölme işlemine yönelik problem kurma ve çözme becerilerinin araştırılması. 11. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu, Rize.
  • Jordan, C. N., Kaplan, D., Olah, L. N., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77(1), 153 – 175.
  • Kar, T., Özdemir, E., Đpek, A. S., & Albayrak, M. (2010). The relation between the problem posing and problem solving skills of prospective elementary mathematics teachers. Procedia Social and Behavioral Sciences, 2, 1577–1583.
  • Küçük, A. & Demir, B. (2009). Đlköğretim 6–8. sınıflarda matematik öğretiminde karşılaşılan bazı kavram yanılgıları üzerine bir çalışma. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 13, 97-112.
  • Launge, G. E. J. (2007). An examination of the relationships between teaching and learning styles, and the number sense and problem solving ability of year 7 students. Doktora Tezi. Sussex University, UK.
  • Lavy, I. & Shriki, A. (2007). Problem posing as a means for developing mathematical knowledge of prospective teachers. Paper presented at the meeting of 31st Conference of the International Group for the Psychology of Mathematics Education, Seoul.
  • Lowrie, T. (2002). Young children posing problems: the influence of teacher intervention on the type of problems children pose. Mathematics Education Research Journal,14(2), 87-98.
  • Markovits, Z & Sowder, J. (1994). Developing number sense: an intervention study in grade 7. Journal for Research in Mathematics Education, 25(1), 4-29.
  • Matz, K. & Leier, C. (1992). Word problems and the language connection. Arithmetic Teacher, 39(8), 14-17.
  • McIntosh, A., Reys, B. J., & Reys, R. E. (1992). A proposed framework for examining basic number sense. For the Learning of Mathematics, 12(3), 2-8.
  • Milli Eğitim Bakanlığı[MEB], (2006). Đlköğretim matematik 6–8. sınıflar öğretim programı ve kılavuzu. Talim ve Terbiye Kurulu Başkanlığı, Ankara.
  • Moss, J. & Case, R. (1999). Developing children's understanding of the rational numbers: a new model and an experimental curriculum. Journal for Research in Mathematics Education, 30(2), 122-147.
  • National Council of Teachers of Mathematics (NCTM), (2000). Principles and standard for school mathematics. Reston, VA: National Counsil of Teachers of Mathematics.
  • NationalC ouncil of Teacherso f Mathematics( 1989). Curriculuma and evaluations tandardsf or school mathematics. Reston, VA: The Council.
  • Sackur-Grisvard, C. & Leonard, F. (1985). Intermediate cognitive organizations in the process of learning a mathematical concept: the order of positive decimal numbers. Cognition and Instruction, 2(2) 157-174.
  • Silver, E. A. & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education, 27, 521-539.
  • Silver, E. A. & Cai, J. (1993). Mathematical problem posing and problem solving by middle school students.
  • Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.
  • Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19-28.
  • Soylu, Y. & Soylu, C. (2005). Đlköğretim beşinci sınıf öğrencilerinin kesirler konusundaki öğrenme güçlükleri: kesirlerde sıralama, toplama, çıkarma, çarpma ve kesirlerle ilgili problemler. Erzincan Eğitim Fakültesi Dergisi, 7(2), 101-117.
  • Stacey, K. & Steinle, V. (1999). A longitudinal study of children's thinking about decimals: a preliminary analysis. In O. Zaslavsky (Ed.), Proc. 23rd Conference of the International Group for Psychology of Mathematics Education. 4, (pp 233-240) Haifa, Israel: PME.
  • Stacey, K., Helme, S., & Steinle, V. (2001). Confusions between decimals, fractions and negative numbers: a consequence of the mirror as a conceptual metaphor in three different ways. Paper presented at the meeting Conference of PME, Utrecht.
  • Stickles, P.R. (2006). An analysis of secondary and middle school teachers’ mathematical problem posing (Unpublished doctoral dissertation). University of Indiana University. Bloomington.
  • Stoyanova, E. (1998). Problem posing in mathematics classrooms. In A. McIntosh, & N. Ellerton (Eds.), Research in mathematics education: A contemporary perspective (pp.164-185). Perth: MASTEC Publication.
  • Toluk-Uçar, Z. (2009). Developing pre-service teachers understanding of fractions through problem posing. Teaching and Teacher Education, 25(1), 166-175.
  • Yuan, X. & Sriraman, B. (2010). An exploratory study of relationshıps between students’ creativity and mathematical problem-posing abilities. B.Sriraman, K. Lee (eds.), The Elements of Creativity and Giftedness in Mathematics, xx–xy

The Effect of Problem Posing Instruction on Problem Solving Success of 6th Grade Students with Different Number Sense

Yıl 2012, Cilt: 2 Sayı: 4 - Cilt: 2 Sayı: 4, 71 - 80, 15.07.2016

Ahmet Işık Alper Çiltaş Tuğrul Kar

Öz

This study aimed to investigate the effect of problem posing instruction on problem solving success of sixth grade students with different number sense about decimal number of transactions. In this study single-group pretest-posttest experimental design from preexperimental methods was used. The sample of study was composed of 30 students enrolled in a sixth-grade from an urban primary school. Problem Solving Test and Number Sense Test used as data collection tools. The study showed that problem posing instruction has positive effect on problem solving success of students with different number sense. In addition to students have positive views towards the problem posing instruction.

Anahtar Kelimeler

Number Sense Problem Posing Problem Solving Decimal Number

Kaynakça

  • Abu-Elwan, R. (1999). The development of mathematical problem posing skills for prospective middle school teachers. In A. Rogerson (Ed.) proceedings of the International conference on Mathematical Education into the 21st Century: Social challenges, Issues and approaches, (Vol. II, PP.1–8), Cairo, Egypt.
  • Akay, H. (2006). The examination of the effect of mathematics ınstruction with problem posing approach on students’ academic achievement, problem solving ability and creativity (Unpublished doctoral dissertation), Gazi University, Ankara.
  • Altun, M. (2005). Đlköğretim ikinci kademede matematik öğretimi. Bursa: Aktüel Yayınları.
  • Aunıo, P., Hautamäkı, J., Heıskarı, P., & Luit, E. H. (2006). The early numeracy test in finnish: children’s norms. Scandinavian Journal of Psychology. 47, 369–378
  • Bilgin, T. & Akbayır, K. (2002). Lise 1. sınıf öğrencilerinin ondalık sayıları yorumlama ve uygulamada sahip oldukları kavram yanılgıları. Kastamonu Eğitim Dergisi, 10(1), 109-118.
  • Brown, S. I. & Walter, M. I. (1983). The art of problem posing. London: Lawrence Erlbaum Associates.
  • Burton, L. (1999). The practices of mathematicians: What do they tell us about coming to know mathematics? Educational Studies in Mathematics, 37(2), 121–143.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. A., Karadeniz, Ş., & Demirel, F. (2009). Bilimsel araştırma yöntemleri. Ankara; Pegem Yayıncılık.
  • Cai, J. & Hwang, S. (2002). Generalized and generative thinking in U.S. and Chinese students' mathematical problem solving and problem posing. Journal of Mathematics Behavior, 21, 401-421.
  • Cankoy, O. & Darbaz, S. (2010). Effect of a problem posing based problem solving instruction on understanding problem. Hacettepe University Journal of Education, 38,11-24.
  • Carboni, L. W. (2001). Number sense every day. http://www.learnnc.org/lp/pages/783 02.03.2010 tarihinde alınmıştır.
  • Christou, C., Mousoulides, N., Pittalis, M., Pitta-Pantazi, D., & Sriraman, B. (2005). An empirical taxonomy of problem posing processes. ZDM, 37(3), 149-158.
  • Crespo, S. & Sinclair, N. (2008). What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems. Journal Mathematics Teacher Education, 11, 395–415.
  • Crespo, S. (2003). Learning to pose mathematical problems: exploring changes in preservice teachers’ practices. Educational Studies in Mathematics, 52, 243-270.
  • Cunningham, R. (2004). Problem posing: an opportunity for increasing student responsibility. Mathematics and Computer Education, 38(1), 83-89.
  • English, L. D. (1997). The development of fifth-grade children’s problem-posing abilities. Educational Studies in Mathematics, 34, 183-217.
  • 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, ve R. Charles (Eds.), Teaching mathematics through problem solving. Reston, Virginia: National Council of Teachers of Mathematics.
  • Greeno, J. G. (1991). Number sense as situated knowing in a conceptual domain. Journal for Research in Mathematics Education, 22(3), 170-218.
  • http://dipmat.math.unipa.it/~grim/EAbu-elwan8.PDF 17.12.2009 tarihinde alınmıştır. Irwin, K. (1996). Making sense of decimals. In J. Mulligan & M.
  • Mitchelmore (Eds) Children’s number learning. (pp243–257). Adelaide: MERGA & AAMT.
  • Işık, C. & Kar, T. (2011). Đlköğretim 6, 7 ve 8. sınıf öğrencilerinin sayı algılama ve rutin olmayan problem çözme becerilerinin incelenmesi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 57-72.
  • Işık, C. & Kar, T. (2012a). 7. sınıf öğrencilerinin kesirlerde toplama işlemine kurdukları problemlerin analizi. Đlköğretim Online, 11(4), 1021-1035. [Online]: http://ilkogretim-online.org.tr
  • Isık, C. & Kar, T. (2012b). An error analysis in division problems in fractions posed by preservice elementary mathematics teachers. Educational Sciences: Theory & Practice 12(3), 2289-2309.
  • Işık, C. & Kar, T. (2012c). Matematik dersinde problem kurmaya yönelik öğretmen görüşleri üzerine nitel bir çalışma. Milli Eğitim Dergisi, 194, 199-215.
  • Işık, C., Işık, A., & Kar, T. (2012). Đlköğretim 6. sınıf öğrencilerinin doğal sayılarda kalanlı bölme işlemine yönelik problem kurma ve çözme becerilerinin araştırılması. 11. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu, Rize.
  • Jordan, C. N., Kaplan, D., Olah, L. N., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77(1), 153 – 175.
  • Kar, T., Özdemir, E., Đpek, A. S., & Albayrak, M. (2010). The relation between the problem posing and problem solving skills of prospective elementary mathematics teachers. Procedia Social and Behavioral Sciences, 2, 1577–1583.
  • Küçük, A. & Demir, B. (2009). Đlköğretim 6–8. sınıflarda matematik öğretiminde karşılaşılan bazı kavram yanılgıları üzerine bir çalışma. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 13, 97-112.
  • Launge, G. E. J. (2007). An examination of the relationships between teaching and learning styles, and the number sense and problem solving ability of year 7 students. Doktora Tezi. Sussex University, UK.
  • Lavy, I. & Shriki, A. (2007). Problem posing as a means for developing mathematical knowledge of prospective teachers. Paper presented at the meeting of 31st Conference of the International Group for the Psychology of Mathematics Education, Seoul.
  • Lowrie, T. (2002). Young children posing problems: the influence of teacher intervention on the type of problems children pose. Mathematics Education Research Journal,14(2), 87-98.
  • Markovits, Z & Sowder, J. (1994). Developing number sense: an intervention study in grade 7. Journal for Research in Mathematics Education, 25(1), 4-29.
  • Matz, K. & Leier, C. (1992). Word problems and the language connection. Arithmetic Teacher, 39(8), 14-17.
  • McIntosh, A., Reys, B. J., & Reys, R. E. (1992). A proposed framework for examining basic number sense. For the Learning of Mathematics, 12(3), 2-8.
  • Milli Eğitim Bakanlığı[MEB], (2006). Đlköğretim matematik 6–8. sınıflar öğretim programı ve kılavuzu. Talim ve Terbiye Kurulu Başkanlığı, Ankara.
  • Moss, J. & Case, R. (1999). Developing children's understanding of the rational numbers: a new model and an experimental curriculum. Journal for Research in Mathematics Education, 30(2), 122-147.
  • National Council of Teachers of Mathematics (NCTM), (2000). Principles and standard for school mathematics. Reston, VA: National Counsil of Teachers of Mathematics.
  • NationalC ouncil of Teacherso f Mathematics( 1989). Curriculuma and evaluations tandardsf or school mathematics. Reston, VA: The Council.
  • Sackur-Grisvard, C. & Leonard, F. (1985). Intermediate cognitive organizations in the process of learning a mathematical concept: the order of positive decimal numbers. Cognition and Instruction, 2(2) 157-174.
  • Silver, E. A. & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education, 27, 521-539.
  • Silver, E. A. & Cai, J. (1993). Mathematical problem posing and problem solving by middle school students.
  • Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.
  • Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19-28.
  • Soylu, Y. & Soylu, C. (2005). Đlköğretim beşinci sınıf öğrencilerinin kesirler konusundaki öğrenme güçlükleri: kesirlerde sıralama, toplama, çıkarma, çarpma ve kesirlerle ilgili problemler. Erzincan Eğitim Fakültesi Dergisi, 7(2), 101-117.
  • Stacey, K. & Steinle, V. (1999). A longitudinal study of children's thinking about decimals: a preliminary analysis. In O. Zaslavsky (Ed.), Proc. 23rd Conference of the International Group for Psychology of Mathematics Education. 4, (pp 233-240) Haifa, Israel: PME.
  • Stacey, K., Helme, S., & Steinle, V. (2001). Confusions between decimals, fractions and negative numbers: a consequence of the mirror as a conceptual metaphor in three different ways. Paper presented at the meeting Conference of PME, Utrecht.
  • Stickles, P.R. (2006). An analysis of secondary and middle school teachers’ mathematical problem posing (Unpublished doctoral dissertation). University of Indiana University. Bloomington.
  • Stoyanova, E. (1998). Problem posing in mathematics classrooms. In A. McIntosh, & N. Ellerton (Eds.), Research in mathematics education: A contemporary perspective (pp.164-185). Perth: MASTEC Publication.
  • Toluk-Uçar, Z. (2009). Developing pre-service teachers understanding of fractions through problem posing. Teaching and Teacher Education, 25(1), 166-175.
  • Yuan, X. & Sriraman, B. (2010). An exploratory study of relationshıps between students’ creativity and mathematical problem-posing abilities. B.Sriraman, K. Lee (eds.), The Elements of Creativity and Giftedness in Mathematics, xx–xy
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA36VF32PK
Bölüm Makaleler
Yazarlar

Ahmet Işık Bu kişi benim

Alper Çiltaş Bu kişi benim

Tuğrul Kar Bu kişi benim

Yayımlanma Tarihi 15 Temmuz 2016
Yayımlandığı Sayı Yıl 2012 Cilt: 2 Sayı: 4 - Cilt: 2 Sayı: 4

Kaynak Göster

APA Işık, A., Çiltaş, A., & Kar, T. (2016). Problem Kurma Temelli Öğretimin Farklı Sayı Algılamasına Sahip 6. Sınıf Öğrencilerin Problem Çözme Basarılarına Etkisi. Pegem Eğitim Ve Öğretim Dergisi, 2(4), 71-80.
AMA Işık A, Çiltaş A, Kar T. Problem Kurma Temelli Öğretimin Farklı Sayı Algılamasına Sahip 6. Sınıf Öğrencilerin Problem Çözme Basarılarına Etkisi. Pegem Eğitim ve Öğretim Dergisi. Temmuz 2016;2(4):71-80.
Chicago Işık, Ahmet, Alper Çiltaş, ve Tuğrul Kar. “Problem Kurma Temelli Öğretimin Farklı Sayı Algılamasına Sahip 6. Sınıf Öğrencilerin Problem Çözme Basarılarına Etkisi”. Pegem Eğitim Ve Öğretim Dergisi 2, sy. 4 (Temmuz 2016): 71-80.
EndNote Işık A, Çiltaş A, Kar T (01 Temmuz 2016) Problem Kurma Temelli Öğretimin Farklı Sayı Algılamasına Sahip 6. Sınıf Öğrencilerin Problem Çözme Basarılarına Etkisi. Pegem Eğitim ve Öğretim Dergisi 2 4 71–80.
IEEE A. Işık, A. Çiltaş, ve T. Kar, “Problem Kurma Temelli Öğretimin Farklı Sayı Algılamasına Sahip 6. Sınıf Öğrencilerin Problem Çözme Basarılarına Etkisi”, Pegem Eğitim ve Öğretim Dergisi, c. 2, sy. 4, ss. 71–80, 2016.
ISNAD Işık, Ahmet vd. “Problem Kurma Temelli Öğretimin Farklı Sayı Algılamasına Sahip 6. Sınıf Öğrencilerin Problem Çözme Basarılarına Etkisi”. Pegem Eğitim ve Öğretim Dergisi 2/4 (Temmuz 2016), 71-80.
JAMA Işık A, Çiltaş A, Kar T. Problem Kurma Temelli Öğretimin Farklı Sayı Algılamasına Sahip 6. Sınıf Öğrencilerin Problem Çözme Basarılarına Etkisi. Pegem Eğitim ve Öğretim Dergisi. 2016;2:71–80.
MLA Işık, Ahmet vd. “Problem Kurma Temelli Öğretimin Farklı Sayı Algılamasına Sahip 6. Sınıf Öğrencilerin Problem Çözme Basarılarına Etkisi”. Pegem Eğitim Ve Öğretim Dergisi, c. 2, sy. 4, 2016, ss. 71-80.
Vancouver Işık A, Çiltaş A, Kar T. Problem Kurma Temelli Öğretimin Farklı Sayı Algılamasına Sahip 6. Sınıf Öğrencilerin Problem Çözme Basarılarına Etkisi. Pegem Eğitim ve Öğretim Dergisi. 2016;2(4):71-80.