Examination of Sixth Grade Students' Problem-Posing Skills: A Case study
Main Article Content
Abstract
The aim of this study is to examine the sixth grade students' skills in different problem situations requiring four operations in natural numbers and their views on problem posing. Participants of this study, where case study of qualitative research methods were preferred, consisted of 15 students studying at sixth grade level In the study, a problem-posing test including different problem-posing situations, and a semi-structured interview form related to basic operations in natural numbers, were used as data collection tools. Problem posing test consisted of 10 questions. The semi-structured interview form includes open-ended questions on students' mathematical problems and thoughts on problem solving.. The data obtained from the problem-posing test were analyzed with regard to the rubric of the test.. The answers were first classified as “empty”, “not a problem” and “problem”. Afterwards the answers determined to be a problem were evaluated and analyzed according to the criteria of “language”, “complexity of the problem” and “solvability” in the rubric put forward by Ada and Öztürk (2019). The data obtained from the interviews with the students were analyzed by descriptive analysis. According to the results of the study, while some of the students left the questions blank, a larger part of them could not form a problem sentence even though they answered the questions. In addition, a number of errors were identified in the students' perception of the problem concept. While students were able to pose problems in the most selection cases, they were able to pose very few problems in case of free problems. When the findings of the students' views are considered within the scope of the study, it is determined that problem-posing helps to understand the problem from a cognitive point of view and contributes to the meaning of procedural expression or mathematical subject. At the same time, it has been found that problem-posing creates positive attitudes in students by reducing prejudice against problems in terms of affective aspects and affects students' attitudes towards mathematics and brings them closer to the lesson. In line with the results of the study, some suggestions were made to the research and education stakeholders.
Downloads
Metrics
Article Details
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.