The Analysis of Mathematical Problem Posing Skill
of Elementary Second Grade Students
Journal Name:
- Amasya Üniversitesi Eğitim Fakültesi Dergisi
Keywords (Original Language):
| Author Name | University of Author |
|---|---|
Abstract (2. Language):
Problem Statement: This study was undertaken during the second semester
of the 2011-12 school year in Basaksehir districts of Istanbul. This study has
the characteristics of case study with a qualitative research approach. Content
analysis technique was used in order to obtain qualitative data for problems
which students failed to generate. The study was carried out in two stages. In
the first stage, students were informed about problem posing activity and then
made the problem posing activity in the textbook with their teacher. At this
stage, direct observation was made. In the second stage, a similar activity was
conducted by researchers. Data were collected by worksheets. When the
results were analyzed, some students failed to create a problem according to
operations, some students had misconceptions, and some students could not
use native language very well. These issues may have occured due to
inappropriate for students’ cognitive level for problem situation which is
“create a problem according to given operations. Did second grade students
generate a problem according to given operations? What was the reason
students failed to create a problem?
Purpose of the Study: The aim of this study was to investigate the problem
posing skills of students who were in second grade of primary education and
how they could make the problem posing activity in their lesson.
Method(s): This study had the characteristics of case study with a qualitative
research approach. Content analysis technique was used in order to obtain
qualitative data for problems which students failed to generate.Findings and Discussions: Some students failed to create a problem
according to operations, some students had misconceptions and some
students could not use native language very well.
Conclusions and Recommendations: Traditional approach in mathematical
education struggles to synchronize with the millennial age where science and
technology develop. The assumption that mathematics is independent from
real life contradicts the fact that mathematics is a scientific work. Therefore,
new approaches have been developed for students in order to help them
understand mathematics more clearly, providing with them the usage of
mathematics and develop interpreting and criticizing talent for the
mathematics itself. One of these approaches is mathematical education based
on problem posing. Issues may occur due to inappropriate for students’
cognitive level for problem situation which is “create a problem according to
given operations.
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Abstract (Original Language):
Bu çalışmanın amacı, 2. sınıf öğrencilerinin problem kurma etkinliğini
ve öğrencilerin problem kurma becerilerini incelemektir. Bu çalışma nitel
araştırma yaklaşımı ile durum çalışması özelliği taşımaktadır. Çalışmaya 26
öğrenci katılmış olup, çalışma iki adımda gerçekleştirilmiştir. I. adımda
öğrenciler, öğretmenleri ile problem kurmanın ne olduğunu öğrenmiş ve
peşinden ders kitaplarında yer alan problem kurma etkinliğinden bir soruyu
yapmışlardır. Bu aşama, doğrudan gözlemlenmiştir. Daha sonra II. adımda,
araştırmacı tarafından verilen benzer bir problem öğrencilere sunulmuştur.
Veriler çalışma kâğıdı olarak toplanmıştır. Bazı öğrencilerin istenen duruma
uygun problem kuramadıkları, kavram yanılgısı ortaya çıktığı, Türkçe dilini
iyi kullanamadıkları belirlenmiştir. Bu durum, kitapta yer alan problem
kurma etkinliğinin, öğrencilerin hazır bulunuşluk düzeyine uygun .
olmamasından kaynaklanıyor olabilir.
FULL TEXT (PDF):
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