MATHEMATICS TEACHER TRAINEES’ SKILLS AND OPINIONS ON SOLVING NON-ROUTINE MATHEMATICAL PROBLEMS

### Journal Name:

- Eğitimde Kuram ve Uygulama Dergisi

### Keywords (Original Language):

Author Name | University of Author | Faculty of Author |
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Abstract (2. Language):

Problem solving is one of the most important subjects for Mathematics Educators. The subject of this study
is problem solving and the non-routine mathematical problem solving competences and opinions on
problem solving of mathematics teacher trainees. The study was carried out with 61 mathematics teacher
trainees. The study group was given problem solving instruction for 4 hours a week throughout 8 weeks.
Pre, post, and retention tests were conducted and participants’ ideas on problem solving were determined.
Statistical analysis of the study revealed that the instruction increased the trainees’ success of problem
solving at different levels and that simplifying the problem, looking for a pattern, reasoning, writing a
diagram, making a systematic list, guessing and checking, and working backwards, respectively were
affected the most. In addition to the separation of successful and unsuccessful participants, it was observed
that the strategies of reasoning, working backwards, writing a diagram, making a table and simplifying the
problem, respectively had a big impact. The analysis also confirmed that 80% of the problem solving
success could be explained by the problem solving strategies. Teacher trainees stated that the study
widened their perspectives, developed their self confidence, presented them with new ideas on how to study
systematically, and, thanks to the study, they also recognized that there might be a mathematical order even
in complex events.

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Abstract (Original Language):

Bu çalısmanın amacı, matematik ögretmen adaylarının rutin olmayan matematiksel problemleri çözme
becerilerini ve bu tür problemler ile bunları çözmede kullanılan stratejilere iliskin düsüncelerini
incelemektir. Matematik ögretmeni adayı olan ve 61 ögrenciden olusan çalısma grubuna haftada 4 saat
olmak üzere ve toplam 7 hafta süre ile problem çözme ögretimi dersleri verilmistir; ön test, son test ve
kalıcılık testi uygulanmıstır; ögrencilerin problem çözme konusundaki düsünceleri tespit edilmistir.
&statistiksel analizler, stratejilerin ögretilmesinde yapılan ögretimin farklı düzeylerde etkili oldugunu ve
sırayla problemi basitlestirme, örüntü arama, muhakeme etme, diyagram çizme, sistematik liste yapma,
tahmin ve kontrol, geriye dogru çalısma stratejilerinin çok etkilendigini ortaya koymustur. Ayrıca, problem
çözmede basarılı-basarısız ayırımı yapmada sırayla muhakeme etme, geriye dogru çalısma, diyagram
çizme, tablo yapma ve problemi basitlestirme stratejilerinin güçlü etkiye sahip oldukları görülmüstür.
Yapılan regresyon analizi, problem çözme stratejilerinin problem çözme basarısını %80 açıklayabildigini
ortaya koymustur. Ögretmen adayları; çalısmanın problemlere bakıs açılarını ve güven duygusunu
gelistirdigini, sistematik çalısmayı ögrettigini, çalısma sayesinde karmasık olayların içinde bile bir
matematiksel düzen oldugunu fark ettiklerini belirtmislerdir.

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