Abstract:

The concept of motivation is described as a broad structure that includes all the internal and external conditions that affect how behavior is prompted, maintained and controlled. Math motivation is described as love of mathematics, an interest in it, and a high level of motivation with respect to this lesson, a wish to take part in math lessons and an interest in math both in and out of school. Mathematical problems can be varied as problems with different ways of solving them to routine problems with only one correct answer and open-ended, non-routine problems that every individual can interpret differently and whose outcomes vary from person to person. There is no single correct answer to open-ended problems, and these kinds of problems, which are also called non-routine problems, are important parts of the mathematics teaching program. Furthermore, non-routine problems are forms of problem that require students to use their imagination and that encourage them to think creatively and critically. For this reason, it can be said that these types of problems are educational in that they teach the students how to overcome the problems that they will encounter throughout their lives. Fermi problems can be regarded as examples of open-ended problems. Fermi problems are open-ended, non-routine problems that require students to make systematic guesses by making assumptions before starting on a solution using simple calculations. They are the kinds of problems that can be solved in different ways, that have no single correct answer and that students can only solve by making assumptions. The goal of this study is to influence 4th-grade primary school students' math motivation by using Fermi problems. To this end, a total of 40 4th grade students in a state-run school in the central district of Tokat Province were divided into one test and one control group, and their math motivation levels were measured. Afterwards, a four-week implementation was carried out using the test group during which the students were made to solve Fermi problems. The math motivation levels for both groups were tested again after this implementation was over. The first and last tests were compared in the light of the data obtained. According to the research results, while no change was observed in the math motivation levels of the control group, which was taught mathematics using traditional methods, a development was seen in the math motivation levels of the test group. Therefore, it is suggested that Fermi problems may be used to increase interest and motivation in math classes.