Özet:

21. With the technological advances of the century, computers have become an integral part of human life. Many of the problems in everyday life can be solved through computers. But solutions algorithms come to us as a product of the human mind. Therefore, it is important to train individuals equipped with the achievements of technology and mathematical readers with technical skills and problem-solving skills in our age.

Problem-solving skills are one of the most important skills of the 21st century that every individual should have. Considering the complexity of today’s problems, the ability to solve problems has become an obligation to restructure according to today’s conditions. Information-processive thinking is also defined as a kind of problem-solving ability. Information-processive thinking is an effective problem-solving model.

The aim of this study is to contribute to the acquisition of knowledge-processing thinking skills by offering a model suggestion on how and how information-processing thinking can be modeled and developed in class 7 math courses.

Models play an important place in the learning of concepts and the acquisition of skills by students in mathematics teaching. In the study in general, the conceptual framework of the dimensions of information-processing thinking in literature is defined as: division, sample identification, abstraction, algorithm, testing/fake extract and evaluation-solving recommendations.

In the model, the questions to be asked in each dimension of thought and the original solutions to problems through these questions were studied and a degree score key example was given to students to evaluate their skills according to the dimensions of information-processing thinking that can be used in the analysis of the data obtained from the answers. The study has developed a model of how the process should be in class-in-class practices on the three mathematical issues taken from literature around the definition of information-processive thinking and its subdimensions and in the light of the studies carried out.

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Özet:

With the technological developments in the 21st century, computers have become an essential part of human life. Many problems encountered in daily life can be solved through computers. However, solution algorithms appear as a product of the human mind. For this reason, it is important to educate individuals equipped with technology and mathematics literacy acquisitions with technical skills and problem-solving skills in our age.

Problem-solving skill is one of the most important skills of the 21st century that every individual should have. Considering the complexity of today's problems, it has become imperative to restructure problem-solving skills according to today's conditions. Computational thinking is also defined as a kind of problem-solving skill. Computational thinking is an effective problem-solving model. According to ISTE (2015), computational thinking is a powerful problem-solving approach that combines technology and thought and is a combination of creativity, algorithmic thinking, critical thinking, problem-solving, and collaboration.

This study aims to present a model proposal on how to model and develop computational thinking in 7th-grade mathematics lessons and contribute to the acquisition of computational thinking skills of teachers and students.

Models play an important role in students' learning concepts and skill acquisition in mathematics teaching. In the research, in general, the conceptual framework of the computational thinking dimensions in the literature is determined as decomposition, pattern recognition/building a model, abstraction, algorithm, testing/debugging, and evaluating solutions.

In the study, a model is developed around the definition of computational thinking and its components and on the three math problems taken from the literature in the light of the studies conducted, on how the process should be in classroom practice.

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