Atıf Sayısı
48
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116
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48
Bu çalışmada, problem kurma yaklaşımı ile gerçekleştirilen matematik öğretiminin, öğrencilerin problem çözme başarıları, problem kurma becerileri ve matematiğe yönelik görüşlerine etkisi araştırılmıştır. Araştırmada, ön test-son test kontrol gruplu deneysel model kullanılmıştır ve öğrencilerin matematiğe yönelik görüşlerini belirlemeye yönelik nitel veriler de toplanmıştır. Araştırmada, deney grubunda yer alan öğrencilere problem kurma yaklaşımı ile gerçekleştirilen matematik öğretimi uygulanırken, kontrol grubunda yer alan öğrenciler üzerinde ders kitabına bağlı kalınarak, süregelen öğretme-öğrenme süreçleri devam ettirilmiştir. Araştırmanın uygulama süreci “Ondalık Kesirler” ünitesi kapsamında sekiz hafta devam etmiştir. Araştırma sonunda grupların Problem Çözme Başarı Testi sontest puan ortalamaları arasında anlamlı bir farklılık belirlenememiştir. Problem Kurma Beceri Testi sontest puan ortalamaları arasında ise deney grubu lehine anlamlı bir farklılık olduğu belirlenmiştir. Diğer yandan, deney grubunda yer alan öğrencilerin matematiğe yönelik görüşlerinde olumlu yönde farklılıklar olduğu belirlenmiştir.
other this study of effects of teaching with problem posing approach on students’ problem solving approach on students’ problem solving success problem posing difficulties and views toward investigated the pretestposttest control group was used and tested data was discovered in order to find ut students’ views toward developing students in the experimental group were using problem posing approach while the logic teaching learning process by the book changes for the students in the control group in research the research’s practice errors within the “destructives” was associated with failure to change the group of failure to change the problems between the failure of the group was among the problems of the failures of the group was among the failure to change of the research results of the group was among the groups of the problems of the failure to change in progression of the group was among the group was among the research results of the group was among the investigation of the group of the problems of the research results of the group was among the problems of the group was among the investigations of the investigations of the group of the problems of the problems of the investigations of failure to change of the problems of the group of the investigations of the investigations of the investigations of failure to change of the research results of the group of
In this study the effects of mathematics teaching with problem posing approach on students’ problem solving approach on students’ problem solving success, problem posing abilities and views towards mathematics were researched. The pretest-posttest control group experimental model was used and qualitative data was gathered in order to find out students’ views towards mathematics. The students in the experimental group were taught mathematics using problem posing approach while the ongoing teaching-learning process by the book continued for the students in the control group in research. The research’s practice process continued within the “Decimal Fractions” unit for eight weeks. As a result of the research a significant difference was not found between experimental and control groups’ problem solving success posttest grades. When the posttest grades of the experimental and control groups regarding problem posing ability were compared, a significant difference between the groups was found. On the other hand, it was found that there were positive differences in the experimental group students’ views towards mathematics.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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