La resolución de problemas matemáticos a través del análisis secuencial de procesos

Codina, Antonio; Cañadas, María C.; Castro, Enrique

doi:10.14204/ejrep.35.14045

Cited by 4 publications

(1 citation statement)

References 26 publications

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“…Problem solving is generally accepted as a developed thinking skill. Problem solving is consisted of different thinking processes (Codina, Canadas & Castro, 2015;Fischer, Greiff, Wüstenber, Fleischer, Buchwald, & Funke, 2015). Problem solving is a method which requires conceptual background (Van Merrienboer, 2013).…”

Section: Introductionmentioning

confidence: 99%

PISA 2003 ve 2012 Problem Çözme Becerileri Sonuçlarının Türkiye Açısından İncelenmesi

2016

Sakarya University Journal of Education

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This study is aimed to review the results of problem solving skills test in PISA of Turkey in terms of gender, curriculum and types of school. The data was analyzed by the means of document analysis method in this study which has a qualitative descriptive research design. The reports published by OECD and MEB were used as data collection instruments, and also articles, master thesis and dissertations and reports, which have open access and are published in national and foreign literature in 2004-2014, were used to interpret in these data in the study. According to findings, Turkey has been located at the proficiency level 2 in both PISA 2003 and 2012 in terms of mathematical literacy, and moreover there is a difference between the score point and ranking of success but any development has been not seen on proficiency level. The findings in the study are evaluated according to gender, types of school and curriculum published in 1995 and 2004. According to the results of the study, both PISA 2003 and 2012 is seen to have difference in score and ranking, there is no difference at the proficiency levels. When the results is analyzed in terms of variables of the study, the most successful school type in PISA 2003 is science high school while the students from vocational high school are more successful in problem solving than the other field in PISA 2012. Male students have been more successful than female students in both PISA 2003 and 2012, but it has been showed that there is no a significant difference statistically between them.Keywords: PISA, problem solving skills, curriculum. Sakarya University Journal of Education 41makale, tez ve raporlar kullanılmıştır. Elde edilen verilere göre Türkiye'nin her iki yıla ait uygulama arasında alınan başarı puanı ve başarı sıralamasında pozitif yönde farklılık bulunmakla birlikte bulunduğu yeterlik düzeyi açısından herhangi bir değişiklik görülmemektedir. Araştırmada elde edilen bulgular cinsiyet, okul türü ve 1995 ve 2004 yılı eğitim programlarına göre değerlendirilmiştir. Araştırmadan elde edilen sonuçlara göre her iki yıla ait uygulama arasında alınan başarı puanı ve başarı sıralamasında bir farklılık bulunmakla birlikte bulunduğu yeterlik düzeyi açısından herhangi bir değişiklik görülmemektedir. Araştırma değişkenleri açısından sonuçlar incelendiğinde, PISA 2003'te en fazla başarı gösteren okul türü fen liseleri olurken; PISA 2012 problem çözme becerileri sınav sonuçlarına göre diğer alanlara oranla meslek liselerinden katılan öğrencilerin bu alanda daha başarılı oldukları görülmüştür. PISA 2003 ve 2012'de problem çözme becerilerinde erkek öğrenciler kız öğrencilere göre daha başarılıdır, fakat aralarında istatistiksel açıdan anlamlı bir fark olmadığı görülmektedir.Anahtar kelimeler: PISA, problem çözme becerileri, eğitim programı.

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Section: Introductionmentioning

confidence: 99%

PISA 2003 ve 2012 Problem Çözme Becerileri Sonuçlarının Türkiye Açısından İncelenmesi

2016

Sakarya University Journal of Education

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Tracing for the problem-solving ability in advanced calculus class based on modification of SAVI model at Universitas Negeri Semarang

Pujiastuti

Waluya

Mulyono

2018

J. Phys.: Conf. Ser.

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Entornos Tecnológicos y su Influencia en los Espacios de Trabajo Matemático

Sánchez

Albaladejo

2016

Bolema

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ResumenEste trabajo analiza la influencia de contextos ricos en tecnología digital sobre los Espacios de Trabajo Matemático (ETM). En particular, pretende poner de manifiesto cómo el uso de la tecnología propicia, por una parte, la modificación de roles en los agentes implicados en el proceso de enseñanza-aprendizaje y, por otra, la aparición de ETM compartidos. Utilizando el enfoque de la metodología observacional y el trabajo colaborativo en resolución de problemas como estrategia didáctica con estudiantes para maestro, se ilustrará: (a) cómo influye la interactividad con una i-actividad y el uso de herramientas de comunicación asincrónicas en la construcción de ETM compartidos, y (b) cómo la i-actividad y los estudiantes asumen parcialmente el rol del docente en la gestión de ETM personales y compartidos, ayudados éstos por la tecnología digital. AbstractThis work analyzes the influence of technologically rich environments on Mathematical Working Spaces (MWS). In particular, it aims to show how the use of technology fosters, on one hand, changes in the role adopted by agents of the teaching-learning processes, and, on the other hand, the arising of shared MWS. Using observational methodology and collaborative work on problem solving as a didactical strategy with student teachers, we shall illustrate: (a) how the interactivity with an i-activity and the use of asynchronous communication tools influences the construction of shared MWS; and (b) how the i-activity and the students partially take the instructor's role in the management of Personal and shared MWS, aided by digital technology.

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La resolución de problemas matemáticos a través del análisis secuencial de procesos

Cited by 4 publications

References 26 publications

PISA 2003 ve 2012 Problem Çözme Becerileri Sonuçlarının Türkiye Açısından İncelenmesi

PISA 2003 ve 2012 Problem Çözme Becerileri Sonuçlarının Türkiye Açısından İncelenmesi

Tracing for the problem-solving ability in advanced calculus class based on modification of SAVI model at Universitas Negeri Semarang

Entornos Tecnológicos y su Influencia en los Espacios de Trabajo Matemático

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