Problem Kurma Becerisini Geliştirmek için Tasarlanan Problem Kurma Öğrenme Modeli’nin Değerlendirilmesi

Abstract

The purpose of this study is to evaluate the Problem Posing Learning Model (PPLM), which is designed to develop problem posing skill, with prospective elementary mathematics teachers through problem posing activities for addition and subtraction operations with fractions. The research design of this study is the non-equivalent pretest-posttest comparison group design. While the experimental group was presented problem posing treatment according to the PPLM, the comparison group was presented problem posing treatment according to Polya's problem solving stages and problem posing stage. Data were collected with the Problem Posing Test (PPT). A scoring rubric was developed to analyze the problems posed in the PPT. Since, it was found out PPLM improved conceptual learning, had a positive effect on the solvability of problems, and enabled the correct use of mathematical language and grammar rules, it was concluded that PPLM could be used in problem posing teaching.

Examining The Problems Posed By Classroom Teacher Candidates According to Mathematical Process Skills

“…The increase in pre-service teachers' mathematics content knowledge enabled them to use mathematical concepts and symbols correctly in the problems they constructed. In the literature, studies showing that pre-service teachers who gained experience with problem posing instruction reduced the rate of making mistakes by using mathematical concepts correctly support the results of the study (Hošpesová & Tichá, 2015;Leavy & Hourigan, 2019;Örnek, 2020).…”

“…Problem posing is the process by which people construct and interpret existing concrete situations based on their experiences, turning them into meaningful mathematical problems (Stoyanova & Ellerton, 1996).For teachers, problem posing activities are crucial not only for their students' learning but also for helping them become proficient problem posers (Crespo, 2003).Teachers should construct quality problems that provide students with the opportunity to gain mathematical process skills and ask these problems to their students after their quality activities that enable students to learn the subject (Kar, 2014;Van de Walle, Karp, & Bay-Williams, 2012, p.34). Ensuring pre-service teachers' problem posing competences will reflect positively on their students' mathematics education (Demirci, 2018;Kar, 2014;Leavy & Hourigan, 2019;Örnek, 2020;Tichá & Hošpesová, 2009). A review of the literature on problem posing, which is beneficial for both teachers and learners in mathematics education, reveals that the problem posing skills of prospective mathematics and primary school teachers are often found to be inadequate (Ellerton, 2013;Hošpesová & Tichá, 2015;Işık & Kar, 2012;Korkmaz & Gür, 2006;Örnek, 2020;Tichá & Hošpesová, 2009;Tekin-Sitrava & Işık, 2018).…”

“…Ensuring pre-service teachers' problem posing competences will reflect positively on their students' mathematics education (Demirci, 2018;Kar, 2014;Leavy & Hourigan, 2019;Örnek, 2020;Tichá & Hošpesová, 2009). A review of the literature on problem posing, which is beneficial for both teachers and learners in mathematics education, reveals that the problem posing skills of prospective mathematics and primary school teachers are often found to be inadequate (Ellerton, 2013;Hošpesová & Tichá, 2015;Işık & Kar, 2012;Korkmaz & Gür, 2006;Örnek, 2020;Tichá & Hošpesová, 2009;Tekin-Sitrava & Işık, 2018). In mathematics education, the problems found in textbooks, which serve as auxiliary resources for teachers, should enhance students' communication, association, and reasoning skills (Usta & İpek, 2018).…”

“…When the studies involving problem posing skills are examined, it can be stated that there are fewer studies conducted with classroom teachers and prospective classroom teachers (Hošpesová & Tichá, 2015;Kılıç, 2013;Kılıç, 2017;Korkmaz & Gür, 2006;Leavy & Hourigan, 2019;Lin, 2004;Serin, 2019;Tekin-Sitrava & Işık, 2018;Tichá & Hošpesová, 2009). In addition, it is seen that fractions (Kar, 2014;Tichá & Hošpesová, 2009;Örnek, 2020;Xie & Masingila, 2017), natural numbers-operations (Tekin-Sitreva & Işık, 2018), data processing (Çomarlı, 2018), algebra (Karaaslan, 2018) and probability (Demirci, 2018) are generally addressed in problem posing studies.…”

Hata Temelli Aktivitelerin 7. Sınıf Öğrencilerinin Bazı İstatistik Kavramlarındaki Başarısı Üzerindeki Etkisi

“…Matematik eğitimi alanında sıklıkla kullanılan Probleme Dayalı Öğrenme (PDÖ) modeli tıp alanındaki uygulamalardan da etkilenerek yeni bir strateji olarak karşımıza çıkmaya başlamıştır. Bu strateji, bilinen klasik uygulamaların aksine öğrencilere çözüm basamaklarında hatalar içeren örnekler verilmesine dayanmaktadır (Örnek & Soylu, 2021).…”