Problem Solving Levels Of Elementary School Students On Mathematical Word Problems And The Distribution of These Problems in Textbooks

Abstract

This study aims to investigate primary school students' addition and subtraction based mathematical word problem solving levels and to identify the types of questions asked to students in mathematics course books. A form with problem types was administered to 158 third year students. Also, 6 mathematics course books and students' books were analyzed through document analysis. The results showed students had difficulties in initial unknown addition and subtraction problems and compare problems. In addition, it was found out that result unknown addition and subtraction based word problems were mostly used in the mathematics course books and students' books prepared by the Ministry of National Education. It was also observed that compare problems were very scarcely used.

Okul Öncesi Öğretmenlerinin ve Öğretmen Adaylarının Toplama ve Çıkarmaya İlişkin Sözel Problem Kurma Becerileri

“…Van De Walle, Karp ve Bay-Williams (2016) toplama ve çıkarma işlemlerine ilişkin sözel problem türlerini, birleştirme, ayırma, parça-parça-bütün, karşılaştırma problemleri olmak üzere bilinmeyen türüne göre 11 alt kategoriye ayırmıştır (Tablo 1). Toplama ve çıkarma işlemlerine ilişkin sözel problem türlerine ilişkin yapılan bazı çalışmalar incelendiğinde; hem yukarıda söz edilen türlerin ders ve etkinlik kitaplarında çok sınırlı düzeyde yer verildiğini (Desli ve Loukidou, 2014;Olkun ve Toluk, 2002;Parmjit, 2006;Parmjit ve Teoh, 2010;Sarıbaş ve Aktaş-Arnas, 2017;Tarım, 2017) hem de öğretmenlerin bu problem türlerini çocuklara yeterince sunmadığını (Nunes ve Bryant, çev. 2008;Sarıbaş ve Aktaş-Arnas, 2016, 2017Sperry-Smith, 2001) göstermektedir.…”

“…Yapılan bu çalışmalarda da öğretmenlerin çocuklar için seçtikleri sözel problem türleri üzerine yoğunlaşılmıştır. Bulgular okul öncesi öğretmenlerinin toplama ve çıkarma işlemleri içeren farklı sözel problem türlerini öğrencilerine yeterince sunmadıklarını göstermektedir (Sarıbaş ve Aktaş-Arnas, 2016, 2017.…”

“…The development of this skill requires a slow and continuous procedure (Van de Walle, 1994). Therefore, it is recommended to include learning and teaching activities that are oriented at these skills starting from the pre-school period in order to develop the children's skills of solving word problems (Tarım, 2017;Van De Walle, Karp and Bay-Williams, 2016). It cannot be ignored that both pedagogical and subject matter knowledge of the teachers and pre-service teachers who are the implementers of these activities are important.…”

The role of textbook quality in first graders’ ability to solve quantitative comparisons: a multilevel analysis

“…However, empirical research suggests that usually only the first three types of problems are dealt with in class or textbooks. In contrast, comparison problems are often neglected or even ignored (Despina & Harikleia, 2014;Selter et al, 2012;Tarim, 2017). Comparison problems are also considerably more difficult for students in the beginning grades (Stern, 1993).…”

Analyse des performances de résolution de problèmes arithmétiques verbaux en début de collège

“…(2019) ; Jordan & Hanich, 2000 ;Wang, Fuchs & Fuchs, 2016 ;Willis & Fuson, 1988 pour le cours élémentaire 1 (Grade 2); Fuchs et al, 2006 ;Fuchs, et al, 2008 ;Rosenthal & Resnick, 1974 ;Tarim, 2017 ; pour le cours élémentaire 2 ou Grade 3 ; pour une synthèse voir Fayol, Thevenot & Devidal, 2005ou Thevenot, 2017. Les élèves y découvrent ce type de problèmes, leurs structures et les situations qu'ils décrivent.…”