The Effect of Teaching Integers through the Problem Posing Approach on Students’ Academic Achievement and Mathematics Attitudes

Abstract

Problem Statement: Throughout history, many changes have occurred in the field of mathematics education. These changes have also occurred concerning special topics that mathematics educators have constantly been searching. The significance of problem posing in mathematics teaching has increased recently with respect to its contributions to the teacher and the student. Thus, the problem posing approach is examined with respect to special topics. Study Purpose: The effect of teaching integers through the problem posing approach on sixth grade students' academic achievement and mathematics attitudes.

Improving mathematical learning in Scotland's Curriculum for Excellence through problem posing: an integrative review

“…How many floors does she go up?' −3 −(+5) = −2 Ozdemir and Sahal (2018) reported that during this session, the mathematical error was identified by other pupils in the class. Similarly, Lavy and Shriki (2010) found that poor mathematical knowledge could impede the problem-posing activity of ITE students.…”

“…Improvement in mathematical achievement was reported for pupils. For primary pupils, improvements were found in the areas of integers (Ozdemir & Sahal, 2018) and general mathematical knowledge (Chen et al, 2015). Secondary school pupil improvements were found in the areas of probability (Demir, 2005), geometry (Haghverdi & Gholami, 2015;Mahendra et al, 2017), general mathematical knowledge (Xia et al, 2008;Kesan et al, 2010;Guvercin & Verbovskiy, 2014) and algebra (Walkington, 2017).…”

“…Attitudinal improvements were identified for pupils. Primary pupils reported more positive attitudes to problem posing (Chen et al, 2015) and problem solving (Priest, 2009;Chen et al, 2015) and mathematics in general (Ozdemir & Sahal, 2018). Secondary school pupils reported more positive attitudes towards probability and also mathematics in general (Demir, 2005).…”

“…The datasets contained 384 participants (287 ITE students and 97 pupils, respectively). It should be noted that 69 pupils in the study by Ozdemir and Sahal (2018) were also included in the quantitative data.…”

Remaining Semper Paratus: Augmented Reality in the Coast Guard

“…Numerous studies have highlighted the advantages of incorporating AR into training-namely, increased achievement and motivation as well as the support of cognitive processing and transfer. AR technology has been extensively documented to improve student achievement better than traditional methods (Akçayir, Akçayir, Pektaş, & Ocak, 2016;Gavish et al, 2015;Gilbert et al, 2018;Ozdemir, Sahin, Arcagok, & Demir, 2018;Yip et al, 2019). As Dunleavy, Dede, and Mitchell (2009) state, [AR's] most significant affordance is the unique ability to create immersive hybrid learning environments that combine digital and physical objects, thereby facilitating the development of process skills such as critical thinking, problem solving, and communicating utilized through interdependent collaborative exercises.…”