Effect of Teaching Mathematics Supported by Problem-posing Strategies on Problem-posing Skills
| dc.contributor.author | Divrik, Ramazan | |
| dc.date.accessioned | 2024-06-12T10:05:27Z | |
| dc.date.available | 2024-06-12T10:05:27Z | |
| dc.date.issued | 2023 | |
| dc.department | Trakya Üniversitesi | en_US |
| dc.description.abstract | This study investigates the effects of teaching mathematics supported by problem- posing strategies on fourth-grade students’ problem-posing skills. This study also seeks to determine students’ views about the process. To this end, the study employed an explanatory sequential design, a mixed method that incorporates collecting quantitative and qualitative data. The study group consisted of fourth-grade students studying in two different classrooms of a public school in the west of Türkiye in the 2021–2022 academic year. Data were collected through a “Problem-Posing Skills Test” and a “Semi-Structured Interview Form.” The research concludes that teaching mathematics supported by problem-posing strategies improves students’ problem-posing skills. In addition, this method was more effective than the one used in the control group in developing students’ structured, semi-structured, and free problem-posing skills. At the end of the interviews, it was determined that teaching mathematics supported by problem-posing strategies was an innovative, student- centered, and emotionally stimulating technique. It was also found that the students had more difficulty in the semi-structured and free problem-posing tasks. | en_US |
| dc.identifier.doi | 10.51383/ijonmes.2023.308 | |
| dc.identifier.endpage | 408 | en_US |
| dc.identifier.issn | 2618-6209 | |
| dc.identifier.issue | 2 | en_US |
| dc.identifier.startpage | 371 | en_US |
| dc.identifier.trdizinid | 1239115 | en_US] |
| dc.identifier.uri | https://doi.org/10.51383/ijonmes.2023.308 | |
| dc.identifier.uri | https://search.trdizin.gov.tr/yayin/detay/1239115 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14551/13424 | |
| dc.identifier.volume | 7 | en_US |
| dc.indekslendigikaynak | TR-Dizin | en_US |
| dc.language.iso | en | en_US |
| dc.relation.ispartof | International Journal of Modern Education Studies | en_US |
| dc.relation.publicationcategory | Makale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.title | Effect of Teaching Mathematics Supported by Problem-posing Strategies on Problem-posing Skills | en_US |
| dc.type | Article | en_US |
