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Journals / Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi / 2026 / Cilt: 27 Sayı: 2

Investigating the Effects of Attention and Synchronicity, Components of PASS Theory, on Problem Solving Skills in Mathematics Classes

PASS Teorisi Bileşenlerinden Dikkat ve Eşzamanlılığın Matematik Dersinde Problem Çözme Becerisine Etkisinin İncelenmesi

Püren Akçay(HALİÇ ÜNİVERSİTESİ)0000-0002-0087-7561
Aylin Ay Sarı(FMV Işık Okulları)0009-0005-6122-7318
Pages
514–529
Publication Date
2026-06-01
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The research findings indicate that the interventions significantly improved students' problem-solving skills, and that the synchrony process, in particular, was more decisive in this development than the attention variable.

📌 3 Key Takeaways

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Objective & Hypothesis:PASS theory, a neurocognitive intelligence theory consisting of planning, attention, simultaneous, and sequential cognitive processes, examines how a learner thinks while performing cognitive skills such as math, reading, and writing.
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Key Findings & Data:The study was conducted at a private school in the Avcılar district of Istanbul during the 2024-2025 academic year, involving a total of 100 students across five different classes and four distinct activities.
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Conclusion & Impact:The research findings indicate that the interventions significantly improved students' problem-solving skills, and that the synchrony process, in particular, was more decisive in this development than the attention variable.
🔬Design:Araştırma Makalesi
📍Scope:2024-2025 Verileri
⚙️Variables:PASS Teorisi · Matematik · Problem Çözme Becerisi

Abstract

PASS theory, a neurocognitive intelligence theory consisting of planning, attention, simultaneous, and sequential cognitive processes, examines how a learner thinks while performing cognitive skills such as math, reading, and writing. This study aims to investigate the effects of attention and synchrony, key elements of PASS theory, on the problem-solving skills of third-grade primary school students in mathematics. The study was conducted at a private school in the Avcılar district of Istanbul during the 2024-2025 academic year, involving a total of 100 students across five different classes and four distinct activities. The study employed a single-group pretest-posttest design, a weak experimental design among experimental research methods. The research findings indicate that the interventions significantly improved students' problem-solving skills, and that the synchrony process, in particular, was more decisive in this development than the attention variable. Furthermore, pretest success level emerged as a strong predictor of posttest performance. In line with these results, it is recommended that the curriculum emphasize activities aimed at developing synchrony skills, especially in mathematics courses, and that instructional processes be differentiated according to students' prior knowledge levels.

Özet

Planlama, dikkat, eş zamanlı ve ardıl bilişsel işlemlerden oluşan nörobilişsel bir zeka teorisi olan PASS teorisi, bilişsel işlem, öğrenen bir bireyin matematik, okuma, yazma gibi becerilerini sergilerken nasıl düşündüğünü incelemektedir. Bu araştırmada ilkokul 3. sınıf öğrencilerinin matematik dersinde problem çözme becerisine, PASS teorisi unsurlarından dikkat ve eşzamanlığın etkisini ortaya koymak amaçlanmaktadır. Araştırma İstanbul İli, Avcılar ilçesindeki bir özel okulda, 2024-2025 eğitim- öğretim yılında beş farklı sınıfa toplam 100 öğrenci ve dört farklı etkinlik ile yürütülmüştür. Çalışma, deneysel araştırma yöntemlerinden zayıf deneysel desenlerden tek gruplu ön-test son-test yöntemiyle desenlenmiştir. Araştırma bulguları, uygulamaların öğrencilerin problem çözme becerilerini anlamlı düzeyde geliştirdiğini ve bu gelişimde özellikle eşzamanlılık sürecinin dikkat değişkenine kıyasla daha belirleyici olduğunu göstermektedir. Ayrıca ön test başarı düzeyi, son test performansının güçlü bir yordayıcısı olarak öne çıkmıştır. Bu sonuçlar doğrultusunda, öğretim programlarında özellikle matematik derslerinde eşzamanlılık becerilerini geliştirmeye yönelik etkinliklere ağırlık verilmesi ve öğretim süreçlerinin öğrencilerin ön bilgi düzeylerine göre farklılaştırılması önerilmektedir.

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Cite This Article

Akçay, P., Sarı, A. A. (2026). Investigating the Effects of Attention and Synchronicity, Components of PASS Theory, on Problem Solving Skills in Mathematics Classes. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt: 27 Sayı: 2, 514–529. https://doi.org/10.29299/kefad.1778511

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