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Journals / Pamukkale Üniversitesi Eğitim Fakültesi Dergisi / 2014 / Cilt: 0 - Sayı: 36

Sınıf Öğretmeni Adaylarıyla Matematiksel Problem Çözme Üzerine Deneysel Bir Çalışma

Experimental Study on Mathematical Problem Solving Approach with Pre-service Elementary Teachers

Zeynep Sonay AY
Safure BULUT
Pages
45–57
Publication Date
2022-10-18
DOI
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AI Summary & Key Takeaways

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

The results have revealed that questioning problem solving approach has a statistically significant effect on pre-service elementary school teachers' basic mathematics achievement and problem solving performance (The effect size has been found as ?2=0.265).

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The main purpose of this study is to investigate the effects of problem solving approaches on pre-service elementary teachers' basic mathematics achievement and problem-solving performance.
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Key Findings & Data:The study has been conducted as quasi - experimental design with 110 elementary school pre-service teachers at a public University in Central Anatolia Region.
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Conclusion & Impact:The results have revealed that questioning problem solving approach has a statistically significant effect on pre-service elementary school teachers' basic mathematics achievement and problem solving performance (The effect size has been found as ?2=0.265).
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The main purpose of this study is to investigate the effects of problem solving approaches on pre-service elementary teachers' basic mathematics achievement and problem-solving performance. The study has been conducted as quasi - experimental design with 110 elementary school pre-service teachers at a public University in Central Anatolia Region. The study has lasted 12 weeks. Experimental group has been instructed by questioning problem solving approach while control group has been instructed by traditional problem solving approach. The data have been collected through Basic Mathematics Achievement Test, Mathematical Problem Solving Test and has been analyzed by using multivariate analysis of covariance. The results have revealed that questioning problem solving approach has a statistically significant effect on pre-service elementary school teachers' basic mathematics achievement and problem solving performance (The effect size has been found as ?2=0.265).

Özet

Bu çalışmanın amacı, problem çözme yaklaşımlarının sınıf öğretmeni adaylarının, temel matematik başarılarına ve problem çözme performanslarına etkisini araştırmaktır. Çalışma, yarı deneysel çalışma olarak İç Anadolu Bölgesindeki bir devlet üniversitesinde 110 sınıf öğretmeni adayı ile gerçekleştirilmiştir. Deneysel çalışma 10 hafta sürmüştür. Deney grubuna sorgulayıcı problem çözme yaklaşımı ile ders işlenirken, kontrol grubunda geleneksel problem çözme yaklaşımı ile ders işlenmiştir. Veriler, Temel Matematik Başarı Testi ve Matematiksel Problem Çözme Testi ile toplanmıştır. Elde edilen veriler çok yönlü kovaryans analizi kullanılarak analiz edilmiştir. Sonuçlar, sorgulayıcı problem çözme yaklaşımının öğretmen adaylarının temel matematik başarılarına ve problem çözme performanslarına anlamlı bir etkisi olduğunu göstermiştir (Etki büyüklüğü ?2=0.265 olarak bulunmuştur).

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Cite This Article

AY, Z. S., BULUT, S. (2022). Sınıf Öğretmeni Adaylarıyla Matematiksel Problem Çözme Üzerine Deneysel Bir Çalışma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 0 - Sayı: 36, 45–57. https://ajindex.com/articles/587238

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