The results showed students had difficulties in initial unknown addition and subtraction problems and compare problems.
📌 3 Key Takeaways
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Objective & Hypothesis:Öz This study aims to investigate primary school students’ addition and subtraction based mathematical verbal problem solving levels and to identify the types of questions asked to students in mathematics course books.
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Key Findings & Data:A form with problem types was administered to 158 third year students.
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Conclusion & Impact:The results showed students had difficulties in initial unknown addition and subtraction problems and compare problems.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Anahtar Kelimeler Addition · word problems · subtraction
Özet
Öz This study aims to investigate primary school students’ addition and subtraction based mathematical verbal 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 analysed 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 verbal 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.
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