Examining the Mathematical Problem-Posing Skills of 4th Grade Primary School Students

SILA APAYDIN

Examining the Mathematical Problem-Posing Skills of 4th Grade Primary School Students

Thesis Type: Postgraduate

Institution Of The Thesis: Yıldız Technical University, Graduate School of Social Sciences, Basic Education, Turkey

Approval Date: 2023

Thesis Language: Turkish

Student: SILA APAYDIN

Supervisor: Zeynep Yıldız

Open Archive Collection: AVESIS Open Access Collection

Abstract:

This research aims to determine the level of problem posing skills of 4th grade primary school students in different problem posing situations and to examine the relationship between problem posing skills, problem solving success, Turkish lesson success and gender variable. For this purpose, the research was carried out with the relational scanning model, one of the quantitative research methods. The study group of the research consists of 113 primary school 4th grade students studying in a public primary school in the Sarıyer district of Istanbul in the spring term of the 2022-2023 academic year. Problem Posing Achievement Test and Problem Solving Achievement Determination Test were used as data collection tools in the research. The Problem Posing Achievement Test consists of a total of 10 items, which include structured, semi-structured and free problem posing situations and are suitable for the 4th grade primary school curriculum. Consideration and scoring of 10 items in the Problem Posing Achievement Test was done with the Problem Posing Skill Test Scoring Directive. The obtained data were analyzed using the SPSS package program. According to the results of the research, it was determined that students' problem posing skills were positively related to their problem solving skills and Turkish lesson success. It was determined that gender was not influential on problem posing skills. Students have been determined to be more successful in structured problem posing situations than in semi-structured and free problem posing situations. They are more unsuccessful in free problem posing situations than the other two problem posing situations. In addition, it was concluded that the students, in general, posed solvable problems and could solve their problems.