THE EFFECT OF MATHEMATICS TEACHING THROUGH POLYA’S PROBLEM SOLVING STEPS UPON 4TH GRADE STUDENTS’ SUCCESS OF SOLVING MATHEMATIC PROBLEMS

Pelin Kösece Loğoğlu, Lütfi Üredi

Abstract


In this research, the effect of mathematics teaching through Polya’s problem solving steps upon problem solving success of the elementary education 4th grade students was analyzed in terms of various variables. In the study, “pre-test and post-test control-group design” was used semi-experimentally as the research method. In semi-experimental designs, there is an experimental approach in which no random distribution is used for categorizing the individuals as experimental and control groups. However, the participants’ being at a fairly similar quality is regarded. The participants who participated into the study were selected among the 4th grade students studying at two state elementary schools in Adana province in 2014-2015 academic year creating one experimental group and one control group. The data collection tools were student information form and Problem Solving Success Determination Test prepared by the researcher under the control of an expert. Obtained data were transferred into the computer environment using SPSS 22 statistical software. During the data analysis, whether there was a statistical difference between post-test scores of the experimental and control groups was tested using independent groups t-test. For other comparisons, t-test and one-way variance analysis were performed. These results were concluded as result of the analyses. According to t-test results, problem solving success level did not differ significantly according to the age and gender of the students. Problem solving success level differed significantly according to the profession of mother and father. The problem solving success level did not differ significantly according to the socio-economic status of the family. Problem-solving success level significantly differed according to the educational status of mother; however, did not differ significantly according to the educational status of father. In terms of the analysis results on the difference in mathematical problem solving success of the students, it was concluded that success of the students increased in a problem solving process supported with activities and administered with Polya’s problem solving steps accurately.  

 

Article visualizations:

Hit counter

DOI

Keywords


activity, mathematics problems, mathematics level

References


Altun, M. (2010). İlköğretim 2.Kademe Matematik Öğretimi. (7.Baskı). Ankara: Alfa Aktüel Yayıncılık.

Alver, B. (2005). Üniversite Öğrencilerinin Problem Çözme Becerileri Ve Akademik Başarılarının Çeşitli Değişkenlere Göre İncelenmesi. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, sayı, 21, 75-88.

Arsal, Z. (2009). Problem Çözme Stratejilerinin Problem Çözme Başarısını Yordama Gücü. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 103-113.

Bahar, H.H. (2006). KPSS Puanlarının Akademik Başarı Ve Cinsiyet Açısından Değerlendirilmesi. Eğitim ve Bilim, 31(140), 68-74.

Büyüköztürk, Ş. (2001). Deneysel desenler, Öntest-Sontest, Kontrol Grubu Desen ve Veri Analizi. Ankara: Pegema Yayıncılık.

Gürsakal, S. (2012). PISA 2009 Öğrenci Başarı Düzeylerini Etkileyen Faktörlerin Değerlendirilmesi. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 17(1), 441-452.

Kal, F. M. (2013). Matematiksel Modelleme Etkinliklerinin İlköğretim 6.Sınıf Öğrencilerinin Matematik Problemi Çözme Tutumlarına Etkisi. Yükseklisans Tezi. Kocaeli Üniversitesi Fen Bilimleri Enstitüsü, Kocaeli.

Kılıç, E. & Karadeniz, Ş. (2004). “Cinsiyet Ve Öğrenme Stilinin Gezinme Stratejisi Ve Başarıya Etkisi”, Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 24(3), s.129-146.

Milli Eğitim Bakanlığı, (2012). Matematik Dersi (1-5.Sınıflar) Öğretim Programı, Ankara.

Okur, M., Tatar, E. & İşleyen, T. (2006). “İlköğretim Düzeyinde Problem Çözme Yaklaşımları”, Journal of Qafqaz University, sayı 18, s.166-170.

Öksüzler, O. & Sürekçi, D. (2010). “İlköğretimde Başarıyı Etkileyen Faktörler: Bir Sıralı Lojit Yaklaşımı”, Finans Politik & Ekonomik Yorumlar, 47 (543), s.93-103.

Özkal, N. & Çetingöz, D. (2006). “Akademik Başarı, Cinsiyet, Tutum Ve Öğrenme Stratejilerinin Kullanımı”, Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 12(2), s.259-275.

Özsoy, G. (2012). Deneme modeli. http://kisi.deu.edu.tr//yilmaz.ahmet/birinci_donem_makale/01_bilim_ve_tarih/01bilim/04.pdf adresinden 29.11.2014 tarihinde alınmıştır.

Polya, G. (1957). How to Solve It. Princeton N. J.: Princeton University Press.

Saracaloğlu, A. S., Serin, O., & Bozkurt, N. (2001). “Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü Öğrencilerinin Problem Çözme Becerileri İle Başarıları Arasındaki İlişki”, Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, sayı 14, s.121-134.

Ural, A. & Çınar, F.N. (2014). “Anne ve Babanın Eğitim Düzeyinin Öğrencinin Matematik Başarısına Etkisi”, Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 3(4), s.41-56.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Pelin Kösece Loğoğlu, Lütfi Üredi

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).

 
Histats.com © 2005-2018 - GDPR: tracker policy -Integrate your policy - this website policy - Check/do opt-out