Comparison of Problem Posing Skills of Gifted and Non-gifted Primary School Students

Year 2023, Volume: 10 Issue: 1, 120 - 130, 31.03.2023

Tuba Aydoğdu İskenderoğlu , Ergün Yurtbakan

https://doi.org/10.33200/ijcer.1185364

Abstract

The purpose of this study was to compare the problem posing skills of gifted and non-gifted primary school students. As a quantitative research method, relational survey model was used for the research. The participants who were selected by convenient sampling consisted of 24 gifted and 24 non-gifted students attending from East of Blacksea region of Turkey. The data in the study were collected with an open-ended problem posing test which was developed by the researchers. This test consisting of 3 situations requiring free, semi-structured and structured problem posing. The data were evaluated according to the problem posing test evaluation form which was developed by the researchers. At the end of the study; while there was no statistical significance between gifted and non-gifted primary school students in free and semi-structured problem posing, it was found that non-gifted primary school students were statistically significantly better than gifted primary school students in structured problem posing.

Keywords

Gifted and non-gifted, Primary school students, Problem posing

References

• Abu-Elwan, R. (2002). Effectıveness of problem posing strategies on prospective mathematics teachers’ problem solving performance. Journal of Science and Mathematics Education in Southeast Asia, 25(1), 56-69.
• Aktan, O. (2020). Investigation of primary school mathematics curriculum lesson acquisitions according to renewed Bloom taxonomy. PAU Journal of Education, 48, 15-36. doi: 10.9779/pauefd.523545
• Alzahrani, A. A. (2021). Exploring differences in mathematical creative potential and problem-posing in gifted and non-gifted middle school students. Graduate Theses and Dissertations. Retrieved from https://scholarworks.uark.edu/etd/4162
• Arıkan, E. E., & Ünal, H. (2013). The analysis of mathematical problem posing skill of elementary second grade students. Amasya Education Journal, 2(2), 305-325.
• Atalay, Ö., & Güveli, Ö. (2017). Examination of problem posing abilities using computer animations on fractions in the 4th grade students. Adıyaman University Journal of Educational Sciences, 7(2), 192-220.
• Bevan, D., & Capraro, M. M. (2021). Posing creative problems: A study of elementary students’ mathematics understanding. International Electronic Journal of Mathematics Education, 16(3), em0654. https://doi.org/10.29333/iejme/11109
• Bulut, F., & Serin, M. K. (2020). The relationship between story writing and problem posing skills of the 4th grade primary school students. Education & Technology, 2(1), 16-28.
• Bulut, A. S. , Yıldız, A. & Baltacı, S. (2020). A Comparison of mathematics learning approaches of gifted and non-gifted students. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 11(2), 461-491.
• Cai, J., Hwang, S., Jiang, C., & Silber, S. (2015). Problem posing research in mathematics: some answered and unanswered questions. In F. M. Singer, N. Ellerton & J. Cai (Eds.), Mathematical problem posing: From research to effective practice (pp. 3–34). New York, NY: Springer. doi: 10.1007/978-1-4614- 6258-3_1
• Can, D., & Yıldız, H. N. (2021). An analysis of primary school students’ problem posing skills including addition and subtraction operations. Bolu Abant İzzet Baysal University Faculty of Education Journal, 21(2), 416-433. https://dx.doi.org/10.17240/aibuefd.2021.21.62826-779433
• Chapman, O. (2006). Classroom practices for context of mathematics word problems. Educational Studies in Mathematics, 62, 211- 230. https://doi.org/10.1007/s10649-006-7834-1
• Christidamayani, A. P., & Kristanto, Y. D. (2020) . The effects of problem posing learning model on students’ learning achievement and motivation. Indonesian Journal on Learning and Advanced Education, 2(2), 100-108.
• Çarkçı, İ. (2016). Examining the problems posed by 4th grade primary school students for different problem posing situations (Unpublished master's thesis). Gazi University, Ankara.
• Çetin, A., & Doğan, A. (2018). Problems that mathematics teachers encounter in science and art centers. Ankara University Faculty of Educational Sciences Journal of Special Education, 19(4), 615-641. doi:10.21565/ozelegitimdergisi.370355
• Çitil, M. (2018). Evaluation of gifted students’ education policy in Turkey. Journal of National Education, 1, 143-172.
• Dae-Hyun, P. ve Jinhee, Y. (2010). Problem posing mathematically gifted middle school students:A case study. Journal of Korea Society of Educational Studies in Mathematics School Mathematics, 12(3), 259-271.
• Daher, W. & Anabousy, A. (2018). Creativity of pre-service teachers in problem posing. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 2929-2945.
• Dölek, S., & Çalışkan, M. (2018). Investigation of problem solving and posing activities of primary school fourth grade students. TAY Journal, 2(2), 130-147.
• English, L. D. (1997). The development of fifth-grade children’s problem- posing abilities. Educational Studies in Mathematics. 34(3), 183–217.
• Erdoğan, F., & Gül, N. (2020). An investigation of mathematical problem posing skills of gifted students. Pegem Eğitim ve Öğretim Dergisi, 10(3), 655-696. http://dx.doi.org/10.14527/pegegog.2020.022
• Espinoza, J., Lupiáñez J. L., & Segovia, I. (2013). Características del talento matemático asociadas a la invención de problemas. Revista Científica, número especial octubre 2013, 190-195.
• Espinoza, J., Lupiáñez, J. L., & Segovia, I. (2016). The posing of arithmetic problems by mathematically talented students. Electronic Journal of Research in Educational Psychology, 14(2), 368-392.
• Gavin, M. K., & Casa, T. M. (2012). Nurturing young student mathematicians. Gifted Education International, 29(2), 140-153. https://doi.org/10.1177/0261429412447711
• Gürel, R. & Yetkin-özdemir, İ. E. (2019). Investigation of gifted and non-gifted middle school students’ mathematics anxiety levels. Mehmet Akif Ersoy University Journal of the Faculty of Education, 52, 261-286.
• Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. ABD: Free Spirit Publishing.
• Holton, D., & Gaffney, M. (1994). Teaching talented students. In J. Neyland (Eds.), Mathematics education: A handbook for teacher, (pp. 397- 409). Wellington, New Zealand: Wellington College of Education.
• İnan, E. (2019). An activity sample of differentiated maths programme for the gifted students. Journal of Science Harmony, 2(2), 15-23.
• Karasar, N. (2011). Scientific research methods. Ankara: Nobel Publishing.
• Kartal, E. (2017). Examining the skills of solving and posing symbolic, numerical and verbal problems of fourth grade students (Unpublished master's thesis). Eskisehir Osmangazi University.
• Kılıç, Ç., (2011). Examining the problem posing studies included in the primary education mathematics lesson (1-5 grades) curriculum. Journal of Mersin University Faculty of Education, 7(2), 54-65.
• Kim C., & Hodges, C. B. (2012). Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course. Instr Sci, 40, 173–192.
• Koçak, R., & İçmenoğlu, E. (2016). Emotional intelligence and creativity as predictors of life satisfaction among gifted students. Turkish Psychological Counseling and Guidance Journal, 4(37), 73-85.
• Kwon, H., & Capraro, M. M. (2021). Nurturing problem posing in young children: using multiple representation within students’ realworld ınterest. International Electronic Journal of Mathematics Education, 16(3), em0648. https://doi.org/10.29333/iejme/11066
• Leana-Taşçılar, M. Z. ve Cinan, S. (2012). Üstün-zekâlı ve normal-zekâlı çocuklarda yönetsel işlevler: londra kulesi testi [Administrative functions in gifted and normal-intelligent children: Tower of London test]. Studies in Psychology, 32(1), 13-30.
• Maker, C. J., & Nielson, A. B. (1995). Teaching models in education of the gifted (2nd ed.). Austin, TX: PRO-ED.
• Manuel, D., & Freiman, V. (2017). Differentiating instruction using a virtual environment: a study of mathematical problem posing among gifted and talented learners. Global Education Review, 4(1), 78-97.
• Maria, R. (2014). Gifted children and their problems. Austrian Journal of Humanities and Social Sciences, 1(2), 297-301.
• Mingus, T., & Grassl, R. (1999). What constitutes a nurturing environment for the growth of mathematically gifted students? School Sciences and Mathematics, 99(6), 286-293.
• Nardone, C. F., & Lee, R. G. (2011). Critical inquiry across the disciplines: Stategies for student generated problem posing. College Teaching, 59(1), 13-22.
• Özçakır-Sümen, Ö. (2021). Investigation of fourth grade students’ problem posing skills. Journal of Erzincan University Faculty of Education, 23(2) , 378-393.
• Pajares, F. (1996). Self-efficacy beliefs and mathematical problem-solving of gifted students. Contemporary Educational Psychology, 21(4), 325–344.
• Peng, A., Cao, L., & Yu, B. (2021). Reciprocal learning in mathematics problem posing and problem solving: an ınteractive study between canadian and chinese elementary school students. EURASIA Journal of Mathematics, Science and Technology Education, 16(12), 1-13.
• Plunkett, M., & Kronborg, L. (2011). Learning to be a teacher of the gifted: The importance of examining opinions and challenging misconceptions. Gifted and Talented International, 26(1-2), 31-46.
• Rizvi, N. F. (2004). Prospective teachers ability to pose word problems. International Journal For Mathematics Teaching And Learning, 12, 1-22.
• Roznowski, M., Hong, S., & Reith, J. (2000). A Further Look at Youth Intellectual Giftedness And Its Correlates: Values, Interests, Performance, And Behavior. Intelligence, (28), pp. 87–113. http://dx.doi.org/10.1016/S0160-2896(99)00032-X.
• Rudnitsky, A., Etheredge, S., Freeman, S. J. M., & Gilbert, T. (1995). Learning to solve addition and subtraction word problems through a structure-plus-writing approach. Journal for Research in Mathematics Education, 26(5), 467-486.
• Silver, E. A. (1994). On mathematical problem posing. For the learning of mathematics, 14(1), 19-28.
• Singer, F. M., Ellerton, N., & Cai, J. (2013). Problem-posing research in mathematics education: New questions and directions. Educational Studies in Mathematics, 83(1), 1–7.
• Sowell, E. J., Zeigler, A. J., Bergwell, L., & Cartwright, R. M. (1990). Identification and description of mathematically gifted students: A review of empirical research. Gifted Child Quarterly, 34, 147-154.
• Stuart T., & Beste, A. (2011). Farklı olduğumu biliyordum: Üstün yeteneklileri anlayabilmek. Ankara: Kök yayıncılık.
• Tertemiz-Işık, N. (2017). İlkokul öğrencilerinin dört işlem becerisine dayalı kurdukları problemlerin incelenmesi [Examining the problems posed by primary school students based on four operation skills]. Turkish Journal of Educational Sciences, 15(1), 1-25.
• Toheri, Winarso, W., & Abdul Haqq, A. (2020). Where exactly for enhance critical and creative thinking: The use of problem posing or contextual learning. European Journal of Educational Research, 9(2), 877-887. https://doi.org/10.12973/eujer.9.2.877
• Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools & classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
• Upu, H. (2003). Problem posing dan problem solving dalam pembelajaran matematika. Bandung: Pustaka Ramadhan.
• Vaivre-Douret, L. (2011). Developmental and cognitive characteristics of “High-level potentialities” (highly gifted) children. International Journal of Pediatrics, Article ID: 420297.
• Wang, H. Y., Huang, I., & Hwang, G. J. (2016). Matematikte üstün yetenekli öğrenciler ile ortalama öğrenciler arasında proje tabanlı bilgisayar programlama etkinliklerinin etkilerinin karşılaştırılması. J. Bilgisayar Eğitim, 3, 33–45.
• Worrell, F., Subotnik, R., Dixon, D., & Dixson, D. (2019). Gifted students. Annual Review of Psychology, 70, 551-576.
• Yetim-Karaca, S., & Türk, T. (2020). The evaluation of secondary school mathematics curriculum according to teachers' views in terms of education of gifted students. Türk Journal of Computer and Mathematics Education, 11(1), 241-279.
• Yıldırım, D. T. (2016). Üstün yetenekliler için değerler eğitimi dersinin önemi [The importance of values education for the gifted students]. Current Research in Education, 2(2), 99-120.
• Yıldız, A., Baltacı, S., Kurak, Y., & Güven, B. (2012). Examining the usage of problem-solving strategies by the eighth grade gifted and non-gifted students. Journal of Uludag University Faculty of Education, 25(1), 123-143.
• Yurtbakan, E., & Aydoğdu-İskenderoğlu, T. (2022). The effect of organization and reading comprehension skills of primary school fourth grade students on mathematical problem solving and posing skills. Manas Journal of Social Studies, 11(3), 958-972.
• Yurtbakan, E., & Aydoğdu-İskenderoğlu, T. (2020). The effect of dialogic reading on primary school 4th grade students’ mathematics motivation and problem posing skills. Journal of Erzincan University Faculty of Education, 22(2), 348-370.
• Yurtbakan, E. Aydoğdu İskenderoğlu, T., & Sesli E. (2016). The views of the classroom teachers on enhancing the students’ success of mathematics. Journal of Ondokuz Mayıs University Faculty of Education, 35(2), 101-119.