ANALYSIS OF FOURTH GRADE PRIMARY SCHOOL STUDENTS' PERCEPTIONS OF MATHEMATİCAL PROBLEM-SOLVING BY METAPHORS

Year 2021, , 103 - 118, 16.04.2021

Asena Ayvaz Can

https://doi.org/10.29065/usakead.882143

Cited By: 4

Abstract

The purpose of this study is to examine the fourth grade primary students’ perceptions about mathematical problem-solving through metaphors. The method of the research is a phenomenological research method. The study group consisted of 65 fourth grade primary school students studying a state primary school. A form with "Mathematical problem-solving is like …………; because …………" written on it was distributed to students. Students were asked to complete the sentence. Content analysis method was used in data analysis. The metaphors developed by primary school fourth grade students regarding the concept of mathematical problem-solving were classified into six categories according to their common features. It was concluded that most of the students had positive perceptions about mathematical problem-solving.

Keywords

Primary school, mathematical problem-solving, metaphor

İlkokul Dördüncü Sınıf Öğrencilerinin Matematik Problemi Çözmeye İlişkin Algılarının Metaforlar Yoluyla Analizi

Abstract

Bu araştırmanın amacı ilkokul dördüncü sınıf öğrencilerinin matematik problemi çözmeye ilişkin algılarını metaforlar aracılığıyla incelemektir. Araştırma fenomenoloji deseninde yürütülmüştür. Araştırmaya dördüncü sınıfta öğrenim gören 65 öğrenci katılmıştır. İlkokul öğrencilerine “Matematik problemi çözme ………… gibidir. Çünkü ……………” ifadesinin yazılı olduğu bir form dağıtılarak, öğrencilerin cümleleri tamamlamaları istenmiştir. Verilerin analizinde içerik analizi yönteminden yararlanılmıştır. İlkokul dördüncü sınıf öğrencilerinin matematik problemi çözme kavramına ilişkin geliştirdikleri metaforlar ortak özelliklerine göre altı kategoride sınıflandırılmıştır. Öğrencilerin çoğunun matematik problemi çözmeye ilişkin algılarının olumlu olduğu sonucuna ulaşılmıştır.

Keywords

İlkokul, matematik problemi çözme, metafor

References

• Allen, B. (2010). The primary mathematics specialists–What do they think about teaching and learning mathematics. In Proceedings of the British Congress for Mathematics Education, 30(1), 9-16.
• Allen, B., & Shiu, C. (1997). Learning mathematics is like...’-views of tutors and students beginning a distance taught undergraduate course. In Proceedings of the British Society for Research into Learning Mathematics, 8-11.
• Ashworth, P., & Lucas, U. (1998). What is the world of phenomenography? Scandinavian Journal of Educational Research, 42(4), 415–431. doi:10.1080/0031383980420407
• Battelle for Kids. (2019). Framework for 21st century learning. http://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf. adresinden 03.02.2019 tarihinde erişildi.
• Bingham, A. (1998). Çocuklarda problem çözme yeteneklerinin geliştirilmesi [Development of problem solving skills in children]. (Çev: A. F. Oğuzhan). İstanbul: Milli Eğitim Basımevi.
• Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In Assessment and teaching of 21st century skills (pp. 17-66). Springer, Dordrecht.
• Bjalkebring, P. (2019). Math anxiety at the university: What forms of teaching and learning statistics in higher education can help students with math anxiety?. In Frontiers in Education, 4, Frontiers. doi:10.3389/feduc.2019.00030
• Cassel, D., & Vincent, D. (2011). Metaphors reveal preservice elementary teachers' views of mathematics and science teaching. School Science and Mathematics, 111(7), 319-324. doi:10.1111/j.1949-8594.2011.00094.x
• Charles, R., Lester, F., & O'Daffer, P. (1987). How to evaluate progress in problem-solving. Reston, VA: National Council of Teachers of Mathematics.
• Curtis, A. M. (1998). A curriculum for the pre-school child: Learning to learn. London: Routledge.
• Dworkin, S. L. (2012). Sample size policy for qualitative studies using in-depth interviews. Archives of Sexual Behavior, 41(6), 1319-1320. doi:10.1007/s10508-012-0016-6
• Guzman, G. M. (2018). Mathematical problem-solving strategies among student teachers, Journal on Efficiency and Responsibility in Education and Science, 11(3), 53-64. doi:10.7160/eriesj.2018.110302.
• Jones, I., Swan, M., & Pollitt, A. (2015). Assessing mathematical problem solving using comparative judgement. International Journal of Science and Mathematics Education, 13(1), 151-177. doi:10.1007/s10763-013-9497-6
• Klurik, S., & Reys, R. E. (1980). Problem Solving School Mathematics. Virginia, NCTM. Lakatos, I. (1976). Proofs and refutations: The logic of mathematical discovery. Cambridge/New York: Cambridge University Press.
• Latterell, C. M., & Wilson, J. L. (2016). Math is like a lion hunting a sleeping gazelle: Preservice elementary teachers' metaphors of mathematics. European Journal of Science and Mathematics Education, 4(3), 283-292. doi:10.30935/scimath/9470
• Lesh, R., & Zawojewski, J. (2007). Problem solving and modeling. In F. Lester Jr. (Ed.), Second handbook of research on mathematics teaching and learning (2nd ed., pp. 763–804). National Council of Teachers of Mathematics.
• Lester, F. K. (1994). Musings about mathematical problem-solving research: 1970-1994. Journal for research in mathematics education, 25(6), 660-675.
• Markovits, Z., & Forgasz, H. (2017). “Mathematics is like a lion”: Elementary students’ beliefs about mathematics. Educational Studies in Mathematics, 96, 49–64. doi:10.1007/s10649-017-9759-2
• Miles, M. B., & Huberman, A. M. (1994). An expanded source book qualitative data analysis. (2nd ed.). Thousand Oaks, California: Sage Publications.
• Milli Eğitim Bakanlığı [MEB] (2011). MEB 21. yüzyıl öğrenci profili. Ankara: Milli Eğitim Basımevi.
• Milli Eğitim Bakanlığı [MEB] (2018). 2018 matematik dersi öğretim programı. Ankara: Milli Eğitim Basımevi.
• Milli Eğitim Bakanlığı [MEB] (2020). TIMSS 2019 Türkiye ön raporu. Eğitim Analiz ve Değerlendirme Raporları Serisi, 15, Ankara: Milli Eğitim Bakanlığı.
• Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage publications.
• Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. Retrieved from Boston College, TIMSS & PIRLS International Study Center https://timssandpirls.bc.edu/timss2019/international-results/ adresinden 05.08.2020 tarihinde erişildi.
• National Council of Teachers of Mathematics [NCTM] (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
• National Council of Teachers of Mathematics [NCTM] (2000). Principles and standards for school mathematics. Reston, VA: Author.
• Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.
• Noyes, A. (2006). Using metaphor in mathematics teacher preparation. Teaching and Teacher Education, 22, 898-909. doi:10.1016/j.tate.2006.04.009
• Öğrenci Seçme ve Yerleştirme Merkezi [ÖSYM] (2020). 2020-Yükseköğretim Kurumları Sınavı (YKS): Sayısal bilgiler. https://dokuman.osym.gov.tr/pdfdokuman/2020/YKS/yks_sayisal_27072020.pdf adresinden 03.02.2019 tarihinde erişildi.
• Organisation for Economic Co-operation and Development [OECD] (2018). The future of education and skills: Education 2030. https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf adresinden 02.08.2019 tarihinde erişilmiştir.
• Polya, G. (1945). How to solve it: A new aspect of mathematical method. Princeton, NJ: Princeton University Press.
• Saban, A. (2010). Prospective teachers’ metaphorical conceptualizations of learner. Teaching and Teacher Education, 26(2), 290-305. doi:10.1016/j.tate.2009.03.017
• Schinck, A. G., Neale, H. W., Pugalee, D. K., & Cifarelli, V. V. (2008). Using metaphors to unpack student beliefs about mathematics. School science and mathematics, 108(7), 326-333.
• Skagerlund, K., Östergren, R., Västfjäll, D., & Träff, U. (2019) How does mathematics anxiety impair mathematical abilities? Investigating the link between math anxiety, working memory, and number processing. PLoS ONE, 14(1), 1-17. doi:10.1371/journal.pone.0211283
• Solomon, C., Grimley, M. (2011). Metaphors used by year 5 and 6 children to depict their beliefs about maths. Paper presented at the 34th annual conference of the Mathematics Education Research Group of Australasia and the Australian Association of Mathematics Teachers, Alice Springs.
• Sterenberg, G. (2008). Investigating teachers’ images of mathematics. Journal of Mathematics Teacher Education, 11, 89-105.
• Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 96(2), 471-491. doi:10.1037/0022-0663.96.3.471
• Swanson, H. L., Jerman, O., & Zheng, X. (2008). Growth in working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 100(2), 343-379. doi:10.1037/0022-0663.100.2.343
• Thornton, S. (1995). Children solving problems. Cambridge, MA: Harvard University Press.
• Treilibs, V. (1979). Formulation processes im mathematical modelling. Doctoral dissertation, Shell Centre for Mathematical Education, University of Nottingham
• Van de Walle, J., & Karp, K. Bay-Williams J. (2016). Elementary and middle school mathematics: Teaching developmentally (9th ed). Upper Saddle River, NJ: Pearson.
• Vordermann, C., Porkess, R., Budd, C., Dunne, R., & Rahman-Hart, P. (2011). A worldclass mathematics education for all our young people. London: The Conservative Party.
• Yee, S. P. (2012). Students’ metaphors for mathematical problem solving. A doctoral dissertation submitted to the Kent State University College of Education, Health, and Human Services. Ohio: Kent State University. http://etd.ohiolink.edu/view.cgi?acc_num=kent1340197978 adresinden 03.02.2019 tarihinde erişildi.
• Yee, S. P. (2017). Students’ and teachers’ conceptual metaphors for mathematical problem solving. School Science and Mathematics, 117(3-4), 146-157. doi:10.1111/ssm.12217
• Yee, S. P., & Bostic, J. D. (2014). Developing a contextualization of students’ mathematical problem solving. The Journal of Mathematical Behavior, 36, 1-19. doi:10.1016/j.jmathb.2014.08.002
• Yıldırım A. (2019). Erken çocukluk dönemindeki çocuklarda problem çözme. B. Akman (Ed.) Erken Çocuklukta Matematik Eğitimi (9. Baskı) içinde (147-158), Ankara: Pegem Akademi Yayıncılık.