Abstract
Mathematical problem solving is regarded as the one of the important cognitive activities. Children are introduced with mathematical word problems that require reading and understanding in the first grade. Students have trouble with word problems in every level of education. For this reason, it is important to find the reasons for this issue in the first year of primary school. The purpose of this study is to find the relationship between mathematical problem solving with early math skills and reading comprehension. Specifically, the aim of this study is to determine which of these variables are most powerful in predicting mathematical problem solving performance. The panel research method as a type of longitudinal study was used in this study. The sample of this study consists of 185 first grades (66'84 month) students from a public elementary school in Istanbul. The measurement instruments are Bracken Basic Concept Scale: Expressive, reading comprehension questions and mathematics problem-solving questions. The final model implies that early math skills have direct effects on reading comprehension (β=.34) and mathematical problem solving (β=.45). Reading comprehension has a direct effect on mathematical problem solving (β=.27). However, this effect is smaller than the effect of early math skills.
Highlights
Orcid ID: http://orcid.org/0000-0002-1132-5455 Orcid ID: http://orcid.org/0000-0002-5776-8649Zeynep Çiğdem ÖZCAN, Handan DOĞAN – Pegem Eğitim ve Öğretim Dergisi, 8(1), 2018, 01-18Every child starting primary school enters a new and a different environment
Problem-solving that is a part of mathematics is one of the higher levels cognitive skills expected from first grade students
Matching, classifying, ordering, patterning and thinking about numbers are a few examples of the initial problem solving kindergarten activities (Smith, 2001); children are introduced to mathematical word problems that require reading and understanding in the first grade
Summary
Anahtar Kelimeler: Birinci sınıf, Matematiksel problem çözme, Erken matematik becerileri, Okuduğunu anlama. Öğrenciler okuduğunu anlama becerisi içeren matematiksel problemlerle birinci sınıfta tanışırlar. Öğrenciler, eğitimin her seviyesinde matematik problemleri çözmede güçlük yaşayabilmektedirler. Bu çalışmanın amacı matematiksel problem çözme ile erken matematik becerileri ve okuduğunu anlama becerisi arasındaki ilişkileri incelemektir. Özellikle bu araştırmanın amacı bu değişkenlerden hangisinin matematiksel problem çözme performansını yordamada daha önemli olduğunu belirlemektir. Araştırmanın çalışma grubunu İstanbul'da resmi bir ilkokulda okuyan 185 birinci sınıf (66-84 ay) öğrencisi oluşturmaktadır. Ölçüm araçları olarak Bracken Temel Kavram Ölçeği-İfade Edici Formu, okuduğunu anlama soruları ve matematiksel problem çözme soruları kullanılmıştır. Araştırmanın sonuçları erken matematik becerilerinin, okuduğunu anlama (β=.34) ve matematiksel problem çözme (β=.45) üzerinde doğrudan etkisi olduğuna işaret etmektedir. Okuduğunu anlamanın da matematiksel problem çözme üzerinde etkisi vardır (β=.27). Matematikle ilgili temel kavramların etkisinden daha düşük olduğu saptanmıştır
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