Abstract
Aim of the research was to investigate possible impact of visuals on primary school 4th graders' problem-solving success.108 fourth graders studying at four primary schools in Bartin city center were assigned as participants of the study. The research was carried out in 2016-2017 academic year. The model of the study was post-test control group experimental design, among true experimental models. Four math problems were created as data collection tool. Four visually-aided problems were asked in the experimental group while the same problems without visuals were asked in the control group. Problem-solving successes of the students in both groups were scored according to Progressive Scoring Scale. Mann Whitney U test was employed for data analysis. As a result of the study, statistically significant difference was revealed between problem-solving success post-test scores of the students in the experimental and control groups. This difference was in favor of the students in the experimental group. Furthermore, when the experimental and control group students' success in understanding problem, planning solution, checking out the plan, checking trueness of the result was compared, significant difference was determined in favor of the experimental group. It was concluded that visuals were effective on problem-solving success of primary school 4th graders.
Highlights
In today’s world, bringing up individuals whose problem-solving skills are developed, who can comprehend and comment facts and events in every field, who can offer solutions and whose high level skills are developed is regarded as key of the progress
Understanding mathematical information and making contact among this information come in existence in problem-solving process (Swings & Peterson, 1988, as cited by Karataş, Güven, [11])
In the experimental group four visually-aided problems were asked while the same questions without visuals were asked in the control group
Summary
In today’s world, bringing up individuals whose problem-solving skills are developed, who can comprehend and comment facts and events in every field, who can offer solutions and whose high level skills are developed is regarded as key of the progress. Various approaches in curriculums have been offered in Turkey in recent years, and improvements have been tried to be implemented from time to time. In this context (Ministry of National Education [MoNE], [16]), communication, reasoning, overarching, being able to use information and communication technologies and problem-solving are among skills required to gain. Mathematical learning should start with real life problems, and students should be asked to reach formal information through these problems. Freduenthal claimed that students need to enter exploration process by associating mathematics with real life (as cited by Altun, 2014). Knowing the processes of problem-solving has great importance as well as problems’ being suitable for mathematics
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