The effect of graphic organizers on the problem posing skills of 3rd grade elementary school students

Ömer Faruk Tavşanlı,Tuğçe Kozaklı,Abdullah Kaldırım

doi:10.14527/pegegog.2018.016

Ömer Faruk Tavşanlı, Tuğçe Kozaklı + Show 1 more

Open Access

https://doi.org/10.14527/pegegog.2018.016

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Abstract

The purpose of this study was determined to examine the effect of graphic organizers on problem posing skills of 3rd grade primary school students. The present study was designed following the explanatory mixed method design. In the quantitative dimension of this study, a semi-experimental study was conducted to determine the effect of graphic organizers on problem posing skills of 3rd grade elementary school students. Regarding the qualitative dimension of the study, interviews were conducted with the classroom teachers to find out the effects of problem posing training supported by the graphic organizers on problem posing skills of 3rd grade elementary school students. The study was carried out with the participation of 38 third grade students. Based on the results of the study, it was found that graphic organizers increased the problem-solving success of 3rd grade primary school students. Furthermore, according to the opinions of the teachers who implemented the training, the graphic organizers facilitated the students’ problem posing processes, made the problem posing activities more systematic and more enjoyable, strengthened the students’ sense of valuing mathematics and helped students to maintain their concentration throughout the study.

Highlights

The development of mathematics is usually shaped by the results of mathematicians' efforts to pose new problems and to solve the problems associated with these problems (Stickles, 2011)
Problem posing skill is a type of skill that can be established under certain conditions that require the use of mental activity as well as the creation of new problems by modifying existing ones (Silver, 1994; Ticha & Hospesova, 2009)
According to the post-test results (t= 3.70, p=.00

Summary

Introduction

The development of mathematics is usually shaped by the results of mathematicians' efforts to pose new problems and to solve the problems associated with these problems (Stickles, 2011). While mathematical problem solving has a long history of integrating school mathematics, problem-posing studies are relatively new (Kilpatrick, 1987). It was realized in 1980s and 1990s that posing problems was an important component for mathematics education and studies on this topic commenced (Cai & Hwang, 2002; Ellerton, 1986; Silver, 1994; Silver & Cai, 1996). Getting elementary school students to acquire the ability to pose problems is at the centre of all the mathematics curricula (Jitendra, Griffin, Buchman, & Sczesniak, 2007) as well as in the Mathematics Curriculum (1-4th Grades) prepared by the Head Council of Education and Ethics Committee of the Ministry of National Education in 2015 (MEB, 2015). In the light of the studies and teaching programs, it is emphasized that the ordinary problem posing practices applied in the textbooks should be replaced by the mathematics teaching by problem posing practices (Cai et al, 2013; National Council of Teachers of Mathematics [NCTM], 2000)

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