Development of Turkish sixth-grade students\u2019 problem-posing and -solving skills: an application of the extended active learning framework

TERZİ A., KAR T.

EDUCATION 3-13 THE PROFESSIONAL JOURNAL FOR PRIMARY EDUCATION, cilt.52, sa.3, ss.342-360, 2024 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 52 Sayı: 3
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1080/03004279.2022.2090592
  • Dergi Adı: EDUCATION 3-13 THE PROFESSIONAL JOURNAL FOR PRIMARY EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
  • Sayfa Sayıları: ss.342-360
  • Anahtar Kelimeler: Problem posing, problem solving, active learning framework, operations with whole numbers, middle school students, TEACHERS
  • Recep Tayyip Erdoğan Üniversitesi Adresli: Evet

Özet

The present study aimed to test the effect of the problem-posing instruction experimentally based on the extended active learning framework on the development of Turkish middle school sixth-grade students' (N = 19) problem-posing and -solving skills with whole-number operations. The training programme was completed in 13 lessons over a seven-week period. The posed problems were analysed based on their mathematical validity and semantic complexity, and their solutions were analysed using a four-phase rubric. The students significantly improved their problem-posing and -solving skills. Furthermore, students improved their skill to pose more complex problems in terms of number and type of semantic structures after the training programme.