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, pp.1-20, 2022 (Journal Indexed in ESCI) identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2022
  • Doi Number: 10.1080/03004279.2022.2090592
  • Title of Journal : EDUCATION 3-13 THE PROFESSIONAL JOURNAL FOR PRIMARY EDUCATION
  • Page Numbers: pp.1-20
  • Keywords: Problem posing, problem solving, active learning framework, operations with whole numbers, middle school students, TEACHERS

Abstract

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.