Research Article
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Examination of Problem Solving and Problem Posing Skills of Foreign Teacher Candidates in Mathematics: The Sample of Siirt University

Year 2023, Volume: 25 Issue: 1, 16 - 33, 28.03.2023
https://doi.org/10.32709/akusosbil.1051813

Abstract

Teaching mathematics gives students the opportunity to explore a wide range of problems and problem situations, from exercises to open-ended problems and exploration situations. Problem solving simply refers to the entire process of dealing with a problem while trying to solve it. Problem posing is the generation of new problems and mathematical questions, the reformulation of problems to make them more accessible for solution in the process of solving a particular problem. The aim of the study is to examine the problem-solving processes and problem-posing skills of expat teacher candidates with the gradual scoring scale, which consists of four stages (understanding the problem, preparing a plan for the solution, applying the plan, evaluating) based on the alternative assessment approach, as stated by Polya (1997). Qualitative research approach was adopted in the study. The participants of the study are 8 foreign teacher candidates studying at the Department of Mathematics Education at the Siirt University Faculty of Education. Purposive sampling method was used to determine the participants. In this study, three problems prepared by the researchers using the MEB textbooks were used as data collection tools. Since the problem-solving and problem-posing behaviors of the participants were examined separately in the study, the progressive scoring scale developed by Baki (2008) was used. Descriptive analysis technique was used in the analysis of the obtained data. As a result of the study, it was determined that the participants showed the highest performance in the category of understanding the problem, and the lowest performance in the category of evaluation and problem posing. While it was determined that foreign teacher candidates were successful above the medium level in the categories of understanding the problem, preparing a plan and implementing the plan, it was concluded that they were unsuccessful in the evaluation and problem posing categories.

References

  • Akben, N. (2018). Effects of the problem-posing approach on students’ problem-solving skills and metacognitive awareness in science education. Research in Science Education, 50, 1143-1165. https://doi.org/10.1007/s11165-018-9726-7
  • Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi. Trabzon: Derya Kitapevi.
  • Blum, W., and Niss, M. (1991). Applied mathematical problem solving, modeling, applications, and links to other subjects-state, trends and issues in mathematics instruction. Educational Studies in Mathematics, 22, 37-68. https://doi.org/10.1007/BF00302716
  • Bonotto, C. (2013). Artifacts as sources for problem-posing activities. Educational Studies in Mathematics, 83(1), 37-55. https://doi.org/10.1007/s10649-012-9441-7.
  • Çakmak, L. (2019). Yabancı uyruklu öğrencilerin matematik öğreniminde karşılaştıkları sorunların belirlenmesi (Yayımlanmamış yüksek lisans tezi). Sivas Cumhuriyet Üniversitesi, Sivas.
  • Çelik, H. C., Obay, M., ve Özdemir, F. (2020). İlköğretim matematik öğretmen adaylarının matematiksel akıl yürütme ve problem çözme becerilerine ilişkin görüşleri. Turkish Studies-Education, 15(3), 1651-1673. http://dx.doi.org/10.29228/TurkishStudies.42682
  • Çepni, S. (2012). Araştırma ve proje çalışmalarına giriş. Trabzon: Celepler Matbaacılık.
  • Dede, Y., ve Yaman, S. (2005). Matematik öğretmen adaylarının matematiksel problem kurma ve problem çözme becerilerinin belirlenmesi. Eurasian Journal of Educational Research, 18, 236-252.
  • Deringöl, Y. (2006). İlköğretimde matematik problemi çözmeyi öğretmede yeni yaklaşımlar (Yayımlanmamış yüksek lisans tezi). İstanbul Üniversitesi, İstanbul.
  • Ghasempour, Z., Bakar, M. N., and Jahanshahloo, G. R. (2013). Innovation in teaching and learning through problem posing tasks and metacognitive strategies. International Journal of Pedagogical Innovations, 1(1), 57-66. http://dx.doi.org/10.12785/ijpi/010108
  • Giannelli, G., and Rapallini, C. (2015). Immigrant student performance in math: Does it matter where you come from? Institute for the study of Labor (IZA2015), Bonn. Retrieved from https://conference.iza.org/conference_files/worldb2015/giannelli_g112.pdf
  • Gökkurt, B., Örnek T., Hayat, F., ve Soylu, Y. (2015). Öğrencilerin problem çözme ve problem kurma becerilerinin değerlendirilmesi. Bartın University Journal of Faculty of Education, 4(2), 751-774. https://doi.org/10.14686/buefad.v4i2.5000145637
  • Güngör, F. (2015). Yabancı uyruklu ilkokul öğrencilerinin eğitim- öğretiminde yaşanan sorunlara ilişkin öğretmen ve öğrenci görüşleri (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eskişehir.
  • Hiebert, J., and Carpenter, T. P. (1992). Learning and teaching with understanding. In D. A Grouws (Ed.), Handbook of research on teaching and learning (pp. 65-97). New York: Macmillan
  • Karataş, İ., ve Güven, B. (2004). 8. sınıf öğrencilerinin problem çözme becerilerinin belirlenmesi: Bir özel durum çalışması. Milli Eğitim Dergisi, Sayı 163. https://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/163/karatas.htm
  • Kaur, B. (1997). Difficulties with problem solving in mathematics. The Mathematics Educator, 2(1), 93-112.
  • Kazemi, F., Fadaee, M.R., and Bayat, S. (2010). A subtle view to metacognitive aspect of mathematical problems solving. Procedia Social and Behavioral Sciences, 8(2010), 420–426. https://doi.org/10.1016/j.sbspro.2010.12.058
  • Keong, N. F. (2004). A heuristical framework for scaffolding metacognition in mathematics problem-solving. 1-27. Retrieved from https://www.academia.edu/10017489/A_Heuristical_Framework_for_Scaffolding_Metacognition_in_Mathematics_Problem_Solving_A_Heuristical_Framework_for_Scaffolding_Metacognition_in_Mathematics_Problem_Solving
  • Korkmaz, E., ve Gür, H. (2006). Öğretmen adaylarının problem kurma becerilerinin belirlenmesi. BAÜ Fen Bilimleri Enstitüsü Dergisi, 8(1), 64-74.
  • Lansdell, J. M. (1999). Introducing young children to mathematical concepts: Problems with new terminology. Educational Studies, 25(3), 327-333. https://doi.org/10.1080/03055699997837
  • Leavy, A. M., and O’Shea, J. (2011). Problem posing and pre-service primary teachers: An initial study. In Proceedings of the Fourth Conference on Research in Mathematics Education (MEI4) Theme: Mathematics Teaching Matters, Dublin 22-23 September, T. Dooley, D. Corcoran and M. Ryan, eds. Dublin: St. Patrick’s College.
  • Leavy, A., and Hourigan, M. (2021). Balancing competing demands: Enhancing the mathematical problem posing skills of prospective teachers through a mathematical letter-writing initiative. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-021-09490-8
  • Lester, F. (2013). Thoughts about research on mathematical problem-solving instruction. The Mathematics Enthusiast, 10(1and2), 245–278. https://doi.org/10.54870/1551-3440.1267
  • Lithner, J. (2000). Mathematical reasoning and familiar procedures. International Journal of Mathematical Education in Science and Technology, 31(1), 83-95. http://dx.doi.org/10.1080/002073900287417
  • Mallart, A., Font, V., and Diez, J. (2018). Case study on mathematics pre-service teachers’ difficulties in problem posing. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1465-1481. https://doi.org/10.29333/ejmste/83682
  • MEB. (2018). Matematik dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: MEB Yayınları.
  • Miles, M. B., and Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Newbury Park, CA: Sage.
  • Milinković, J. (2017). Faults in preservice teachers problem posing: What do they tell us? In S. Zehetmeier, B. Rösken-Winter, D. Potari, ve M. Ribeiro (Eds.), Proceedings of ETC 3 (pp. 238–247). Berlin, Germany: Humboldt-Universität zu Berlin.
  • Nicolaou, A. A., and Philippou, G. N. (2007). Efficacy beliefs, problem posing, and mathematics achievement. Paper presented at Proceedings of the V Congress of the European Society for Research in Mathematics Education (pp. 308-317). University of Cyprus, Larnaca (Chipre). https://doi.org/10.13140/2.1.3259.8406
  • Obay, M., ve Çelik, H. C. (2021). Mathematical problem-solving process: Negative mental behaviours displayed by pre-service mathematics teachers. MANAS Journal of Social Studies, 10(4), 2176-2190. https://doi.org/10.33206/mjss.887111
  • OECD. (2012). Untapped skills: Realising the potential of immigrant students. OECD Publishing.
  • Özsoy, G., ve Ataman, A. (2009). The effect of metacognitive strategy training on mathematical problem-solving achievement. International Electronic Journal of Elementary Education, 1(2), 68-83.
  • Peng, A., Li, M., Lin, L., Cao, L., and Cai, J. (2022). Problem posing and its relationship with teaching experience of elementary school mathematics teachers from ethnic minority area in Southwest China. EURASIA Journal of Mathematics, Science and Technology Education, 18(2), 1-14. https://doi.org/10.29333/ejmste/11534
  • Polya, G. (1985). How to solve it. New Jersey: Princeton University Press.
  • Polya, G. (1997). How to solve? A new dimension in mathematics. (Feryal, H. Çev.). İstanbul: Sistem Publishing.
  • Schoenfeld, A. H. (2016). Learning to think mathematically: problem solving, metacognition, and sense making in mathematics (Reprint). Journal of Education, 196(2), 1-38. https://doi.org/10.1177%2F002205741619600202
  • Schroeder, T. L., and Lester, F. K. (1989). Understanding mathematics via problem solving. In P. Trafton (Ed.), New directions for elementary school mathematics (pp. 31-42). Reston, VA: National Council of Teachers of Mathematics.
  • Schütz, R. (2002). Vygotsky and language acquisition. Retrieved from http://www.sk.com.br/sk-vygot.html
  • Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics,14(1), 19-28.
  • Şimşir, Z., and Dilmaç B. (2018). Yabancı uyruklu öğrencilerin eğitim gördüğü okullarda öğretmenlerin karşılaştığı sorunlar ve çözüm önerileri. İlköğretim Online, 17(2), 1116-1134. http://dx.doi.org/10.17051/ilkonline.2018.466425
  • Singer, F. M., Ellerton, N., and Cai, J. (2013). Problem-posing research in mathematics education: New questions and directions. Educational Studies in Mathematics, 83(1), 1-7. https://doi.org/10.1007/s10649-013-9478-2
  • Stoyanova, E., and Ellerton, N. F. (1996). A framework for research into students' problem posing in school mathematics. In P. Clarkson (Ed.), Technology in mathematics education (pp. 518–525). Melbourne: Mathematics Education Research Group of Australasia.
  • Tambychik, T., and Meerah, T. S. M. (2010). Students’ difficulties in mathematics problem-solving: What do they say? Procedia Social and Behavioral Sciences, 8, 142–151. https://doi.org/10.1016/j.sbspro.2010.12.020
  • Taylan, Ş. (2019). Sakarya üniversitesindeki uluslararası öğrencilerin sorunları (Yayımlanmamış yüksek lisans tezi). Sakarya Üniversitesi, Sakarya.
  • Uçak, A., Emir, E., Kelek, F., Kutlu, G., ve Kahraman, S. (2019). Ortaöğretim fen lisesi matematik 9 ders kitabı. Ankara: Millî Eğitim Bakanlığı Yayınları.
  • Ünlü, M. (2017). Investigating mathematics teachers candidates’ knowledge about problem solving strategies through problem posing. Journal of Education and Practice, 8(8), 218-236.
  • Van De Walle, J. A., Karp, K. S., ve Bay-Williams, J. M. (2016). İlkokul ve ortaokul matematiği: Gelişimsel yaklaşımla öğretim. (7. Baskı). (Soner, D. Çev.). Ankara: Nobel Yayıncılık.
  • Xie, J., and Masingila, J. O. (2017). Examining interactions between problem posing and problem solving with prospective primary teachers: A case of using fractions. Educational Studies in Mathematics, 96, 101–118. https://link.springer.com/article/10.1007/s10649-017-9760-9
  • Yıldırım, A., ve Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

Yabancı Uyruklu Öğretmen Adaylarının Matematikte Problem Çözme ve Problem Kurma Becerilerinin İncelenmesi: Siirt Üniversitesi Örneği

Year 2023, Volume: 25 Issue: 1, 16 - 33, 28.03.2023
https://doi.org/10.32709/akusosbil.1051813

Abstract

Matematik öğretimi, öğrencilere alıştırmalardan açık uçlu problemlere ve keşif durumlarına kadar geniş bir yelpazedeki problemleri ve problem durumlarını keşfetme fırsatı verir. Problem çözme, basitçe, onu çözmeye çalışırken bir problemle başa çıkma sürecinin tamamını ifade eder. Problem kurma, yeni problemlerin ve matematiksel soruların üretilmesi, belirli bir problemi çözme sürecinde çözüm için daha erişilebilir kılmak için problemlerin yeniden formüle edilmesidir. Çalışmanın amacı, alternatif değerlendirme yaklaşımına dayalı Polya (1997) tarafından belirtilen dört aşamadan oluşan (problemi anlama, çözüm için plan hazırlama, planı uygulama, değerlendirme) ve bu kategorilere ek olarak problem kurma kategorisinin yer aldığı Baki (2008) tarafından geliştirilen aşamalı puanlama ölçeği kullanılmıştır. Aşamalı puanlama ölçeği ile yabancı uyruklu öğretmen adaylarının problem çözme süreçlerini ve problem kurma becerilerini incelemektir. Çalışmada nitel araştırma yaklaşımı benimsenmiştir. Araştırmanın katılımcılarını Siirt Üniversitesi Eğitim Fakültesi Matematik Eğitimi Anabilim Dalında öğrenim gören 8 yabancı uyruklu öğretmen adayı oluşturmaktadır. Katılımcıların belirlenmesinde amaçlı örnekleme yöntemi kullanılmıştır. Veri toplama aracı olarak araştırmacılar tarafından MEB ders kitaplarından yararlanılarak hazırlanan üç problem kullanılmıştır. Araştırmada katılımcıların problem çözme ve problem kurma davranışları ayrı ayrı incelendiği için Baki (2008) tarafından geliştirilen aşamalı puanlama ölçeği tercih edilmiştir. Elde edilen verilerin analizinde betimsel analiz tekniği kullanılmıştır. Çalışma sonucunda katılımcıların en yüksek performansı problemi anlama kategorisinde, en düşük performansı ise değerlendirme ve problem kurma kategorisinde gösterdikleri tespit edilmiştir. Problemi anlama, plan hazırlama ve planı uygulama kategorilerinde yabancı uyruklu öğretmen adaylarının orta düzeyin üstünde başarılı olduğu tespit edilmişken, değerlendirme ve problem kurma kategorilerinde başarısız oldukları sonucuna ulaşılmıştır.

References

  • Akben, N. (2018). Effects of the problem-posing approach on students’ problem-solving skills and metacognitive awareness in science education. Research in Science Education, 50, 1143-1165. https://doi.org/10.1007/s11165-018-9726-7
  • Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi. Trabzon: Derya Kitapevi.
  • Blum, W., and Niss, M. (1991). Applied mathematical problem solving, modeling, applications, and links to other subjects-state, trends and issues in mathematics instruction. Educational Studies in Mathematics, 22, 37-68. https://doi.org/10.1007/BF00302716
  • Bonotto, C. (2013). Artifacts as sources for problem-posing activities. Educational Studies in Mathematics, 83(1), 37-55. https://doi.org/10.1007/s10649-012-9441-7.
  • Çakmak, L. (2019). Yabancı uyruklu öğrencilerin matematik öğreniminde karşılaştıkları sorunların belirlenmesi (Yayımlanmamış yüksek lisans tezi). Sivas Cumhuriyet Üniversitesi, Sivas.
  • Çelik, H. C., Obay, M., ve Özdemir, F. (2020). İlköğretim matematik öğretmen adaylarının matematiksel akıl yürütme ve problem çözme becerilerine ilişkin görüşleri. Turkish Studies-Education, 15(3), 1651-1673. http://dx.doi.org/10.29228/TurkishStudies.42682
  • Çepni, S. (2012). Araştırma ve proje çalışmalarına giriş. Trabzon: Celepler Matbaacılık.
  • Dede, Y., ve Yaman, S. (2005). Matematik öğretmen adaylarının matematiksel problem kurma ve problem çözme becerilerinin belirlenmesi. Eurasian Journal of Educational Research, 18, 236-252.
  • Deringöl, Y. (2006). İlköğretimde matematik problemi çözmeyi öğretmede yeni yaklaşımlar (Yayımlanmamış yüksek lisans tezi). İstanbul Üniversitesi, İstanbul.
  • Ghasempour, Z., Bakar, M. N., and Jahanshahloo, G. R. (2013). Innovation in teaching and learning through problem posing tasks and metacognitive strategies. International Journal of Pedagogical Innovations, 1(1), 57-66. http://dx.doi.org/10.12785/ijpi/010108
  • Giannelli, G., and Rapallini, C. (2015). Immigrant student performance in math: Does it matter where you come from? Institute for the study of Labor (IZA2015), Bonn. Retrieved from https://conference.iza.org/conference_files/worldb2015/giannelli_g112.pdf
  • Gökkurt, B., Örnek T., Hayat, F., ve Soylu, Y. (2015). Öğrencilerin problem çözme ve problem kurma becerilerinin değerlendirilmesi. Bartın University Journal of Faculty of Education, 4(2), 751-774. https://doi.org/10.14686/buefad.v4i2.5000145637
  • Güngör, F. (2015). Yabancı uyruklu ilkokul öğrencilerinin eğitim- öğretiminde yaşanan sorunlara ilişkin öğretmen ve öğrenci görüşleri (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eskişehir.
  • Hiebert, J., and Carpenter, T. P. (1992). Learning and teaching with understanding. In D. A Grouws (Ed.), Handbook of research on teaching and learning (pp. 65-97). New York: Macmillan
  • Karataş, İ., ve Güven, B. (2004). 8. sınıf öğrencilerinin problem çözme becerilerinin belirlenmesi: Bir özel durum çalışması. Milli Eğitim Dergisi, Sayı 163. https://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/163/karatas.htm
  • Kaur, B. (1997). Difficulties with problem solving in mathematics. The Mathematics Educator, 2(1), 93-112.
  • Kazemi, F., Fadaee, M.R., and Bayat, S. (2010). A subtle view to metacognitive aspect of mathematical problems solving. Procedia Social and Behavioral Sciences, 8(2010), 420–426. https://doi.org/10.1016/j.sbspro.2010.12.058
  • Keong, N. F. (2004). A heuristical framework for scaffolding metacognition in mathematics problem-solving. 1-27. Retrieved from https://www.academia.edu/10017489/A_Heuristical_Framework_for_Scaffolding_Metacognition_in_Mathematics_Problem_Solving_A_Heuristical_Framework_for_Scaffolding_Metacognition_in_Mathematics_Problem_Solving
  • Korkmaz, E., ve Gür, H. (2006). Öğretmen adaylarının problem kurma becerilerinin belirlenmesi. BAÜ Fen Bilimleri Enstitüsü Dergisi, 8(1), 64-74.
  • Lansdell, J. M. (1999). Introducing young children to mathematical concepts: Problems with new terminology. Educational Studies, 25(3), 327-333. https://doi.org/10.1080/03055699997837
  • Leavy, A. M., and O’Shea, J. (2011). Problem posing and pre-service primary teachers: An initial study. In Proceedings of the Fourth Conference on Research in Mathematics Education (MEI4) Theme: Mathematics Teaching Matters, Dublin 22-23 September, T. Dooley, D. Corcoran and M. Ryan, eds. Dublin: St. Patrick’s College.
  • Leavy, A., and Hourigan, M. (2021). Balancing competing demands: Enhancing the mathematical problem posing skills of prospective teachers through a mathematical letter-writing initiative. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-021-09490-8
  • Lester, F. (2013). Thoughts about research on mathematical problem-solving instruction. The Mathematics Enthusiast, 10(1and2), 245–278. https://doi.org/10.54870/1551-3440.1267
  • Lithner, J. (2000). Mathematical reasoning and familiar procedures. International Journal of Mathematical Education in Science and Technology, 31(1), 83-95. http://dx.doi.org/10.1080/002073900287417
  • Mallart, A., Font, V., and Diez, J. (2018). Case study on mathematics pre-service teachers’ difficulties in problem posing. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1465-1481. https://doi.org/10.29333/ejmste/83682
  • MEB. (2018). Matematik dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: MEB Yayınları.
  • Miles, M. B., and Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Newbury Park, CA: Sage.
  • Milinković, J. (2017). Faults in preservice teachers problem posing: What do they tell us? In S. Zehetmeier, B. Rösken-Winter, D. Potari, ve M. Ribeiro (Eds.), Proceedings of ETC 3 (pp. 238–247). Berlin, Germany: Humboldt-Universität zu Berlin.
  • Nicolaou, A. A., and Philippou, G. N. (2007). Efficacy beliefs, problem posing, and mathematics achievement. Paper presented at Proceedings of the V Congress of the European Society for Research in Mathematics Education (pp. 308-317). University of Cyprus, Larnaca (Chipre). https://doi.org/10.13140/2.1.3259.8406
  • Obay, M., ve Çelik, H. C. (2021). Mathematical problem-solving process: Negative mental behaviours displayed by pre-service mathematics teachers. MANAS Journal of Social Studies, 10(4), 2176-2190. https://doi.org/10.33206/mjss.887111
  • OECD. (2012). Untapped skills: Realising the potential of immigrant students. OECD Publishing.
  • Özsoy, G., ve Ataman, A. (2009). The effect of metacognitive strategy training on mathematical problem-solving achievement. International Electronic Journal of Elementary Education, 1(2), 68-83.
  • Peng, A., Li, M., Lin, L., Cao, L., and Cai, J. (2022). Problem posing and its relationship with teaching experience of elementary school mathematics teachers from ethnic minority area in Southwest China. EURASIA Journal of Mathematics, Science and Technology Education, 18(2), 1-14. https://doi.org/10.29333/ejmste/11534
  • Polya, G. (1985). How to solve it. New Jersey: Princeton University Press.
  • Polya, G. (1997). How to solve? A new dimension in mathematics. (Feryal, H. Çev.). İstanbul: Sistem Publishing.
  • Schoenfeld, A. H. (2016). Learning to think mathematically: problem solving, metacognition, and sense making in mathematics (Reprint). Journal of Education, 196(2), 1-38. https://doi.org/10.1177%2F002205741619600202
  • Schroeder, T. L., and Lester, F. K. (1989). Understanding mathematics via problem solving. In P. Trafton (Ed.), New directions for elementary school mathematics (pp. 31-42). Reston, VA: National Council of Teachers of Mathematics.
  • Schütz, R. (2002). Vygotsky and language acquisition. Retrieved from http://www.sk.com.br/sk-vygot.html
  • Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics,14(1), 19-28.
  • Şimşir, Z., and Dilmaç B. (2018). Yabancı uyruklu öğrencilerin eğitim gördüğü okullarda öğretmenlerin karşılaştığı sorunlar ve çözüm önerileri. İlköğretim Online, 17(2), 1116-1134. http://dx.doi.org/10.17051/ilkonline.2018.466425
  • Singer, F. M., Ellerton, N., and Cai, J. (2013). Problem-posing research in mathematics education: New questions and directions. Educational Studies in Mathematics, 83(1), 1-7. https://doi.org/10.1007/s10649-013-9478-2
  • Stoyanova, E., and Ellerton, N. F. (1996). A framework for research into students' problem posing in school mathematics. In P. Clarkson (Ed.), Technology in mathematics education (pp. 518–525). Melbourne: Mathematics Education Research Group of Australasia.
  • Tambychik, T., and Meerah, T. S. M. (2010). Students’ difficulties in mathematics problem-solving: What do they say? Procedia Social and Behavioral Sciences, 8, 142–151. https://doi.org/10.1016/j.sbspro.2010.12.020
  • Taylan, Ş. (2019). Sakarya üniversitesindeki uluslararası öğrencilerin sorunları (Yayımlanmamış yüksek lisans tezi). Sakarya Üniversitesi, Sakarya.
  • Uçak, A., Emir, E., Kelek, F., Kutlu, G., ve Kahraman, S. (2019). Ortaöğretim fen lisesi matematik 9 ders kitabı. Ankara: Millî Eğitim Bakanlığı Yayınları.
  • Ünlü, M. (2017). Investigating mathematics teachers candidates’ knowledge about problem solving strategies through problem posing. Journal of Education and Practice, 8(8), 218-236.
  • Van De Walle, J. A., Karp, K. S., ve Bay-Williams, J. M. (2016). İlkokul ve ortaokul matematiği: Gelişimsel yaklaşımla öğretim. (7. Baskı). (Soner, D. Çev.). Ankara: Nobel Yayıncılık.
  • Xie, J., and Masingila, J. O. (2017). Examining interactions between problem posing and problem solving with prospective primary teachers: A case of using fractions. Educational Studies in Mathematics, 96, 101–118. https://link.springer.com/article/10.1007/s10649-017-9760-9
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Details

Primary Language Turkish
Journal Section Education
Authors

Furkan Özdemir 0000-0001-9116-1480

Halil Coşkun Çelik 0000-0003-0056-5338

Eylem Çelik 0000-0002-9314-1085

Publication Date March 28, 2023
Submission Date December 31, 2021
Published in Issue Year 2023 Volume: 25 Issue: 1

Cite

APA Özdemir, F., Çelik, H. C., & Çelik, E. (2023). Yabancı Uyruklu Öğretmen Adaylarının Matematikte Problem Çözme ve Problem Kurma Becerilerinin İncelenmesi: Siirt Üniversitesi Örneği. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 25(1), 16-33. https://doi.org/10.32709/akusosbil.1051813

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