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The Effect of Brain- Based Learning to Success and Retention in Social Studies

Year 2007, Volume: 6 Issue: 1, 50 - 61, 26.06.2007

Çiğdem Arslan Murat Altun

Abstract

Recent studies have pointed out that many schoolchildren do not master the
skill of solving non-routine mathematical problems. In this article, a trial study designed to
encourage seventh and eighth grade students to learn and use problem solving strategies is
discussed. The strategies consist of six heuristic strategies known as Simplify the Problem,
Guess and Check, Look for a Pattern, Make a Drawing, Make a Systematic List and Work
Backward. Classroom activities consisted of a short whole-class introduction, group studies
and a final whole-class discussion on the given problem. The teacher’s role was to encourage
and guide the pupils towards engaging in the problem. It is observed that in these classes some
of these strategies are effective in learning, others are not.

Keywords

Problem solving problem solving strategies non-routine problems mathematics teaching.

References

  • Altun, M. (1995). lkokul 3, 4 ve 5. Sınıf Örencilerinin Problem Çözme Davranıları Üzerine Bir Çalıma, Yayınlanmamı Doktora Tezi, Hacettepe Üniversitesi, Ankara.
  • Asman, D. ,Markowitz, Z. (2001). The Use of Real Word Knowledge in Solving Mathematical Problems” Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education, Utrecht, Netherlands.
  • De Corte, E. (2004). Mainstreams and Perspectives in Research on Learning (Mathematics) From Instruction, Applied Psychology: An International Review, 53(2), 279-310
  • Follmer, R. (2000). Reading, Mathematics and Problem Solving: The Effects of Direct Instruction in the Development of Fourth Grade Students’ Strategic Reading and Problem Solving Approaches to Textbased, Non-routine Mathematics Problems, Unpublished Dissertation, University of Widener, Chester PA
  • Ford, M. I. (1994). Teachers’ Beliefs About Mathematical Problem Solving in the Elementary School. School Science and Mathematics, 94(6),314-323
  • Garofalo,J.& Lester,F.K. (1985). Metacognition, cognitive monitoring, and mathematical performance. Journal for Research in Mathematics Education, 16(3), 163-176
  • Higgins, K. M.(1997). The Effect of Long Instruction in Mathematical Problem Solving on Middle School Students’Attitudes, Beliefs and Abilities. Journal of Experimental Education, 66(1), 5-24
  • Holton, D.& Anderson, J.(1999). Mathematical Problem Solving in Support of the Curriculum. International Journal of Mathematical Education in Science & Technology, 30(3), 351-371
  • Mason, J. (1999). Learning and Doing Mathematics, QED.
  • Niederer, K., Irwin, K. C. (2001). Using Problem Solving to Identify Mathematically Gifted Students. Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education, Utrecht, Netherlands.
  • National Council of Teachers of Mathematics(1989). Curriculum and evaluation standards. Reston.
  • Polya, G. (1997). How to Solve It? (Feryal Halatçı, çev.).New York (Original work published 1957)
  • Pugalee, D. K. (2001). Writing, Mathematics and Metacognition: Looking for Connections Through Students’ Work in Mathematical Problem Solving., School Science and Mathematics, 101(5), 236-245.
  • Reys, R.,Suydam, M., Lindquist, M. (1995). Helping Children Learning Mathematics. Boston: Allyn and Bacon.
  • Verschaffel, L., De Corte, E. (1997). Teaching Realistic Mathematical Modeling in the Elementary School: A Teaching Experiment with Fifth Graders. Journal for Research in Mathematics Education. 28(5), 577-601
  • Verschaffel, L., De Corte, E., Lasure, S.,Van Vaerenbergh, G., Bogaerts, H.& Ratinckx, E. (1999). Learning to Solve Mathematical Application Problems: A Design Experiment with Fifth Graders”, Mathematical Thinking & Learning. 1(1), 195-229

Rutin Olmayan Matematiksel Problemlerin Çözümünü Öğrenme

Year 2007, Volume: 6 Issue: 1, 50 - 61, 26.06.2007

Çiğdem Arslan Murat Altun

Abstract

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Keywords

problem çözme problem çözme stratejileri rutin olmayan problemler matematik öğretimi

References

  • Altun, M. (1995). lkokul 3, 4 ve 5. Sınıf Örencilerinin Problem Çözme Davranıları Üzerine Bir Çalıma, Yayınlanmamı Doktora Tezi, Hacettepe Üniversitesi, Ankara.
  • Asman, D. ,Markowitz, Z. (2001). The Use of Real Word Knowledge in Solving Mathematical Problems” Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education, Utrecht, Netherlands.
  • De Corte, E. (2004). Mainstreams and Perspectives in Research on Learning (Mathematics) From Instruction, Applied Psychology: An International Review, 53(2), 279-310
  • Follmer, R. (2000). Reading, Mathematics and Problem Solving: The Effects of Direct Instruction in the Development of Fourth Grade Students’ Strategic Reading and Problem Solving Approaches to Textbased, Non-routine Mathematics Problems, Unpublished Dissertation, University of Widener, Chester PA
  • Ford, M. I. (1994). Teachers’ Beliefs About Mathematical Problem Solving in the Elementary School. School Science and Mathematics, 94(6),314-323
  • Garofalo,J.& Lester,F.K. (1985). Metacognition, cognitive monitoring, and mathematical performance. Journal for Research in Mathematics Education, 16(3), 163-176
  • Higgins, K. M.(1997). The Effect of Long Instruction in Mathematical Problem Solving on Middle School Students’Attitudes, Beliefs and Abilities. Journal of Experimental Education, 66(1), 5-24
  • Holton, D.& Anderson, J.(1999). Mathematical Problem Solving in Support of the Curriculum. International Journal of Mathematical Education in Science & Technology, 30(3), 351-371
  • Mason, J. (1999). Learning and Doing Mathematics, QED.
  • Niederer, K., Irwin, K. C. (2001). Using Problem Solving to Identify Mathematically Gifted Students. Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education, Utrecht, Netherlands.
  • National Council of Teachers of Mathematics(1989). Curriculum and evaluation standards. Reston.
  • Polya, G. (1997). How to Solve It? (Feryal Halatçı, çev.).New York (Original work published 1957)
  • Pugalee, D. K. (2001). Writing, Mathematics and Metacognition: Looking for Connections Through Students’ Work in Mathematical Problem Solving., School Science and Mathematics, 101(5), 236-245.
  • Reys, R.,Suydam, M., Lindquist, M. (1995). Helping Children Learning Mathematics. Boston: Allyn and Bacon.
  • Verschaffel, L., De Corte, E. (1997). Teaching Realistic Mathematical Modeling in the Elementary School: A Teaching Experiment with Fifth Graders. Journal for Research in Mathematics Education. 28(5), 577-601
  • Verschaffel, L., De Corte, E., Lasure, S.,Van Vaerenbergh, G., Bogaerts, H.& Ratinckx, E. (1999). Learning to Solve Mathematical Application Problems: A Design Experiment with Fifth Graders”, Mathematical Thinking & Learning. 1(1), 195-229
There are 16 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Çiğdem Arslan This is me

Murat Altun

Publication Date June 26, 2007
Published in Issue Year 2007 Volume: 6 Issue: 1

Cite

APA Arslan, Ç., & Altun, M. (2007). The Effect of Brain- Based Learning to Success and Retention in Social Studies. İlköğretim Online, 6(1), 50-61.
AMA Arslan Ç, Altun M. The Effect of Brain- Based Learning to Success and Retention in Social Studies. EEO. March 2007;6(1):50-61.
Chicago Arslan, Çiğdem, and Murat Altun. “The Effect of Brain- Based Learning to Success and Retention in Social Studies”. İlköğretim Online 6, no. 1 (March 2007): 50-61.
EndNote Arslan Ç, Altun M (March 1, 2007) The Effect of Brain- Based Learning to Success and Retention in Social Studies. İlköğretim Online 6 1 50–61.
IEEE Ç. Arslan and M. Altun, “The Effect of Brain- Based Learning to Success and Retention in Social Studies”, EEO, vol. 6, no. 1, pp. 50–61, 2007.
ISNAD Arslan, Çiğdem - Altun, Murat. “The Effect of Brain- Based Learning to Success and Retention in Social Studies”. İlköğretim Online 6/1 (March 2007), 50-61.
JAMA Arslan Ç, Altun M. The Effect of Brain- Based Learning to Success and Retention in Social Studies. EEO. 2007;6:50–61.
MLA Arslan, Çiğdem and Murat Altun. “The Effect of Brain- Based Learning to Success and Retention in Social Studies”. İlköğretim Online, vol. 6, no. 1, 2007, pp. 50-61.
Vancouver Arslan Ç, Altun M. The Effect of Brain- Based Learning to Success and Retention in Social Studies. EEO. 2007;6(1):50-61.