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European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │ Issue 9 │ 2017 doi: 10.5281/zenodo.853334 THE EFFECT OF MATHEMATICS TEACHING THROUGH POLYA’S PROBLEM SOLVING STEPS UPON 4TH GRADE STUDENTS’ SUCCESS OF SOLVING MATHEMATIC PROBLEMSi Pelin Kösece Loğoğlu1ii, Lütfi Üredi2 Çukurova University, Turkey 1 Associate Prof. Dr., 2 Mersin University, Turkey Abstract: In this research, the effect of mathematics teaching through Polya’s problem solving steps upon problem solving success of the elementary education 4th grade students was analyzed in terms of various variables. In the study, pre-test and post-test controlgroup design was used semi-experimentally as the research method. In semi- experimental designs, there is an experimental approach in which no random distribution is used for categorizing the individuals as experimental and control groups. However, the participants’ being at a fairly similar quality is regarded. The participants who participated into the study were selected among the 4th grade students studying at two state elementary schools in Adana province in 2014-2015 academic year creating one experimental group and one control group. The data collection tools were student information form and Problem Solving Success Determination Test prepared by the researcher under the control of an expert. Obtained data were transferred into the computer environment using SPSS 22 statistical software. During the data analysis, whether there was a statistical difference between post-test scores of the experimental and control groups was tested using independent groups t-test. For other comparisons, t-test and one-way variance analysis were performed. These results were concluded as This study was produced from the thesis titled as The Effect of Mathematics Teaching through the Activities ”ased upon Polya’s Problem Solving Technique upon Elementary Education 4th Grade Students’ Success of Solving Mathematic Problems presented by Pelin Kösece Loğoğlu under the supervision of “ssociate Prof. Dr. Lütfi Üredi in Mersin University, Institute of Educational Sciences in June, 2016. This thesis was accepted as the postgraduate thesis by Mersin University, Institute of Educational Sciences and Classroom Teaching Department jurists. i Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 195 Pelin Kösece Loğoğlu, Lütfi Üredi THE EFFECT OF M“THEM“TICS TE“CHING THROUGH POLY“’S PRO”LEM SOLVING STEPS UPON 4TH GR“DE STUDENTS’ SUCCESS OF SOLVING M“THEM“TIC PRO”LEMS result of the analyses. According to t-test results, problem solving success level did not differ significantly according to the age and gender of the students. Problem solving success level differed significantly according to the profession of mother and father. The problem solving success level did not differ significantly according to the socioeconomic status of the family. Problem-solving success level significantly differed according to the educational status of mother; however, did not differ significantly according to the educational status of father. In terms of the analysis results on the difference in mathematical problem solving success of the students, it was concluded that success of the students increased in a problem solving process supported with activities and administered with Polya’s problem solving steps accurately. Keywords: activity, mathematics problems, mathematics level 1. Introduction Being a part of a creative and efficient education is only possible through fulfilling the requirements of modern education. Mathematics teaching is one of these experiences. Our educational system has experience a transition from behavioral approach to the constructivist approach through new elementary education mathematics curriculum that was put into practice in 2004 (Kal, 2013: 1). The vision of Ministry of National Education (MNE) 2012 mathematics curriculum included the expression of Raising individuals who can use mathematics in their daily life, solve problems, share the solutions and thoughts, study in groups, feel selfconfidence and develop positive attitudes towards mathematics is remarkable. The same curriculum also included the expression of The individuals can develop problem-solving strategies, and can use these for overcoming the problems in daily life in general purposes of mathematics teaching. These expressions have indicated that developing attitudes towards problem solving skill and mathematics are regarded in mathematics teaching. According to Altun (2010), although problem solving is only perceived as achieving the correct result, it is an action including a broader mental process and skills. Because individuals who acquire the skill of problem solving can use this skill on any areas of life and so life will be easier. The main task for providing students acquire such a remarkable skill in the most efficient and productive way falls to teachers. When the mathematics course books used for mathematics teaching in our country have been analyzed, mathematics process in the course books are noticed to be associated with the problem solving process suggested by Polya (1957). Has this fourstep process determined to be used while solving the problems as of elementary European Journal of Education Studies - Volume 3 │ Issue 9 │ 2017 196 Pelin Kösece Loğoğlu, Lütfi Üredi THE EFFECT OF M“THEM“TICS TE“CHING THROUGH POLY“’S PRO”LEM SOLVING STEPS UPON 4TH GR“DE STUDENTS’ SUCCESS OF SOLVING M“THEM“TIC PRO”LEMS education been implemented completely at school for years? If implemented, do the students acquire the skill of problem solving? Is there a relationship between students’ not achieving problem solving at required level and this process? In order find answers to these questions, the effect of mathematics teaching with activities based upon Polya’s problem solving process upon problem solving success of 4th grade elementary education students and the relationships between various variables were analyzed in this research. For downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/992 European Journal of Education Studies - Volume 3 │ Issue 9 │ 2017 197