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

被引：2

作者：

Terzi, Abdullah ^{[1
]}

Kar, Tugrul ^{[2
]}

机构：

[1] Minist Natl Educ, Rize, Turkiye

[2] Recep Tayyip Erdogan Univ, Coll Educ, Dept Math & Sci Educ, Rize, Turkiye

来源：

EDUCATION 3-13 | 2024年 / 52卷 / 03期

关键词：

Problem posing; problem solving; active learning framework; operations with whole numbers; middle school students; TEACHERS;

D O I：

10.1080/03004279.2022.2090592

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：342 / 360

页数：19