Development of the structured problem posing skills and using metaphoric perceptions
Journal Title: European Journal of Science and Mathematics Education - Year 2014, Vol 2, Issue 3
Abstract
The purpose of this study was to introduce problem posing activity to third grade students who have never met before.This study was also exploredstudents’ metaphorical images on problem posing process. Participants were from Public school in Marmara Region in Turkey. Data was analyzed both qualitatively (content analysis for difficulty and limitedness of pose problems and metaphorical imagination) and quantitatively (non?parametric Wilcoxon Sign Test). Since experimental and control group were not used in the study, this study was nonexperimental study. The participants were mingled with problemsfor warming up to generate a problem by themselves .After that they were offered threesemi?structured probelmatics situations. Students were asked create a systematic structure to given problematic situationsComparisons were made by means of pre?test and post?test. The results of this study revealed that the students were successful in structured type considerably. Further, students’ insight on problem posing was identified by metaphors.
Authors and Affiliations
Elif Esra Arikan| Department of Mathematics, PhD Candidate, Yildiz Technical University, Turkey, For correspondence: arikanee@gmail.com., Hasan Unal| Department of Elementary Mathematics Education, Yildiz Technical University, Turkey.
Keywords
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