The Effect of Learning Environments Based on Problem Solving on Students' Achievements of Problem Solving

Problem solving is recognized as an important life skill involving a range of processes including analyzing, interpreting, reasoning, predicting, evaluating and reflecting. For that reason educating students as efficient problem solvers is an important role of mathematics education. Problem solving...

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Bibliographic Details
Published in:International electronic journal of elementary education 2013, Vol.5 (3), p.249-268
Main Authors: Karatas, Ilhan, Baki, Adnan
Format: Article
Language:English
Subjects:
Control Groups
Councils
Educational Change
Educational Environment
Experimental Groups
Foreign Countries
Grade 7
Learning Activities
Learning Processes
Mathematical problems
Mathematics Achievement
Mathematics Curriculum
Mathematics Education
Polya’s Pr oblem Solving Phases
Problem Solving
Quasiexperimental Design
School environment
Skills
Statistical Analysis
Teaching
Teaching Methods
Turkey
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Summary:Problem solving is recognized as an important life skill involving a range of processes including analyzing, interpreting, reasoning, predicting, evaluating and reflecting. For that reason educating students as efficient problem solvers is an important role of mathematics education. Problem solving skill is the centre of mathematics curriculum. Students' gaining ofthat skill in school mathematics is closely related with the learning environment to be formed and the roles given to the students. The aim of this study is to create a problem solving based learning environment to enhance the students' problem solving skill. Within this scope, students' practiced activities and problems that provide them to proceed in Polya (1945)'s problem solving phases and throughout the study, students' success in problem solving have been evaluated. While experimental group students received problem solving based learning environment performed, control group students have continued their present program in this quise-experimental study. Eleven problem solving activities were given to the students at the beginning, middle and end of the study and the students' performances were analyzed based on problem solving phases. The findings illustrated that the experimental group students' success in problem solving activities has increased while the control group students' success has not changed significantly. [PUBLICATION ABSTRACT]
ISSN:1307-9298
1307-9298