Problem Solving Levels Of Elementary School Students On Mathematical Word Problems And The Distribution of These Problems in Textbooks
This study aims to investigate primary school
students’ addition and subtraction based mathematical verbal problem solving
levels and to identify the types of questions asked to students in mathematics
course books. A form with problem types was administered to 158 third year
students. Also, 6 mathematics course books and students’ books were analysed
through document analysis. The results showed students had difficulties in
initial unknown addition and subtraction problems and compare problems. In
addition, it was found out that result unknown addition and subtraction based
verbal problems were mostly used in the mathematics course books and students’
books prepared by the Ministry of National Education. It was also observed that
compare problems were very scarcely used.
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