This study aimed to investigate the mathematical problem posing skills of gifted students. The participants of the study, designed as a case study, were 55 middle school students (20 sixth grade, 17 seventh grade, 18 eighth grade) who were studying at Science and Art Center in a city in the Eastern Anatolia region. Data were collected through a problem posing form which includes a semi-structured problem posing task in which the students were asked to make up three problems (easy, moderately difficult, and difficult) about three different figures given. The students’ responses to the problem posing task were analyzed with descriptive analysis method. Results showed that almost all of the problems posed by students were mathematical problems. Seventh and eighth-grade students posed more non-mathematical problems than sixth-grade students. Results also revealed that the students mostly posed extensive problems (related to further steps beyond the three given figures) in easy, moderately difficult and difficult tasks. Problem posing rates of the students with the level of difficulty that progresses hierarchically as desired were found to be quite low in the progression analysis of problems’ difficulty level.
Bu çalışmada özel yetenekli öğrencilerin matematiksel problem kurma becerilerinin incelenmesi amaçlanmıştır. Çalışmada, durum çalışması kullanılmıştır. Çalışmanın katılımcılarını Türkiye’nin Doğu Anadolu Bölgesi’ndeki bir ilde bulunan Bilim ve Sanat Merkezi’nde öğrenim görmekte olan 55 ortaokul (20 altıncı sınıf, 17 yedinci sınıf, 18 sekizinci sınıf) öğrencisi oluşturmaktadır. Veri toplama aracı olarak, yarı-yapılandırılmış bir problem kurma görevinden oluşan problem kurma formu kullanılmıştır. Problem kurma görevinde öğrencilerden, verilen üç farklı şekil ile ilgili basit, orta ve zor düzeyde üç farklı problem kurmaları istenmiştir. Özel yetenekli öğrencilerin problem kurma görevine verdikleri yanıtlar betimsel analiz yöntemiyle incelenmiştir. Bulgulara göre, özel yetenekli öğrencilerin kurduğu problemlerin tamamına yakınının matematiksel problemler olduğu tespit edilmiştir. Yedinci ve sekizinci sınıf seviyelerinde matematiksel olmayan problem kuran öğrenci sayısının altıncı sınıfa göre fazla olduğu belirlenmiştir. Özel yetenekli öğrencilerin kolay, orta ve zor problem kurma görevlerinde ağırlıklı olarak geniş kapsamlı problemler (verilen üç şeklin ötesinde daha ileri basamaklarla ilgili problemler) kurduğu görülmüştür. Problemlerin zorluk düzeyi ilerleme analizinde, özel yetenekli öğrencilerin istenen şekilde hiyerarşik ilerleyen zorluk düzeyine sahip problem kurma oranlarının oldukça düşük olduğu sonucuna varılmıştır.
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