Problem Kurma Temelli Öğretimin Farklı Sayı Algılamasına Sahip 6. Sınıf Öğrencilerin Problem Çözme Basarılarına Etkisi

Bu çalısmada, problem kurma temelli öğretimin sayı algılama düzeyleri farklı olan ilköğretim altıncı sınıf öğrencilerinin ondalık sayılarda islemler konusunda, problem çözmebasarıları üzerindeki etkisinin arastırılması amaçlanmıstır. Çalısmada zayıf deneysel yöntemlerden tek grup ön test-son test deneysel deseni kullanılmıstır. Bir ilköğretimokulunun altıncı sınıfında öğrenim gören 30 öğrenci çalısmanın örneklemini olusturmaktadır. Veri toplama aracı olarak “Problem Çözme” ve “Sayı Algılama Testi” kullanılmıstır. Arastırmanın bulguları problem kurma temelli öğretimin, sayı algılama düzeyleri farklı olan öğrencilerin problem çözme basarıları üzerinde etkili olduğunugöstermistir. Ayrıca öğrencilerin yapılan öğretime yönelik olumlu görüslere sahip oldukları tespit edilmistir.

Anahtar Kelimeler:

Sayı Algılaması, Problem Kurma, Problem Çözme, Ondalık Sayılar

The Effect of Problem Posing Instruction on Problem Solving Success of 6th Grade Students with Different Number Sense

This study aimed to investigate the effect of problem posing instruction on problem solving success of sixth grade students with different number sense about decimal number of transactions. In this study single-group pretest-posttest experimental design from preexperimental methods was used. The sample of study was composed of 30 students enrolled in a sixth-grade from an urban primary school. Problem Solving Test and Number Sense Test used as data collection tools. The study showed that problem posing instruction has positive effect on problem solving success of students with different number sense. In addition to students have positive views towards the problem posing instruction.

Keywords:

Number Sense, Problem Posing, Problem Solving, Decimal Number,

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