Preschool children's verbal problem solving skills and the types of verbal problems that teachers present to children
DOI:
https://doi.org/10.14527/pegegog.2016.026Abstract
This research aims to investigate the verbal problem solving skills of preschool children in mathematics according to the type of problem and the type of unknown in the problem; and to determine the perspectives of the teachers about the implementation process of these problems. The mix method was used in this study. The sample consisted of 50 preschool children and 6 preschool teachers of these children. In the research, the data were collected by using a problem solving test and a semi-structured interview form. The data were obtained via individual interviews with children and teachers. According to the results of the research, it was concluded that in all type of problems the children were found to be more successful at separation, joining, part- whole problem types than comparison problem types. It was concluded that it was easier for children to answer the problems with ending unknown than the problems with initial unknown and change unknown. In the result of the interviews with teachers, it was revealed that most of the teachers did not use comparison problem type and the problems with initial unknown. It was determined that most of the teachers were not aware of all types of problems.
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References
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Artut, P. (2009). Experimental evaluation of the effects of cooperative learning on kindergarten children's mathematics ability. International Journal of Educational Research, 48(6), 370-380.
Balcı, G. (2007). İlköğretim 5. Sınıf öğrencilerinin sözel matematik problemlerini çözme düzeylerine göre bilişsel farkındalık becerilerinin incelenmesi Unpublished master's thesis, Çukurova Üniversitesi, Adana.
Bryant, P., Chiristie, C. & Rendu, A. (1999). Children's understanding of the relation between addition and subtraction: Inversion, Identity and Decomposition. Journal of Experimental Child Psychology, 74(3), 194-212.
Carpenter, C. (1985). Math on the job. national center for research in vocational education. Ohio State Univ., Columbus.
Carpenter, T. P., Moser, J. M. & Bebout, H. C. (1988). Representation of addition and subtraction word problem. Journal for Research in Mathematics Education, 19(4), 345-357.
Carpenter, T.P., Carey, D.A., & Kouba, V. (1990). A problem solving approach to the operations. In J. Payne (Ed.), Teaching And Learning Mathematics For The Young Child. Reston, VA: National Council of Teachers of Mathematics.
Carpenter, T.P. & Moser, J.M. (1983). The acquisition of addition and subtraction concepts. In R. Leshve M. Landau (Ed.), The Acquisition Of Mathematics Concepts and Processes. Orlando FL: Academic Press.
Carpenter, T.P., Ansell, E., Franke, M.N., Fennema, E. & Weisbeck, L. (1993). Models of problem solving: A study of kindergarten children's problem solving processes. Journal for Research in Mathematics Education, 24(5), 428-441.
Creswell, J. W. (2014). Araştırma deseni. S. B. Demir (Trans. Ed.). Ankara: Eğiten Kitap.
Cross, C.T., Woods, T.A. & Schweingruber, H. (2009). Mathematics learning in early childhood. Washington: The National Academic Press.
Haylock, D. & Cockburn, A. (2004). Understanding mathematics in the lower primary years. London: Paul Chapman Publishing.
Hunting, R. P. (2003). Part-whole number knowledge in preschool children. Journal of Mathematical Behavior, 22(3), 217-235.
İskenderoğlu, T., Akbaba Altun, S. & Olkun, S. (2004). İlköğretim3., 4. ve 5. sınıf öğrencilerinin standart sözel problemlerde işlem seçimleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27(1), 126-134.
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Kır, D. (2011). Hikayelerle matematik öğretiminin ilköğretim 2. sınıf öğrencilerinin toplama ve çıkarmaya ilişkin sözel problem çözme becerileri üzerindeki etkileri. Unpublished master's thesis, Çukurova Üniversitesi, Adana.
Memnun, D. S. (2014). Beşinci ve altıncı sınıf öğrencilerinin sözel problemleri çözme konusundaki yetersizlikleri ve problem çözümlerindeki hataları. Turkish Journal of Computer and Mathematics Education, 5(2), 158-175.
NCTM (National Council of Teachers of Mathematics). (2000). Principles and standards for school mathematics, National Council of Teachers of Mathematics. Reston, VA.
Nures, T. & Brgant, P. (2008). Children doing mathematics S. Koçak (Trans.Ed.). İstanbul: Doruk yayıncılık.
Olkun, S. & Toluk, Z. (2002). Textbooks, word problems and student success on addition and subtraction (International Journal for Mathematics Teaching and Learning). Retrieved March 15, 2015, from http://www.ex.ac.uk/cimt/ijmtl/ijmenu.htm.
Özarslan, P. (2010). İlköğretim 7. sınıf öğrencilerinin cebirsel sözel problemleri denklem kurma yoluyla çözme becerilerinin incelenmesi. Unpublished master's thesis, Çukurova Üniversitesi, Adana.
Peterson, P. L., Fennema, E. & Carpenter, T. (1989). Using knowledge of how students think about mathematics. Educational Leadership, 46(4), 42-46.
Pilten, P. (2010). Farklı anlamsal yapılardaki problemlerin çözümünde kullanılan işlem tekniklerinin değerlendirilmesi. e-Journal of New World Sciences Academy, 5(3), 1056-1069.
Sarama, J. ve Clements, H.D. (2009). Early childhood mathematics education research. New York and London: Routledge.
Soylu, Y. (2007). Öğrencilerin sözel problemleri çözerken sergiledikleri yaklaşımlar ve coğrafi bölgelere göre başarı oranlarının incelenmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 13-24.
Sperry Smith, S. (2001). Early childhood mathematics. Boston:Allyn and Bacon.
Tarım, K. (2009). The effects of cooperative learning on preschoolers' mathematics problem-solving ability. Educ Stud Math, 72(3), 325-340.
Tarım, K. & Deretarla Gül, E. (2003, Ekim). Anasınıfı ve ilköğretim birinci sınıf öğrencilerinin toplama ve çıkarma becerilerinde kullandıkları stratejilerin incelenmesi. Haktanır, G. ve Güler, T. (Ed.). OMEP 2003 Dünya Konsey Toplantısı ve Kongresinde sunulan bildiri, Kuşadası.
Tunteler, E. & Resing, W.C.M. (2002). Spontaneous analogical transfer in 4-year-olds: A microgenetic study. Journal Of Experimental Child Psychology, 83(3), 149-166.
Ulutaş, F. & Ubuz, B. (2008). Matematik eğitiminde araştırmalar ve eğilimler: 2000 ile 2006 yılları arası. İlköğretim Online, 7(3), 614-626.
Van De Walle, J. A. (1994). Elementary school mathematics, Virginia Commenralth University, Longman.
Van De Walle, J. A. (2001). Elementary and middle school mathematics: teaching developmentally. New York: Addison Wesley Longman.
Vilette, B. (2002). Do young children grasp the inverse relationship between addition and subtraction? Evidence against early arithmetic. Cognitive Development, 17(3), 1365-1383.
Wilkins, J.L.M., Baroody, A.J. & Tiilikainen, S. (2001). Kindergartners' understanding of additive commutativity within the context of word problems. Journal of Experimental Child Psychology, 79(1), 23-36.
Yaman, S. & Dede, Y. (2005). Matematik ve fen eğitiminde problem kurma uygulamaları. OMÜ Eğitim Fakültesi Dergisi, 20(1), 1-11.
Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde araştırma yöntemleri. Ankara: SeçkinYayıncılık.
Aladağ, A. (2009). İlköğretim öğrencilerinin orantısal akıl yürütmeye dayalı sözel problemler ile gerçekçi cevap gerektiren problemleri çözme becerilerinin incelenmesi. Unpublished master's thesis, Çukurova Üniversitesi, Adana.
Artut, P. (2009). Experimental evaluation of the effects of cooperative learning on kindergarten children's mathematics ability. International Journal of Educational Research, 48(6), 370-380.
Balcı, G. (2007). İlköğretim 5. Sınıf öğrencilerinin sözel matematik problemlerini çözme düzeylerine göre bilişsel farkındalık becerilerinin incelenmesi Unpublished master's thesis, Çukurova Üniversitesi, Adana.
Bryant, P., Chiristie, C. & Rendu, A. (1999). Children's understanding of the relation between addition and subtraction: Inversion, Identity and Decomposition. Journal of Experimental Child Psychology, 74(3), 194-212.
Carpenter, C. (1985). Math on the job. national center for research in vocational education. Ohio State Univ., Columbus.
Carpenter, T. P., Moser, J. M. & Bebout, H. C. (1988). Representation of addition and subtraction word problem. Journal for Research in Mathematics Education, 19(4), 345-357.
Carpenter, T.P., Carey, D.A., & Kouba, V. (1990). A problem solving approach to the operations. In J. Payne (Ed.), Teaching And Learning Mathematics For The Young Child. Reston, VA: National Council of Teachers of Mathematics.
Carpenter, T.P. & Moser, J.M. (1983). The acquisition of addition and subtraction concepts. In R. Leshve M. Landau (Ed.), The Acquisition Of Mathematics Concepts and Processes. Orlando FL: Academic Press.
Carpenter, T.P., Ansell, E., Franke, M.N., Fennema, E. & Weisbeck, L. (1993). Models of problem solving: A study of kindergarten children's problem solving processes. Journal for Research in Mathematics Education, 24(5), 428-441.
Creswell, J. W. (2014). Araştırma deseni. S. B. Demir (Trans. Ed.). Ankara: Eğiten Kitap.
Cross, C.T., Woods, T.A. & Schweingruber, H. (2009). Mathematics learning in early childhood. Washington: The National Academic Press.
Haylock, D. & Cockburn, A. (2004). Understanding mathematics in the lower primary years. London: Paul Chapman Publishing.
Hunting, R. P. (2003). Part-whole number knowledge in preschool children. Journal of Mathematical Behavior, 22(3), 217-235.
İskenderoğlu, T., Akbaba Altun, S. & Olkun, S. (2004). İlköğretim3., 4. ve 5. sınıf öğrencilerinin standart sözel problemlerde işlem seçimleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27(1), 126-134.
Kılıç, Ç., Olkun. S. & Olkun, H. (2011). İlköğretim öğrencileri standart olmayan sözel problemlerin çözümlerine ne kadar gerçekçi yaklaşıyorlar?. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 45(2), 139-156.
Kır, D. (2011). Hikayelerle matematik öğretiminin ilköğretim 2. sınıf öğrencilerinin toplama ve çıkarmaya ilişkin sözel problem çözme becerileri üzerindeki etkileri. Unpublished master's thesis, Çukurova Üniversitesi, Adana.
Memnun, D. S. (2014). Beşinci ve altıncı sınıf öğrencilerinin sözel problemleri çözme konusundaki yetersizlikleri ve problem çözümlerindeki hataları. Turkish Journal of Computer and Mathematics Education, 5(2), 158-175.
NCTM (National Council of Teachers of Mathematics). (2000). Principles and standards for school mathematics, National Council of Teachers of Mathematics. Reston, VA.
Nures, T. & Brgant, P. (2008). Children doing mathematics S. Koçak (Trans.Ed.). İstanbul: Doruk yayıncılık.
Olkun, S. & Toluk, Z. (2002). Textbooks, word problems and student success on addition and subtraction (International Journal for Mathematics Teaching and Learning). Retrieved March 15, 2015, from http://www.ex.ac.uk/cimt/ijmtl/ijmenu.htm.
Özarslan, P. (2010). İlköğretim 7. sınıf öğrencilerinin cebirsel sözel problemleri denklem kurma yoluyla çözme becerilerinin incelenmesi. Unpublished master's thesis, Çukurova Üniversitesi, Adana.
Peterson, P. L., Fennema, E. & Carpenter, T. (1989). Using knowledge of how students think about mathematics. Educational Leadership, 46(4), 42-46.
Pilten, P. (2010). Farklı anlamsal yapılardaki problemlerin çözümünde kullanılan işlem tekniklerinin değerlendirilmesi. e-Journal of New World Sciences Academy, 5(3), 1056-1069.
Sarama, J. ve Clements, H.D. (2009). Early childhood mathematics education research. New York and London: Routledge.
Soylu, Y. (2007). Öğrencilerin sözel problemleri çözerken sergiledikleri yaklaşımlar ve coğrafi bölgelere göre başarı oranlarının incelenmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 13-24.
Sperry Smith, S. (2001). Early childhood mathematics. Boston:Allyn and Bacon.
Tarım, K. (2009). The effects of cooperative learning on preschoolers' mathematics problem-solving ability. Educ Stud Math, 72(3), 325-340.
Tarım, K. & Deretarla Gül, E. (2003, Ekim). Anasınıfı ve ilköğretim birinci sınıf öğrencilerinin toplama ve çıkarma becerilerinde kullandıkları stratejilerin incelenmesi. Haktanır, G. ve Güler, T. (Ed.). OMEP 2003 Dünya Konsey Toplantısı ve Kongresinde sunulan bildiri, Kuşadası.
Tunteler, E. & Resing, W.C.M. (2002). Spontaneous analogical transfer in 4-year-olds: A microgenetic study. Journal Of Experimental Child Psychology, 83(3), 149-166.
Ulutaş, F. & Ubuz, B. (2008). Matematik eğitiminde araştırmalar ve eğilimler: 2000 ile 2006 yılları arası. İlköğretim Online, 7(3), 614-626.
Van De Walle, J. A. (1994). Elementary school mathematics, Virginia Commenralth University, Longman.
Van De Walle, J. A. (2001). Elementary and middle school mathematics: teaching developmentally. New York: Addison Wesley Longman.
Vilette, B. (2002). Do young children grasp the inverse relationship between addition and subtraction? Evidence against early arithmetic. Cognitive Development, 17(3), 1365-1383.
Wilkins, J.L.M., Baroody, A.J. & Tiilikainen, S. (2001). Kindergartners' understanding of additive commutativity within the context of word problems. Journal of Experimental Child Psychology, 79(1), 23-36.
Yaman, S. & Dede, Y. (2005). Matematik ve fen eğitiminde problem kurma uygulamaları. OMÜ Eğitim Fakültesi Dergisi, 20(1), 1-11.
Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde araştırma yöntemleri. Ankara: SeçkinYayıncılık.
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Published
2016-11-15
How to Cite
Sarıbaş, Şule, & Aktaş Arnas, Y. (2016). Preschool children’s verbal problem solving skills and the types of verbal problems that teachers present to children. Pegem Journal of Education and Instruction, 6(4), 549–568. https://doi.org/10.14527/pegegog.2016.026
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