A meta-analysis of the ımpact of problem posing strategies on students ' learning of mathematics
Yükleniyor...
Dosyalar
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Lumen Publishing House
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This is a review of experimental research in which students have been taught to pose mathematical problems as a means of developing their learning. Hence, the aim of the research is to combine the empirical evidence regarding the functionality of problem posing strategies and to explore the aspects which could influence the integration of problem posing in mathematical education. In this direction, a meta analysis approach was utilized in this study. 20 experimental research published between years of 2000 and 2020 are contained in this research and 31 effect sizes were computed. According to random effects model, it was found that problem posing strategy has significant impact on learners' problem-solving skills, mathematics achievement, level of problems posed, and attitudes towards mathematics (ES = 1.328; 1.142; 1.152; 0.643; p=0.05). These effects also were analyzed according to methodological and instructional variables. The findings obtained in the research was discussed in the light of the literature and suggestions were made for the future studies.
Açıklama
Anahtar Kelimeler
Problem posing, Meta-analysis, Learning outcomes, Teaching mathematics
Kaynak
Revista Romaneasca Pentru Educa?ie Multidimensionala
WoS Q Değeri
N/A
Scopus Q Değeri
N/A
Cilt
12
Sayı
3
Künye
Kul, Ü., & Çelik, S. (2020). A Meta-Analysis of the Impact of Problem Posing Strategies on Students’ Learning of Mathematics. Romanian Journal for Multidimensional Education/Revista Romaneasca pentru Educatie Multidimensionala, 12(3), 341-368. Doi: 10.18662/rrem/12.3/325.
