A meta-analysis of the ımpact of problem posing strategies on students ' learning of mathematics

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dc.authorid0000-0002-3651-4519en_US
dc.authorid0000-0002-9242-8009en_US
dc.contributor.authorKul, Ümit
dc.contributor.authorÇelik, Sedef
dc.date.accessioned2021-03-08T07:35:54Z
dc.date.available2021-03-08T07:35:54Z
dc.date.issued2020
dc.departmentAÇÜ, Eğitim Fakültesien_US
dc.description.abstractThis 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.
dc.identifier.citationKul, 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.en_US
dc.identifier.doi10.18662/rrem/12.3/325
dc.identifier.endpage368en_US
dc.identifier.issue3en_US
dc.identifier.scopusqualityN/A
dc.identifier.startpage341en_US
dc.identifier.urihttps://hdl.handle.net/11494/2678
dc.identifier.volume12en_US
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorÇelik, Sedef
dc.institutionauthorKul, Ümit
dc.language.isoenen_US
dc.publisherLumen Publishing Houseen_US
dc.relation.ispartofRevista Romaneasca Pentru Educa?ie Multidimensionala
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectProblem posingen_US
dc.subjectMeta-analysisen_US
dc.subjectLearning outcomesen_US
dc.subjectTeaching mathematicsen_US
dc.titleA meta-analysis of the ımpact of problem posing strategies on students ' learning of mathematicsen_US
dc.typeArticle

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