İlkokul Öğrencilerinin Sözel Problem Çözme Performansı Üzerinde Anlamsal Tutarlılık Etkisi
| Autor: | Derya Can, Hicran Nurse Yıldız |
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| Rok vydání: | 2020 |
| Předmět: | |
| Zdroj: | Yaşadıkça Eğitim, Vol 34, Iss 2, Pp 406-425 (2020) |
| ISSN: | 2667-4874 1300-1272 |
| DOI: | 10.33308/26674874.2020342198 |
| Popis: | One of the situations that creates complexity in word problems is whether or not the keywords in the problems are consistent with the mathematical operations required for the solution of the problem. In this study, the aim is to examine the problem-solving performance of students with regard to word problems that contain keywords that are consistent and inconsistent with the necessary mathematical operations. The participants in the quantitative part of the study are 100 students in the third and fourth grades of primary schools who were selected through convenience sampling. In the qualitative phase of the research, semi-structured interviews were conducted, and the participants were selected through maximum variation sampling. It was found that the student performance is much higher in the case of word problems with lexically-consistent keywords, whereas their performance is much lower in the case of word problems with lexically-inconsistent keywords. When the participants were asked to justify their choice, the majority stated that they considered the keywords which were consistent and which were inconsistent with the mathematical operations. Problems with keywords that are inconsistent with such operations generally caused students in the lower and medium achievement group to choose incorrect operations to solve the problems. Developing students' reading comprehension skills and teaching them how to deal with the semantic-linguistic features of word problems, especially in the primary school period, may positively support their performance when they are older. |
| Databáze: | OpenAIRE |
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