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    Are middle school mathematics teachers able to solve word problems without using variable?
    (Taylor & Francis Ltd, 2018) Ozdemir, Burcin Gokkurt; Erdem, Emrullah; Ornek, Tugba; Soylu, Yasin
    Many people consider problem solving as a complex process in which variables such as x, y are used. Problems may not be solved by only using 'variable.' Problem solving can be rationalized and made easier using practical strategies. When especially the development of children at younger ages is considered, it is obvious that mathematics teachers should solve problems through concrete processes. In this context, middle school mathematics teachers' skills to solve word problems without using variables were examined in the current study. Through the case study method, this study was conducted with 60 middle school mathematics teachers who have different professional experiences in five provinces in Turkey. A test consisting of five open-ended word problems was used as the data collection tool. The content analysis technique was used to analyze the data. As a result of the analysis, it was seen that the most of the teachers used trial-and-error strategy or area model as the solution strategy. On the other hand, the teachers who solved the problems using variables such as x, a, n or symbols such as Delta, square, circle, * and who also felt into error by considering these solutions as without variable were also seen in the study.
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    Öğe
    A model design to be used in teaching problem posing to develop problem-posing skills
    (Elsevier Sci Ltd, 2021) Ornek, Tugba; Soylu, Yasin
    A model was designed herein to be used as a common approach in learning environments to teach problem-posing and improve problem-posing skills, which was named the Problem Posing Learning Model (PPLM). It was attempted to design a framework for problem-posing in line with this objective. The PPLM consists of 6 steps, comprising understanding the desired situation to pose a problem for, designing the story, forming the problem statement, solving the problem formed, assessment, and finalizing the problem formed. Understanding the desired situation to pose a problem for includes understanding what the desired situation is about and what can be achieved from it. The designing the story step includes determining or designing a realistic daily-life situation related to the desired mathematical situation to pose a problem for. The forming the problem statement step comprises forming the verbal sentences related to the situation to pose a problem for. The solving the problem formed step comprises solving the problem statement that was formed. The assessment step is the assessment of the problem formed. The finalizing the problem formed step includes finishing the action of problem-posing after checking the problem formed in the assessment and making any necessary modifications. These steps are hierarchical and it is recommended that each step should be implemented in the problem-posing process. The applicability and effectiveness of the PPLM designed to teach problem-posing in learning environments can be examined.