Journal of Education and Training Studies Vol. 5, No. 6; June 2017
47
According to Montague (2005), when students are given strategies and a process to make mathematical problem solving
less complicated, then they could learn those strategies and become successful problem solvers.
Students who have
experienced little success in mathematics can learn various problem-solving strategies that will help develop
mathematical skills and build confidence in their own abilities as problem solvers (Pajares,1996).
In the studies by Panasuk and Beyranevand (2010), Moreno and Mayer (1999), Hegarty, Mayer and Mog (1995), Hegarty,
Mayer and Green (1992). Prakitipong and Nakamura (2006), Wijaya et al. (2014), Kroll and Miller (1993), Tertemiz
(1994), it was found that good solvers have higher reading comprehension levels than students with low success, but the
order of importance of sub-variables of reading comprehension skills wasn’t determined. It was determined in the studies
by Altun ve Memnun (2008), Altun, Memnun ve Yazgan (2007), Altun ve Arslan (2006), Özcan (2005), Ulu (2008),
Kaur (1998) that students use problem
solving strategies informally, but which of these strategies contribute to
classifying students with high and low prolem solving success wasn’t determined. Only
one study was found in the
literature belonging to Altun and Memnun (2008) discriminating the strategies used by students with high and low
problem solving success, but this study was conducted on university students, not elementary school students. On the
other hand, it is stated that determining the implementations of the students during mathematical
problem solving prcess
enables us to get information about their mathematical knowledge and skills (Baki, Karataş and Güven, 2002; Karataş
and Güven, 2004). It is thought that determining what students with high problem solving success can do better than
students with low problem solving success will shed a light to the help to be given to students with low problem solving
success. In this context, in this study, answers were sought for the following questions.
1. Are reading comprehension skills (reading rate,
reading accuracy percentage, prosodic reading, literal
comprehension, inferential comprehension) effective on classifying students with
high and low mathematical
problem solving success?
2. What is the relative order of importance of problem solving strategies in classifying students with high and low
problem solving success?
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