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| 1.2 Problem Solving Strategies
According to Polya (1990), reading comprehension process is followed by planning for solution and planning implementation steps. According to Altun (2005), during planning stage, students choose strategies for solution and during plan implementation stage, they reach to a solution using the strategies they chose. In a study by Sulak (2005), a positive relation was found between students’ problem solving success and their rates of using problem solving strategies. It was seen in the studies of Altun, Memnun and Yazgan (2007), Altun and Arslan (2006), Özcan (2005) that elementary school students can use strategies of estimation and control, systematic listing, drawing figures, simplifying the problem, backward-studying and looking for a pattern. Relevant researches reveal that teaching problem solving affects students’ both problem solving success and attitudes towards mathematics positively (Yıldızlar, 2001; Gök and Sılay, 2008; Altun, 1995; Yazgan and Bintaş, 2005). It was seen in a study by Ulu (2008) that in Turkey elementary school students generally use mathematical sentence writing strategy. Baykul (2005) defines mathematical sentence writing strategy as equations and inequations constructed while solving four-operation problems and states that this strategy is implemented by determining the operations for solution or by finding the values for the unknown that will confirm equation and inequation. According to Baykul, this strategy turns into forming equation during the last years of secondary school and it is emphasized that the strategy is abstract in both cases. In a study by Pape (2004) students who write mathematical equation and inequation directly without making sense of the problem and without forming a relation between what is given and what is wanted and who use the problem text only to determine what calculations are required are defined direct; students who record what is given, absorb the text content, check and crosscheck the calculations to put across the solution with its justifications are defined comprehension-oriented solvers. At the end of the study the latter was found to be more successful than the former. It was determined in a study by Koedinger and Tabahneck (1994) that if a student can switch her/his strategy and goes for others when s/he reaches deadlock while solving a problem, or reaches a solution by using multiple strategies, s/he can deal with dilemmas more easily with less effort. In a study by Kaur (1998), unsuccessful students don’t choose the appropriate strategy for solution and cannot implement it even if they choose the right strategy. It was seen in the same study that good solvers can solve the same problem with different strategies. 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? tải về 434.01 Kb. Chia sẻ với bạn bè của bạn:
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