Kolej 6. Sınıf Matematik Öğretmenlerinin Problem Çözme Sürecindeki Uygulamalarının İncelenmesi

This research aimed to examine problem solving practices of the mathematics teachers teaching in the 6th grade of colleges in Turkish Republic of Northern Cyprus. The study adopted convergent parallel design. The participants in this study included 13 mathematics teachers teaching in the 6th grades in the colleges (Turkish Maarif College, Bekirpaşa High School, Güzelyurt Turkish Maarif College, Famagusta Turkish Maarif College and 19 May Turkish Maarif College) in TRNC. While quantitative data were gathered from the teachers through „Problem Solving Skills and Strategies Scale‟, qualitative data were obtained via observations of teachers within classrooms. Quantitative data were analysed using statistical package 22 software and quantitative data were analysed through content analysis method. The findings of the study revealed that the mathematics teachers in the 6th grades in the colleges employ certain practices during problem solving processes. During the process of understanding the problem, it was found that the teachers asked the students to understand the question, read the text/question several times so that it could be understood, asked the students to find the key words in the question, asked them to establish the relationship between the problem given and the problems previously solved, summarized the solution process, made the problem concrete through visuals so that it could be understood, asked the students to predict the solution of the problem, and asked them to find a strategy based on assumptions. During the process of devising a plan, it was revealed that the teachers explained the other way to the solution, asked the students to make a plan for solution, and asked them to go over the mathematical concepts necessary. Besides, it was found out that, during the phase of carrying out the plan, the teachers asked the students to solve the problem following the steps of problem solving, asked them to use the pre-taught rules, and gave importance to the operations while solving the problem. Further, the findings of this study exhibited that, during the phase of looking back, the teachers asked the students to check the way they have followed, asked them to think on what they have learnt after solving the problem, got the students to find the solution correctly, asked them to check the operations after problem solving, and asked them to complete the missing points within the way of solution. In contrast to the findings, above, it was found out that, during the phase of understanding the problem, the teachers did not ask the students to rephrase the problem. Also, during the phase of looking back, the teachers did not ask them to pose a new problem as s result of the solution. At the end of the study, suggestions for practice and future research are addressed.