The effect of encryption tasks on 8th grade students' views and attitudes towards mathematical problem solving

The aim of this study is to examine the effect of encryption tasks on the views and attitudes of 8th grade students towards solving mathematics problems. In this context, cryptographic tasks were designed and it was examined whether there were any significant differences in students' attitudes and views towards mathematical problem solving before and after the application. 6 tasks were designed by scanning the related literature. Both quantitative and qualitative data collection techniques were used in the research. The first one of the data collection tools is the a likert-type attitude scale (Mathematics Problem Solving Attitude Scale-MPSAS), consisting of 19 items developed by Çanakçı (2008) to examine the change in attitudes. The scale is two-dimensional and 10 items in the first dimension measure students 'liking attitude towards problem and problem solving (Liking Dimension), while the 9 items in the second dimension measure students' attitude towards their own teacher and process (Teaching Dimension). Another data collection tool is the "Student Thinking About Problem Solving Scale (STAPSS)" scale developed by Armor-Thomas and Hoynes (1988). It was adapted to Turkish by Masal, Takunyacı and Agaç as the Scale of Students' Opinions about Solving the Problem. The observation form to be used throughout the process was developed by the researcher.