The effect of algorithm-based activities on the mathematics problem solving skilss of 4th grade primary school students

This research was conducted to examine the impact of algorithm-based activities on students' problem-solving skills. The study group consisted of 51 students attending the fourth grade at a public school in the Eyüpsultan district of Istanbul, Turkey. The "Problem Solving Achievement Test," which includes math problems and was developed by the researcher, was used as the data collection tool in the research. The students' responses to the questions in the Problem Solving Achievement Test were evaluated using the 'Problem Solving Process Assessment Scale' prepared by Baki (2006). The quasi-experimental design was employed in the study, with the experimental group receiving education through algorithmic activities, while the control group continued with regular education. The algorithm-based education was provided to the experimental group for a period of six weeks, with two class hours each week. The data obtained were analyzed using the Wilcoxon Signed-Rank Test and the Mann-Whitney U test. The errors made by the students in solving the problems were analyzed using descriptive analysis techniques. As a result, it was determined that algorithm-based activities improved the students' problem-solving skills, and the experimental group showed improvement in all stages of problem-solving. No significant difference was found in the results of the control group students. Regarding the results related to the types of errors made by the students, it was found that they made the most errors in the theme of using numbers given in an irrelevant manner during the problem-solving process. Additionally, it was determined that students frequently made computational errors and repeated mistakes such as selecting operations and not completing the solution. According to all the results obtained from the research, it was stated that algorithm education supports problem-solving skills. Considering the obtained results, algorithm-based activities can be incorporated into mathematics education. Classroom teachers can use algorithmic activities as a method to enhance problem-solving skills in mathematics classes.