The impact of Bridge21 model applications on students' mathematical problem-solving skills, perceptions of 21st century skills and sociomathematical norms

The aim of this study is to investigate the effect of the Bridge21 learning model on the 8th-grade students' mathematical problem-solving skills, perceptions of 21st-century skills in mathematics learning, and sociomathematical norms. In line with these objectives, the research was carried out in a middle school as part of an elective course, within the framework of the collaborative, project-based, and technology-assisted Bridge21 learning model, during both the teaching and research processes throughout problem-solving and activity completion. The participants of the study conducted in the fall semester of the 2023-2024 academic year were 8th-grade students selected through purposeful sampling. The study used an embedded mixed design, where the qualitative phase, consisting of a case study as the secondary method, was embedded within the quantitative phase, which was the dominant method using a pre-test and post-test control group quasi-experimental design. This ensured that the qualitative phase helped explain the quantitative phase. Quantitative data were collected using the "21st Century Skills Perception Scales" and the "Mathematical Problem Solving Skills Test," which were developed by the researcher. Qualitative data were gathered through researcher observations, semi-structured interviews, activity worksheets, and student diaries. The implementation phase of the research was carried out with 7 activities containing mathematical problems from real-life situations, developed by the researcher. Descriptive analysis and content analysis were used for the analysis of qualitative data, while descriptive and inferential statistical analyses were employed for the quantitative data. Based on the findings of the research, it was concluded that the Bridge21 learning model was effective in the development of mathematical problem-solving skills and sociomathematical norms during the problem-solving process of 8th-grade students. Furthermore, the model was found to have a significant effect on the perception of communication and collaboration, as well as initiative and entrepreneurship skills, while it did not have a significant effect on the perception of analytical skills and information processing skills. Based on the results of the study, various recommendations were made.