Investigation of secondary school students' fraction problems solving processes in the context of multiple representation and creativity

In this study, secondary school students' processes of solving fraction problems were examined in the context of multiple representations and creativity. Descriptive scanning model was used in the research. The sample of the research consists of 200 secondary school students in the 6th, 7th and 8th grades. Easily accessible case sampling, one of the purposeful sampling strategies, was preferred in determining the sample. The data were collected with the 'Fraction Problems Multiple Representation Test' created by the researcher, in which students were asked to solve fraction problems with as many different representations as possible. Student solutions were scored using a rubric for assessing mathematical creativity through multiple representations. Descriptive analysis, correlation, chi-square, independent samples t test and one-way analysis of variance techniques were used to analyze the data. According to the findings of the research, it was determined that there was no significant difference between the grade levels in terms of students' performance in using multiple representations in fraction problems, and that the use of correct representation and creativity increased according to the grade level. It was observed that the type of representation that students used most was symbolic representation, followed by visual representation and lastly verbal representation. Region, length and cluster models were preferred for visual representation, respectively. The shapes most used by students for visual representations were rectangles and circles. Additionally, a positive and significant relationship was found between students' creativity scores and problem posing skills. As students' creativity increases, their ability to solve and construct fraction problems using multiple representations also increases.