The effect of storyline-based mathematics problem solving practices on problem solving success, skills and attitudes

The Purpose of research is to reveal the effects of storytelling teaching on 6th-grade students' mathematical problem-solving success, problem-solving skills, and attitudes. In the research, a quasi-experimental design with an experimental control group was used. The study group of the research consists of 6th-grade students studying in a primary school affiliated with the Ministry of National Education in Ankara. The study was conducted with a total of 56 students (28 experimental and 28 control groups) from two randomly selected classes for 4 weeks, one being the experimental group and the other being the control group. The lesson was taught with the teacher's teaching methods with the students in the control group, and the lesson was taught with the students in the experimental group using the storytelling method. As data collection tools; Mathematics Achievement Test, Problem Solving Skills Scale, and Problem Solving Attitude Scale were used. It was applied as pre-test and post-test in control and experimental groups. According to the findings of the research, it was concluded that the teaching applied to the experimental group caused a significant and positive change in the problem-solving success, problem-solving skills, and attitude towards problem-solving compared to the existing teaching in the control group. In this way, it can be suggested that mathematic teachers use the storytelling method in math lessons to increase their students' academic success in problem solving and to improve their problem solving skills and attitudes towards problem solving in a positive way. Keywords: problem-solving, storytelling method, problem-solving success, problem-solving skill, attitude towards problem-solving.