The effect of teaching problem solving strategies on the mathematical literacy process skills of 9th grade students

The aim of this study was to examine the effect of teaching problem-solving strategies on 9th-grade students' mathematical process skills (formulating, executing, interpreting, and evaluating). The study was carried out with 65 students studying at an Anatolian high school affiliated with the Ministry of National Education. The explanatory sequential design method, one of the mixed research methods, was used as the study model. The quantitative and qualitative data of the study carried out with two student groups, the experimental and the control group, were obtained with the "problem-solving test for process skills" applied as a pre-test and post-test during the study. In the findings of the study, it was seen that teaching problem solving strategies revealed a significant difference between the pretest and posttest scores in favor of the posttest in terms of each mathematical process. In addition, as a result of the qualitative analysis, it was seen that the students were able to use the problem solving strategies they learned in the problems prepared in accordance with the mathematical processes. Therefore, as a result of the research, it was concluded that teaching problem solving strategies increases the level of using mathematical process skills, in other words, it improves students' mathematical literacy levels.