The effect of the selective problem-solving model on the mathematical literacy and academic achievements of 6th grade students

This study examines the effects of the Selective Problem Solving (SPS) model used in the 6th grade elective mathematics applications course. The study evaluates the impact of activities based on the SPS model on students' mathematical literacy, academic achievement, self-efficacy perceptions of mathematical literacy, and attitudes towards solving mathematical problems. A quasi-experimental design with a pre-test-post-test control group was used as the research method. The study was conducted with 48 students at the 6th grade level in a secondary school affiliated with the Ministry of National Education in Ordu during the 2022-2023 academic year. The data collection process lasted for 11 weeks. The data collection tools used in the study were the Mathematics Problem Solving Attitude Scale (Çanakçı, 2008), the Mathematical Literacy Self-Efficacy Scale (Özgen & Bindak, 2008), the Skill-Based Questions Achievement Test, and the Mathematical Literacy Test. According to the study's findings, a significant difference was found between the experimental and control groups in terms of mathematical literacy levels, academic achievement, self-efficacy perceptions of mathematical literacy, and attitudes towards solving mathematical problems. It was observed that the students in the experimental group improved their mathematical literacy more than the students in the control group. Similarly, a significant increase was observed in the academic achievement, self-efficacy perceptions of mathematical literacy, and attitudes towards solving mathematical problems of the students in the experimental group compared to the students in the control group. In conclusion, it was found that activities based on the SPS model are an effective way to enhance students' mathematical literacy, academic achievement, self-efficacy perceptions of mathematical literacy, and attitudes towards solving mathematical problems. These findings encourage educators and policymakers to consider such innovative teaching methods in mathematics instruction. Additionally, future research is recommended to focus on examining the effects of the SPS model on a larger student sample and in different subjects.