Investigation of the relationship between 8th grade students' coping with mathematics and reflective thinking skills to problem solving and mathematical reasoning

The aim of this study is to investigate the relationship between mathematical reasoning skills (MAYT), problem solving skills (PCYD) and coping with mathematics (MBE) in 8th grade students', and coping levels in algebra unit with to examine mathematical reasoning skills according to some variables such as gender, achievement, working hours. In addition, mathematical reasoning methods and solutions of algebra are examined. The population of this study consists of 8th grade students studying in 2018-2019 academic year in secondary schools of the Ministry of Education of Bingöl province. The sample of the study consisted of 162 students who were selected in the eighth grade of a public secondary school in Bingöl. The method of the study was mixed method. In the quantitative section, relational scanning model was used in the analysis of the data, and in the qualitative section, content analysis was used. As data collection tools, personal information form, open-ended survey, reflective thinking skill scale for problem solving, coping with mathematics scale and the mathematical reasoning test developed by the researcher was used. The data obtained from the study were analyzed using SPSS (Statistical Package for the Social Sciences). In the analysis of the data; frequency, correlation and regression analysis were used. According to the findings of the study, the sub-dimensions of the MBE scale (Coping focused on solving the problem, Coping with reference to others, Non productive coping), and the sub-dimensions of the PCYD scale (questioning, evaluation, reasoning), there was a positive correlation and positive effect between MAYT. Only the questioning subscale of the PCYD scale did not have a significant effect. There was no significant difference between students' gender and the success of reading mathematical reasoning, there was a significant difference in success and working hours. As a result of content analysis, students' reasoning methods and solutions; to leave the process incomplete or make a transaction error, is not sufficient to make logical inferences, inability to understand questions, use time effectively and results such as random processing. According to the results of the study current education programs, enable students to make better logical inferences and to be able to develop reasoning skills, reducing the intensity of the curriculum, teachers demolish the pattern of difficult mathematics lesson, to help students overcome their fears and concerns about mathematics, they were offered guidance and training coaching.