Investigation seventh grade students' process of solvinglife-based questions

Nowadays, with the advances in science, reaching and using information has become dependent on individuals' ability to adapt to changes. In order to adapt to developments experienced, individuals must have the qualifications to meet the needs of the 21st century. Innovations that will increase the quality of education should be made in order to gain students the competencies and skills required by the age. At this point, the life-based learning approach, which reveals that knowledge is built through the experiences of the individual and based on the constructivist approach, stands out. Life-based learning approach, which is thought to affect students' making connections between mathematics and daily life, will provide meaning to knowledge. In our country, students fail to use mathematics to associate daily life with mathematics and to find solutions to problems. This situation has revealed the need to investigate the reasons for the low level of students' associating mathematics with daily life and their failure in international exams. Within the scope of this thesis, a study was conducted to determine the reasons for the low level of students' associating mathematics with daily life and the clues they need to increase this level. The aim of this study is to determine the difficulties experienced by students at different levels of success in the process of solving life-based questions, the arrangements that can be made to overcome these difficulties, and to identify the clues that students need. In the study, life-based questions test was applied to six students who were in the seventh grade in a public school and who were at three different levels as "low", "medium" and "high" according to their average mathematics scores in the previous term. After the application, it was aimed to reveal the opinions of the students about the questions based on life-based learning by taking their opinions about the questions in the practice test. The qualitative data obtained from the interviews were analyzed according to content analysis and then presented. According to the findings of the study, the students think that it will be beneficial to encounter life-based questions more, and they stated that they think that including more life-based questions in the lessons will affect them positively in the process of solving the questions. In addition, students added that life-based questions positively affected their deep thinking skills. It was revealed that the students mostly liked the fact that life-based questions contained descriptive information and visually, while some questions did not like for being long and difficult. Most of the students feel incomplete when there is a lack of information in the process of solving the questions and they think it is important to use time effectively. According to the findings obtained from the process of solving life-based questions, low-level students reported lack of knowledge, reading comprehension and attention deficit; intermediate learners have difficulty in reading comprehension, anxiety about test time and lack of attention; higher level students, on the other hand, have difficulties with reading comprehension difficulties and attention deficits. It was observed that as a result of the teacher reminding about the past issues, examining the incomprehensible and lack of attention sections with the student and making explanations, the students started to think about the solution and focused better on the questions.