Are middle school mathematics teachers able to solve word problems without using variable?

• Burçin Gökkurt Özdemir ^[1] ; Emrullah Erdem ^[2] ; Tugba Örnek ^[4] ; Yasin Soylu ^[3]
  1. [1] Bartin University

     Bartin University

     Turquía

     
  2. [2] Adıyaman University

     Adıyaman University

     Turquía

     
  3. [3] Atatürk University

     Atatürk University

     Turquía

     
  4. [4] Dicle University

     Dicle University

     Turquía

     

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• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 49, Nº. 1, 2018, págs. 85-106
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Many people consider problem solving as a complex process in which variables such as x,?yare used. Problems may not be solved by only using ‘variable.’ Problem solving can be rationalized and made easier using practical strategies. When especially the development of children at younger ages is considered, it is obvious that mathematics teachers should solve problems through concrete processes. In this context, middle school mathematics teachers' skills to solve word problems without using variables were examined in the current study. Through the case study method, this study was conducted with 60 middle school mathematics teachers who have different professional experiences in five provinces in Turkey. A test consisting of five open-ended word problems was used as the data collection tool. The content analysis technique was used to analyze the data. As a result of the analysis, it was seen that the most of the teachers used trial-and-error strategy or area model as the solution strategy. On the other hand, the teachers who solved the problems using variables such as x, a, nor symbols such as ?, ?, ?, * and who also felt into error by considering these solutions as without variable were also seen in the study.