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Investigation of Problem-Solving and Problem-Posing Abilities of Seventh-Grade Students
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Arikan, Elif Esra; Ünal, Hasan
- Language:
English- Source:
Educational Sciences: Theory and Practice. Oct 2015 15(5):1403-1416.- Publication Date:
2015- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: [email protected]; Web site: http://www.estp.com.tr/
- Peer Reviewed: Y
- Source: 14
- Education Level: Grade 7
Junior High Schools
Middle Schools
Elementary Education
Secondary Education - Subject Terms: Problem Solving; Grade 7; Foreign Countries; Academically Gifted; Gifted; Mathematics; Mathematics Education; Teaching Methods; Mathematics Instruction; Creativity; Mathematical Models; Creative Thinking; Public Schools; Private Schools; Elementary School Mathematics; Mathematics Curriculum; Achievement Tests; Statistical Analysis; Correlation; Fractions; Elementary School Students; Student Attitudes; Mathematics Tests
- Subject Terms:
- ISSN: 1303-0485
- Abstract: This study aims to examine the effect of multiple problem-solving skills on the problem-posing abilities of gifted and non-gifted students and to assess whether the possession of such skills can predict giftedness or affect problem-posing abilities. Participants' metaphorical images of problem posing were also explored. Participants were 20 gifted and 85 non-gifted seventh graders, and quantitative and qualitative research methods were used for data collection and analysis. The relationship between multiple problem-solving skills and giftedness was investigated, and a strong correlation between problem solving in multiple ways and problem-posing abilities was observed in both the gifted and non-gifted students. Moreover, problem solving in multiple ways was observed in both the gifted and non-gifted students. Metaphorical images were based on the participants' experiences with problem posing, and they associated their positive or negative metaphors depending on their problem-posing performance.
- Abstract: As Provided
- Number of References: 85
- Publication Date: 2016
- Accession Number: EJ1101279
- Availability:
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