INVESTIGATION OF THE SOLUTION PROCESS OF THE PROBLEMS POSED BY SECONDARY SCHOOL STUDENTS IN PISA TYPE

Abstract

In the 21st century, which is the dynamic information age, the inevitability of change,it is important
for students to be prepared for PISA questions by increasing their mathematical literacy. The aims
of mathematics teaching programs are to be able to overcome the problems encountered in real life,
to be able to see the relationships between events and to produce original solutions. Studies show
that there is a relationship between the acquisition of mathematical concepts and the problem
solving process (Yılmaz & Yenilmez, 2008). Question types within the scope of PISA aim to
measure skills such as creative thinking, reading-interpreting-evaluation of the given information,
problem-solving-resulting (Savran, 2004). With mathematics education, students will develop their
problem-solving skills and overcome them. These reasons bring students' problem posing skills to
the fore. This research was conducted to examine the solution process of the problems posed by
secondary school students in the PISA type. The study group consists of 43 sixth grade students in
Dörtyol district of Hatay province in the 2018-2019 academic year. The research, Cresswell, 2007;
Yıldırım & Şimşek, 2011) working group was determined. One of the most successful schools in
the region and one of the best classrooms was chosen as the benchmark. In the research, they were
asked to pose three problems in accordance with the nature of PISA as a data collection tool, and
the solutions of the problems they posed were evaluated within the framework of data analysis. As a
result of the research, students are expected to be aware of real life problems and to be able to create
such problems. Students are expected to use different strategies and develop different perspectives
in problem solving. In addition, the students participating in the research are expected to make
meaningful learning with their active participation by establishing a connection between daily life
and mathematics lesson. Thus, they are expected to be aware that the mathematics course is not
only a course but also necessary throughout their lives.