The Connection between Children's Literature and Mathematics: Reflections from Problem Posing Situations of Prospective Mathematics Teachers

Neslihan Demirci; Çiğdem Arslan

Makale detayları

The Connection between Children's Literature and Mathematics: Reflections from Problem Posing Situations of Prospective Mathematics Teachers

Yazarlar:

Neslihan Demirci | Çiğdem Arslan

Yayıncı:

Balıkesir University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.19 Issue 1, pp.84-112

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001351881

pISSN:

1307-6086

Anahtar kelimeler:

Özet:

 Utilizing interdisciplinary connections in teaching mathematics increases the quality of teaching and makes learning more effective and permanent. In this study, the connection between childrens literature and mathematics was discussed and this connection was examined through problem posing. The relevant research was conducted with a case study design, which is one of the qualitative research methods. In this direction, 6-week tasks were carried out intermittently for prospective mathematics teachers regarding the connection between childrens literature and mathematics. As a result of these tasks, prospective mathematics teachers were asked to pose as many problems as they could using a visual in a book of childrens literature. 66 mathematical problems posed by 27 prospective mathematics teachers were evaluated descriptively with the problem posing evaluation criteria including the themes of Content, Mathematical Connection and Creativity, and the frequencies for the themes were presented in a table. As a result of the study, it was concluded that the connection between childrens literature and mathematics positively affected the mathematical connection skills and creativity of the prospective teachers. At the same time, it was observed that the number of problem-solving strategies used in the problems posed by the prospective teachers was high and the most preferred problem-solving strategy was mathematical reasoning.

 Utilizing interdisciplinary connections in teaching mathematics increases the quality of teaching and makes learning more effective and permanent. In this study, the connection between childrens literature and mathematics was discussed and this connection was examined through problem posing. The relevant research was conducted with a case study design, which is one of the qualitative research methods. In this direction, 6-week tasks were carried out intermittently for prospective mathematics teachers regarding the connection between childrens literature and mathematics. As a result of these tasks, prospective mathematics teachers were asked to pose as many problems as they could using a visual in a book of childrens literature. 66 mathematical problems posed by 27 prospective mathematics teachers were evaluated descriptively with the problem posing evaluation criteria including the themes of Content, Mathematical Connection and Creativity, and the frequencies for the themes were presented in a table. As a result of the study, it was concluded that the connection between childrens literature and mathematics positively affected the mathematical connection skills and creativity of the prospective teachers. At the same time, it was observed that the number of problem-solving strategies used in the problems posed by the prospective teachers was high and the most preferred problem-solving strategy was mathematical reasoning.

 Utilizing interdisciplinary connections in teaching mathematics increases the quality of teaching and makes learning more effective and permanent. In this study, the connection between childrens literature and mathematics was discussed and this connection was examined through problem posing. The relevant research was conducted with a case study design, which is one of the qualitative research methods. In this direction, 6-week tasks were carried out intermittently for prospective mathematics teachers regarding the connection between childrens literature and mathematics. As a result of these tasks, prospective mathematics teachers were asked to pose as many problems as they could using a visual in a book of childrens literature. 66 mathematical problems posed by 27 prospective mathematics teachers were evaluated descriptively with the problem posing evaluation criteria including the themes of Content, Mathematical Connection and Creativity, and the frequencies for the themes were presented in a table. As a result of the study, it was concluded that the connection between childrens literature and mathematics positively affected the mathematical connection skills and creativity of the prospective teachers. At the same time, it was observed that the number of problem-solving strategies used in the problems posed by the prospective teachers was high and the most preferred problem-solving strategy was mathematical reasoning.

 Matematik öğretiminde disiplinler arası ilişkilendirmeden yararlanmak öğretimin niteliğini arttırmakta, öğrenmeyi daha etkili ve kalıcı hale getirmektedir. Bu çalışmada çocuk edebiyatı ile matematik ilişkilendirmesi ele alınmış, bu ilişkilendirme problem kurma üzerinden incelenmiştir. İlgili araştırma nitel araştırma yöntemlerinden durum çalışması deseni ile yürütülmüştür. Bu doğrultuda matematik öğretmen adaylarına çocuk edebiyatı ve matematik ilişkilendirmesine yönelik aralıklı olacak şekilde 6 haftalık uygulamalar gerçekleştirilmiştir. Bu uygulamalar sonucunda matematik öğretmen adaylarından bir çocuk edebiyatı eserinde yer alan görselden yararlanarak kurabildikleri kadar problem kurmaları istenmiştir. 27 matematik öğretmen adayı tarafından kurulan 66 matematiksel problem İçerik, Matematiksel İlişkilendirme ve Yaratıcılık temalarını içeren Problem Kurmayı Değerlendirme Kriterleri ile betimsel olarak değerlendirilmiş, temalara yönelik frekanslar tablo halinde sunulmuştur. Çalışma sonucunda çocuk edebiyatı ile matematik ilişkilendirmesinin öğretmen adaylarının matematiksel ilişkilendirme becerilerini ve yaratıcılıklarını olumlu anlamda etkilediği sonuçlarına ulaşılmıştır. Aynı zamanda öğretmen adaylarının kurdukları problemlerde problem çözme stratejilerinin kullanımının sayıca fazla olduğu ve en fazla tercih edilen problem çözme stratejisinin matematiksel muhakeme yapma olduğu görülmüştür.

Makale detayları

The Connection between Children's Literature and Mathematics: Reflections from Problem Posing Situations of Prospective Mathematics Teachers

Yazarlar:

Neslihan Demirci | Çiğdem Arslan

Yayıncı:

Balıkesir University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.19 Issue 1, pp.84-112

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001351881

pISSN:

1307-6086

Children’s literature

connection

creativity

mathematics education

problem posing

prospective teachersÇocuk edebiyatı

ilişkilendirme

matematik eğitimi

öğretmen adayları

problem kurma

yaratıcılık

Sayı

Makale detayları

Yazarlar: Neslihan Demirci | Çiğdem Arslan

Yayıncı: Balıkesir University

Ana Başlıklar: Matematik Eğitimi

Dergi: Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.19 Issue 1, pp.84-112

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001351881

pISSN: 1307-6086

Sayı

Yazarlar:

Neslihan Demirci | Çiğdem Arslan

Yayıncı:

Balıkesir University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.19 Issue 1, pp.84-112

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001351881

pISSN:

1307-6086