Effects of story writing training on development of mathematical problem posing skills

Authors

  • Arzu Cevik Bartin University, Bartin, Turkey
  • Tugba Uygun Alanya Alaaddin Keykubat University, Alanya/Antalya, Turkey

DOI:

https://doi.org/10.17162/au.v13i2.1420

Keywords:

Pedagogy, writing, writing, mathematics, education, Turkey.

Abstract

The purpose of the study is to examine the effects of story writing on preservice primary school teachers’ problem posing skills. This study was designed based on the concurrent triangulation mixed design. In the qualitative part, document analysis was performed by analyzing the problems posed by the participants using Problem Posing Performance Rubric. The qualitative data were analyzed by content analysis in order to design this rubric. The themes identified by the content analysis were clarity, limpidness, unity, story writing style, fiction, elements of story and story arc for Turkish education and problem, sufficiency of information, mathematical appropriateness, pedagogical appropriateness, creativity, relatedness and operational and conceptual equilibrium for mathematical problem. The quantitative part of the study was performed by one-group pretest-posttest design as a kind of weak experimental research design. In this part, the quantitative data collected through the rubric were analyzed through descriptive statistics and paired-samples t-test. 50 participants were conducted to Problem Posing Instrument before and after four-week story writing training. Based on the findings of the current study, it was observed that story writing training improved the preservice primary school teachers’ problem posing skills.

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Published

2023-03-01

How to Cite

Cevik, A. ., & Uygun, T. . (2023). Effects of story writing training on development of mathematical problem posing skills. Apuntes Universitarios, 13(2), 38–60. https://doi.org/10.17162/au.v13i2.1420

Issue

Vol. 13 No. 2 (2023): Revista de Investigación Apuntes Universitarios

Section

Artículos

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