The Effect of Algebra Teaching Supported by Thinking Class Materials on Problem Posing Attitudes of Secondary School Students

Abstract

Purpose: This study aims to examine the effect of algebra teaching supported by thinking classroom materials on middle school students' problem-posing attitudes. Design/Methodology/Approach: The quasi-experimental method with a pretest-posttest control group was used in the study. The study participants, which was carried out for seven weeks in the first semester of the 2021-2022 academic year, consisted of 60 seventh-grade students attending a public middle school in the Pendik district of Istanbul. The Mathematical Problem Posing Attitude Scale (MPPAS) developed by Katrancı and Şengül (2019) to determine secondary school students' attitudes towards posing mathematical problems was used as a data collection tool in data collection in the research. Findings: The MPPTS posttest scores applied to the experimental and control group students after the instruction showed a significant difference in favor of the experimental group. The positive effect of algebra teaching supported by thinking classroom materials applied to the experimental group on the problem-posing attitudes of secondary school students was observed. Highlights: No study has been found that measures students' attitudes towards problem-posing in algebra teaching supported by thinking classroom materials. Considering that students' problem-posing attitudes are important, this study is thought to contribute to the literature.