The effects of a functional thinking intervention on fifth grade students’ functional thinking skills

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2020-10-22
Akın, Gülnur
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The purpose of the study was to investigate the effects of a functional thinking intervention on 5th-grade students’ functional thinking skills. The sample of the current study was 43 fifth grade students in two public middle schools in Ankara, in which 20 of them constituted the experimental group in one school, and 23 of them constituted the control group in the other school. The sample was chosen by the convenience sampling method from public secondary schools in Ankara. While the control group students did not attend any intervention about functional thinking, the experimental group students participated in a functional thinking intervention lasting 12 hours (about 3 weeks). A Functional Thinking Test (FTT) was applied as a pre- and post-test to both groups. The quantitative data was supported by analyzing students’ functional thinking strategies qualitatively. The statistical analyses were conducted to investigate whether there was an effect of the functional thinking intervention on students’ functional thinking skills. The results of the study showed that there was not a significant mean difference between the experimental and control group at pre-test or post-test. However, the experimental group showed significant pre-to-post gains. Also, experimental group students were significantly better at being able to use variables in defining the function rule after the functional thinking intervention.
5th grade students, Early algebra, Recursive pattern, Covariational thinking, Correspondence thinking, Functional thinking
https://hdl.handle.net/11511/69093
Graduate School of Natural and Applied Sciences, Thesis

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Citation Formats
G. Akın, “The effects of a functional thinking intervention on fifth grade students’ functional thinking skills,” M.S. - Master of Science, Middle East Technical University, 2020.
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