摘要：Bu araştırmanın amacı, matematik problemlerini çözmede başarılı öğrencilerin problem çözmeye yönelik yansıtıcı düşünme becerilerinin incelenmesidir. Araştırmada, nitel araştırma modellerinden biri olan “özel durum çalışması” kullanılmıştır. Araştırmanın çalışma grubunu matematik problemlerini çözmede başarılı üç öğrenci oluşturmuştur. Veri toplama aracı olarak bireysel problem çözme etkinlikleri, grup problem çözme etkinlikleri, yarı yapılandırılmış görüşme formu, video ve ses kaydı kullanılmıştır. Elde edilen veriler betimsel analiz yaklaşımı kullanılarak çözümlenmiştir. Öğrencilerin süreç boyunca nasıl yansıtma yaptıklarını incelemek için Hong ve Choi’nin (2011) çalışmalarında oluşturmuş olduğu üç boyutlu kuramsal çerçevenin yansıtmanın konusu ile ilgili olan bilgi, deneyim, his/duygu, bağlam ve grup arkadaşı şeklindeki beş teması alınmıştır. Araştırma sonucunda öğrencilerin bilgi, deneyim ve bağlam temaları çerçevesinde başarılı olmakla birlikte, diğer temalarında da yansıtmalar yapabildikleri, buna rağmen çeşitli göstergeler dâhilinde yansıtma yapmakta zorlandıkları, eksik yansıtma yaptıkları veya herhangi bir yansıtma yapamadıkları belirlenmiştir. The aim of this research is to examine the reflective thinking skill of students with good mathematical problem-solving skill with respect to general problem solving. A qualitative research technique, case studying, was used in this study. Three students who were good at solving math problems were participants in this research. Individual problem-solving activities, group problem-solving activities, semistructured interviews, and video and voice recordings were used as data collection tools. Received data were analyzed by using a descriptive analysis approach. To analyze how the students perform reflection during the examination process, a conceptual framework was used for descriptive analysis by considering five factors, such as knowledge, experience, feeling/emotion, context, and a group friend. These factors correspond to the reflection in a three-dimensional theoretical framework that Hong and Choi (2011) introduced in their studies. Depending on the thematic framework made, data were read and edited. As a result of this research, it was found that not only were the students good at knowledge-, experience-, and context-based themes but also at presenting reflections in feeling-/emotion- and group-friend-based themes; however, in some cases, these students found it difficult to reflect when constrained by specified indicators; they engaged in some deficient reflections or they could not reflect at all.
其他摘要：The aim of this research is to examine the reflective thinking skill of students with good mathematical problem-solving skill with respect to general problem solving. A qualitative research technique, case studying, was used in this study. Three students who were good at solving math problems were participants in this research. Individual problem-solving activities, group problem-solving activities, semistructured interviews, and video and voice recordings were used as data collection tools. Received data were analyzed by using a descriptive analysis approach. To analyze how the students perform reflection during the examination process, a conceptual framework was used for descriptive analysis by considering five factors, such as knowledge, experience, feeling/emotion, context, and a group friend. These factors correspond to the reflection in a three-dimensional theoretical framework that Hong and Choi (2011) introduced in their studies. Depending on the thematic framework made, data were read and edited. As a result of this research, it was found that not only were the students good at knowledge-, experience-, and context-based themes but also at presenting reflections in feeling-/emotion- and group-friend-based themes; however, in some cases, these students found it difficult to reflect when constrained by specified indicators; they engaged in some deficient reflections or they could not reflect at all.
