Problem solving and problem posing skills of students in mathematics teaching will be examined using the storytelling method.

What is the effect of the storytelling method in mathematics teaching on the problem solving skills of 6th grade students?

What is the effect of the storytelling method in mathematics teaching on the problem posing skills of  6th grade students?

The purpose of research: The general aim of the research is to examine the effects of storytelling method on problem solving skills and problem posing skills of 6th grade students.

The story is a written literature product in which real or truth-like events are described as prose. Stories help us understand the world we live in and see alternative ways of being in that world (Roach & Wandersee, 1995; Hoogland, 1998). We learn what the stories are at a very young age, so it is not a very foreign concept for children.

According to Forest (2007), storytelling is a traditional method of education. When the story is told, it is a dream travel that conceals the hidden details, characters, colors, landscapes and other details that the listener thinks. When people are listening to the story, they create images in their minds and associate this with their lives. Each listener thinks of his own memories, dreams and experiences when he hears the story.

Storytelling at mathematic education is using stories, which include mathematical content, at mathematic lessons. When mathematics and literature linkage makes mathematics more vivid, it is stated that teachers have a natural way to make students see mathematics (Akt Kır; Moyer 2000).

Although storytelling is not considered a model, it can be thought of as a pedagogical technique that improves the understanding of abstract mathematical concepts (Goral & Gnadinger, 2006). Because of the nature of the mathematics, this abstract concept can be a way of creating a more comfortable image in the mind for students. According to İlter (2014), it is said that allowing students to use mathematical concepts in the context of a story contributes to their mental development. In emotional needs, problem solving and helping children to be comfortable in the classroom, stories function in terms of a pedagogical and social sense. The stories serve as pedagogy in terms of comprehension and literacy, and socially, for example, communication between children, classmates and other people in the world (Hooglan, 1998). Stating that mathematical language-based stories help students understand mathematical concepts in depth. The mathematical concepts in the stories in a more comfortable way in their minds contribute to the students' mental processes. After the storytelling, the students share their thoughts and communicate with their friends and strengthen their communication skills.

Constructivism is the re-creation of subjective meanings of the individual in their own cognition, real life situations and context-centered rich experiences with inter-subjective processes (Yurdakul, 2011). From a constructivist point of view, information cannot be transferred from outside, and therefore it is not possible for knowledge to be independent of knowledge. The meaning created by the individual differs from person to person. Even if the information is taken from outside, beliefs, experiences and foresights are effective in the process of understanding the incoming information. This situation gives information about how the information is structured and created (Tezci & Perkmen, 2016). In constructivism, the teacher supplies to increase the curiosity of the learner. Teachers show new situations that can enable learners to develop new perspectives on these concepts with the activities at the last stage (Akyol, 2006).

In this study, a quasi-experimental design with pre-test post-test control group will be used as a research design. While storytelling method is used in the experimental group, the traditional method is used in the control group. The whole study is expected to last for 6 weeks. The research group of the study will be composed of 6th grade students in Turkey. In the research, pre-existing natural groups will be used, provided that they are appointed as neutral in their groups. Since quantitative data analysis methods will be used in the study, it is planned that the number of participants will be 25 to 30 in both groups. Pre-test-posttest control group quasi-experimental model will be used in the study. There will be two groups formed by the independent assignment. One of them will be the control group and the other will be the experimental group. Measurements will be made both in the control group and in the experimental group before and after the experiment. The stories will be written by the researcher and prepared by taking expert opinions. These stories and problems will be prepared by considering the objectives at the curriculum Also, the student will create a problem related to the same objectives. The story and other tests prepared by this researcher will be presented to the student as a working paper. In order to collect data, problem-solving skill test and problem-posing skill test to be developed by the researcher will be used. It is planned that the scales will be created by researcher by taking the opinions of the experts in mathematics education. The tests consist of 8 open-ended questions in 6th grade levels. The validity and reliability of the scales will be examined and expert opinions will be consulted and then pilot implementation will be carried out. With the pilot application, the necessary arrangements will be made and the tests will be finalized. Quantitative statistical calculations will be used in data analysis. At the beginning of the study, the problem-solving skill test and problem-posing skill test developed by the researcher at the beginning of the study will be applied as a pre-test and as a post-test at the end of the study. ANOVA test will be used to determine whether there is a significant difference between the groups.

As a result of this study, it is thought that there can be no significant difference in problem solving skills and problem building skills in mathematics lessons in the control group consisting of 6th grade students. In the experimental group, it is thought that there may be a significant difference in students’ problem solving skills and problem posing skills. In addition, it is thought that the students in the experimental group will be able to understand the problem more easily and at the same time, there will be less problems in problem posing and development in creating context.

Aslan, A., ve Demircioğlu, H. (2011). Effect of explanatory storieson transformation of seventh grade students’ misconceptions about science. Burton, L. (2002). Children's mathematical narratives as learning stories. European Early Childhood Education Research Journal, 10(2), 5-18. Coşkun, M. (2013). Matematik kavramları öğretiminde öyküleştirme yönteminin tutuma ve başarıya etkisi. Yayınlanmış Yüksek Lisans Tezi, Ahi Evran Üniversitesi Sosyal Bilimler Üniversitesi, Kırşehir. Çağatay, K. ve Göktaş, Y. (2016). Öğretim teknolojilerinin temelleri, Ankara:PEGEM AKADEMİ DEMİRCİOĞLU, H., DEMİRCİOĞLU, G., & AYAS, A. (2006). Hikayeler ve kimya öğretimi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30). Forest, H. (2007). Inside Story: An Arts-Based Exploration of the Creative Process of the Storyteller as Leader (Doctoral dissertation, Antioch University). Goral, M. B., & Gnadinger, C. M. (2006). Using storytelling to teach mathematics concepts. Australian Primary Mathematics Classroom, 11(1), 4. Greenes, C., Ginsburg, H. P., & Balfanz, R. (2004). Big math for little kids. Early childhood research quarterly, 19(1), 159-166. Hoogland, C. (1998). Educational uses of story: Reclaiming story as art. Canadian Journal of Education/Revue canadienne de l'éducation, 79-95. İlter, İ. (2014). Integrating social studies with mathematics through children’s literature Çocuk edebiyatı aracılığıyla sosyal bilgilerin matematikle bütünleştirilmesi. Journal of Human Sciences, 11(2), 1117-1138. Kır, D. (2011). Hikâyelerle matematik öğretiminin ilköğretim 2. sınıf öğrencilerinin toplama ve çıkarmaya ilişkin sözel problem çözme becerileri üzerindeki etkileri. Yayınlanmamış Yüksek Lisans. Çukurova Üniversitesi Adana. Kirova, A., & Bhargava, A. (2002). Learning To Guide Preschool Children's Mathematical Understanding: A Teacher's Professional Growth. Early Childhood Research & Practice, 4(1), n1. Roach, L. E., & Wandersee, J. H. (1995). Putting people back into science: Using historical vignettes. School Science and Mathematics, 95(7), 365-370.