MATHEMATICAL THINKING PROCESS OF 6TH GRADE STUDENTS IN ACCORDANCE WITH KISS THEORY

Abstract

Abstract

In this study, the mathematical thinking skills of sixth grade students were examined in terms of KISS theory. The term KISS stands for conceptual operational symbolic process. KISS theory is based on the procept theory developed by Gray & Tall (2004). KISS theory consists of three stages: the procedure, the operational process and the conceptual operational symbolic process. The research was designed as a case study method. Students' mathematical thinking skills were examined during the transition from arithmetic to algebra. The research was carried out with five sixth grade students. The students were selected on the basis of their average performance in the mathematics course. It was found that one student had a low level of achievement in mathematics, two students had a medium level of achievement and two students had a high level of achievement. The students had previous education on algebraic expressions. Semi-structured interview technique was used in the research. Five open-ended questions aimed at revealing their knowledge of arithmetic and algebra were asked to them. The descriptive analysis method was chosen as the data analysis method.  It was seen that the sixth grade students were able to think correctly in the procedure and the operational process and the expressing the concept symbolically. Students were generally able to write correct symbolic expressions for verbal expressions. However, while explaining symbolic expressions, they generally preferred to give numerical values instead of unknowns. Therefore, they first realized concrete thinking. As a result, the students first carried out a process of thinking about the procedure and the operational process. Then, they made the transition to the stage of symbolic thinking by considering the concept and the operation together.