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Harezmi Education Model in Primary Mathematics Effects on Problem-Solving and Critical Thinking

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Title: Harezmi Education Model in Primary Mathematics Effects on Problem-Solving and Critical Thinking
Language: English
Authors: Tunahan Filiz (ORCID 0000-0002-3149-8783), Bilgen Duran Erel (ORCID 0009-0003-7679-162X)
Source: International Online Journal of Primary Education. 2026 15(1):81-102.
Availability: International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: Elementary School Mathematics, Problem Solving, Critical Thinking, Interdisciplinary Approach, Grade 4, Elementary School Students, Mathematics Instruction, Instructional Effectiveness, Elementary School Teachers, Foreign Countries
Geographic Terms: Turkey
ISSN: 1300-915X
Abstract: Interdisciplinary approaches in education play a crucial role in developing students' real-world mathematical problemsolving (MPS) skills and critical thinking (CT) skills. One such approach, the Harezmi Education Model (HEM), integrates mathematics, science, computer technologies, social sciences, the arts, and sports through data-driven, technology-supported learning environments. This research sought to explore how the HEM can be incorporated into primary mathematics teaching and to determine its effect on learners' MPS and CT skills. The study was designed according to an explanatory sequential mixed-methods approach. During the quantitative stage, a quasi-experimental pretest-posttest model was implemented with fourth-grade students, who were separated into an experimental group (n = 26) and a control group (n = 26). In the subsequent qualitative stage, semi-structured interviews were carried out with 15 primary school teachers. The quantitative data were examined through multivariate analysis of variance (MANOVA), whereas the qualitative data were interpreted using content analysis. The results demonstrated that instruction grounded in HEM produced statistically significant improvements in students' MPS and CT skills. Teacher perspectives further indicated that HEM supports interdisciplinary learning and real-world connections, although challenges related to resources, time management, and teacher preparedness were noted. Overall, the results suggest that HEM offers a promising interdisciplinary framework for enhancing mathematics instruction and 21st-century skills in primary education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506605
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Harezmi Education Model in Primary Mathematics Effects on Problem-Solving and Critical Thinking
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  Data: <searchLink fieldCode="AR" term="%22Tunahan+Filiz%22">Tunahan Filiz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3149-8783">0000-0002-3149-8783</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bilgen+Duran+Erel%22">Bilgen Duran Erel</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-7679-162X">0009-0003-7679-162X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Online+Journal+of+Primary+Education%22"><i>International Online Journal of Primary Education</i></searchLink>. 2026 15(1):81-102.
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  Data: International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/
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  Data: Y
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  Data: 22
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  Data: 2026
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 1300-915X
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  Data: Interdisciplinary approaches in education play a crucial role in developing students' real-world mathematical problemsolving (MPS) skills and critical thinking (CT) skills. One such approach, the Harezmi Education Model (HEM), integrates mathematics, science, computer technologies, social sciences, the arts, and sports through data-driven, technology-supported learning environments. This research sought to explore how the HEM can be incorporated into primary mathematics teaching and to determine its effect on learners' MPS and CT skills. The study was designed according to an explanatory sequential mixed-methods approach. During the quantitative stage, a quasi-experimental pretest-posttest model was implemented with fourth-grade students, who were separated into an experimental group (n = 26) and a control group (n = 26). In the subsequent qualitative stage, semi-structured interviews were carried out with 15 primary school teachers. The quantitative data were examined through multivariate analysis of variance (MANOVA), whereas the qualitative data were interpreted using content analysis. The results demonstrated that instruction grounded in HEM produced statistically significant improvements in students' MPS and CT skills. Teacher perspectives further indicated that HEM supports interdisciplinary learning and real-world connections, although challenges related to resources, time management, and teacher preparedness were noted. Overall, the results suggest that HEM offers a promising interdisciplinary framework for enhancing mathematics instruction and 21st-century skills in primary education.
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      – Text: English
    PhysicalDescription:
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        PageCount: 22
        StartPage: 81
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      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Problem Solving
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Grade 4
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Turkey
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