ANALYSIS OF METHODOLOGICAL APPROACHES TO PROBLEM SOLVING SKILL IN MATHS TEXTBOOKS FOR GRADES 5-6

2019 ◽  
Vol 2 ◽  
pp. 255
Author(s):  
Elfrīda Krastiņa ◽  
Anita Sondore ◽  
Elga Drelinga
Keyword(s):  
Problem Solving ◽  
Text Analysis ◽  
Word Problems ◽  
Working Life ◽  
Mathematics Word Problems ◽  
Learning Mathematics ◽  
Solution Design ◽  
Methodological Approaches

One of the most important cross-cutting skills in the competence approach, which is developed in learning mathematics, is problem-solving. Solving mathematics word problems with practical content includes both text analysis, visualization of content, planning, and searching for different solution steps, argumentation of one’s opinion, solution design, as well as research. During his working life Professor J. Mencis (senior) has developed a methodological system of word problems. What is the offer of other authors? The aim of the article is to analyse the implementation of methodological approaches by various authors in the 5-6th grade maths textbooks, which develop the problem-solving skill, in order to find out the strengths and weaknesses of these methodological solution.

scholarly journals Tahapan Pemecahan Masalah dengan Diagram Bar pada Soal Cerita

2021 ◽  
Vol 8 (2) ◽  
pp. 108-122
Author(s):  
Wiworo Wiworo
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Visual Representation ◽  
Mathematical Expressions ◽  
Learning Mathematics

Word problems are still one of the causes of students' difficulties in learning mathematics. The four stages of problem solving suggested by Polya are: (1) understanding the problem, (2) planning a strategy, (3) implementing the strategy, and (4) checking and interpreting the results. One of the strategies to solve word problems that can be applied is by making diagram. The bar diagram model is a form of visual representation that can help students to solve word problems. The use of bar diagram in solving word problems can be a strategy for students to bridge the transition from understanding problems and making mathematical expressions. The process of creating a bar diagram model represents a visualization of known and unknown information and helps to identify how this information can be used to solve the problems. This paper discusses problem solving stages using bar diagram to solve word problems.

scholarly journals Is a confidence needed in learning mathematics?

2019 ◽  
Vol 2 (2) ◽  
pp. 52
Author(s):  
Surya Sari Faradiba ◽  
Alifiani Alifiani
Keyword(s):  
Academic Performance ◽  
Data Analysis ◽  
Problem Solving ◽  
Qualitative Analysis ◽  
Text Analysis ◽  
Research Subjects ◽  
Learning Mathematics ◽  
The Subject ◽  
Problem Solving Process

<p>Metacognitive blindness is often found in students with unsatisfactory academic performance. However, this study aims to reveal the process of metacognitive blindness that occurs during problem solving experienced by students with quite good academic performance. The data collected is in the form of words obtained through interviews and pictures of the work of research subjects. Description of data analysis and interpretation of the meaning of findings using text analysis. Analysis is carried out in all phases of problem solving, including analyzing, exploring, planning steps to solve problems, implementing a problem solving plan, and checking again. The results of qualitative analysis show that subjects who are students with good academic performance can experience anomalous results during the problem solving process. In this study, the anomalous result in question is a condition where the subject feels anomaly during the problem solving process, where the anomaly is actually not there. In this case, subjects who have good academic performance tend to have too much confidence. This makes the performance in the problem-solving process less optimal.</p>

Dyadic vs. Individual Practice with Exploratory and Directive Mathematics Tutors

1997 ◽  
Vol 17 (2) ◽  
pp. 165-186 ◽  
Author(s):  
Robert M. Yadrick ◽  
J. Wesley Regian ◽  
Catherine Connolly-Gomez ◽  
Linda Robertson-Schule
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Word Problem Solving ◽  
Mathematics Word Problems ◽  
Average Improvement ◽  
Problem Solving Environment

We used a 2 × 2 design to compare the performance of low-aptitude remedial participants learning to solve mathematics word problems. Participants worked either alone or as a member of a collaborative dyad, and received up to twelve hours of instruction and practice using either the Word Problem-Solving Environment (WPSE), an exploratory system over which users exercise considerable control, or Solver, a very structured and sometimes directive tutor. Individuals who worked with the WPSE showed the greatest average improvement between pretest and posttest scores. Dyad members showed relatively moderate improvements after working with either the directive tutor or the problem-solving environment. There were no significant changes between pretest and posttest scores for individuals who worked with the directive tutor. We discuss possible reasons for this pattern of results and present an analysis of data concerning the number of operations used in solving problems, the number of errors made, and the number of help requests, to support our discussion.

The Power of Pets

2016 ◽  
Vol 23 (1) ◽  
pp. 20-21
Author(s):  
Faiza Jamil
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Mathematical Thinking ◽  
Interesting Topic ◽  
Mathematics Word Problems ◽  
Authentic Problems

Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6. This month's article presents mathematics word problems for students focused around the theme of pets. Solving these problems can help students apply mathematical thinking to authentic problems related to an interesting topic.

Schema-Based Instruction Implemented Under Routine Conditions

2019 ◽  
Author(s):  
Corey Peltier ◽  
Mindy E Lingo ◽  
Faye Autry-Schreffler ◽  
Malarie Deardorff ◽  
Leslie Mathews ◽  
...  
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Probe Design ◽  
Resource Room ◽  
Group Settings ◽  
Intervention Protocol ◽  
Prior Literature ◽  
Based Instruction

Students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. One specific intervention identified as a promising practice for students with a SLD is schema-based instruction (SBI). The current projects aimed to tests the efficacy of SBI under routine conditions. This extends prior literature by (a) using a teacher as the implementer, (b) allowing flexibility in the intervention protocol, (c) condensing the duration of intervention sessions, and (d) providing instruction in small group settings. In addition, we examined student problem solving performance on word problems requiring two-steps and combined schema structures. We used a multiple-probe design across three groups of fifth-grade participants (n = 7) receiving supplemental instruction in a resource room setting. Results indicated a functional relation between SBI and problem-solving performance for all students on simple structure word problems, with the magnitude of effects varying across cases. The NAP, Tau, and BC-SMD effect sizes were used to quantify effects. Implications were discussed in regard to systematic replication and conditions that may impact fidelity.

scholarly journals Students’ suspension of sense making in problem solving

ZDM ◽  
2021 ◽  
Author(s):  
Gemma Carotenuto ◽  
Pietro Di Martino ◽  
Marta Lemmi
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Word Problem ◽  
Word Problems ◽  
Mathematical Problem ◽  
Critical Issue ◽  
Mathematical Problem Solving ◽  
Sense Making ◽  
Mathematical Problems

AbstractResearch on mathematical problem solving has a long tradition: retracing its fascinating story sheds light on its intricacies and, therefore, on its needs. When we analyze this impressive literature, a critical issue emerges clearly, namely, the presence of words and expressions having many and sometimes opposite meanings. Significant examples are the terms ‘realistic’ and ‘modeling’ associated with word problems in school. Understanding how these terms are used is important in research, because this issue relates to the design of several studies and to the interpretation of a large number of phenomena, such as the well-known phenomenon of students’ suspension of sense making when they solve mathematical problems. In order to deepen our understanding of this phenomenon, we describe a large empirical and qualitative study focused on the effects of variations in the presentation (text, picture, format) of word problems on students’ approaches to these problems. The results of our study show that the phenomenon of suspension of sense making is more precisely a phenomenon of activation of alternative kinds of sense making: the different kinds of active sense making appear to be strongly affected by the presentation of the word problem.

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