Teaching problem solving without modeling through “thinking aloud pair problem solving”

Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can “multiply” what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators’ conceptions about problem solving standard and their effects regarding a large-scale dissemination.

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KEMAMPUAN BERPIKIR REFLEKTIF SISWA DENGAN METODE PEMBELAJARAN THINKING ALOUD PAIR PROBLEM SOLVING (TAPPS) BERBANTUAN MEDIA LKPD PADA MATERI BANGUN RUANG BALOK DAN KUBUS

JPM : Jurnal Pendidikan Matematika ◽

10.33474/jpm.v4i2.2620 ◽

2019 ◽

Vol 4 (2) ◽

pp. 86

Author(s):

Nadlifah Alqonita

Keyword(s):

Problem Solving ◽

Random Sampling ◽

Thinking Aloud ◽

Sequential Explanatory Design ◽

Post Test ◽

Sequential Explanatory ◽

Cluster Random Sampling

Penelitian kombinasi ini dilatar belakangi oleh rendahnya kemampuan siswa dalam hal berpikir reflektif. Penelitian ini bertujuan untuk (1) mengetahui adanya perbedaan kemampuan berpikir reflektif pada kelas kontrol dengan pembelajaran konvensional dan pada kelas eksperimen dengan menggunakan metode Thinking Aloud Pair Problem Solving; dan (2) mendeskripsikan kemampuan berpikir reflektif peserta didik setelah diterapkan dengan pembelajaran menggunakan metode Thinking Aloud Pair Problem Solving materi bangun ruang balok dan kubus MTs Ma’arif Sidomukti gresik. Jenis penelitian yang digunakan adalah metode kombinasi (mix method) dengan sequential explanatory design. Pengambilan sampel dalam penelitian ini ditentukan berdasarkan teknik Cluster Random Sampling diperoleh kelas VIII-1 sebagai kelas kontrol dan VIII-2 sebagai kelas eksperimen. Data kuantitatif diperoleh melalui soal tes kemampuan berpikir reflektif, analisis data yang digunakan yaitu dengan menggunakan uji normalitas, uji homogenitas, dan uji t. sedangkan pengumpulan data kualitatif diperoleh dari wawancara, observasi, dan catatan lapangan guna untuk mendukung data kuantitatif yang digunakan. Subjek penelitian kualitatif terdiri dari 6 siswa yang masing-masing kelas terdiri dari siswa yang berkemampuan tinggi, sedang, dan rendah. Analisis data hasil post-test kemampuan berpikir reflektif siswa yang berkemampuan rendah sebesar 10%, sedang sebesar 43,33%, tinggi sebesar 46,67%. Sedangkan rata-rata nilai siswa termasuk dalam kategori tinggi yaitu 83%. Dari beberapa analisis data tersebut menunjukkan bahwa kemampuan berpikir reflektif masuk dalam kategori tinggi setelah penerapan dengan metode pembelajaran Thinking Aloud pair Problem Solving berbantuan media LKPD.

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Mathematics teachers’ knowledge for teaching problem solving

LUMAT International Journal on Math Science and Technology Education ◽

10.31129/lumat.v3i1.1049 ◽

2015 ◽

Vol 3 (1) ◽

pp. 19-36 ◽

Cited By ~ 8

Author(s):

Olive Chapman

Keyword(s):

Problem Solving ◽

Mathematics Teachers ◽

Mathematical Problem ◽

Research Literature ◽

Mathematical Problem Solving ◽

Knowledge For Teaching ◽

General Ability ◽

Mathematics Knowledge ◽

Teaching Problem ◽

Problem Solvers

In recent years, considerable attention has been given to the knowledge teachers ought to hold for teaching mathematics. Teachers need to hold knowledge of mathematical problem solving for themselves as problem solvers and to help students to become better problem solvers. Thus, a teacher’s knowledge of and for teaching problem solving must be broader than general ability in problem solving. In this article a category-based perspective is used to discuss the types of knowledge that should be included in mathematical problem-solving knowledge for teaching. In particular, what do teachers need to know to teach for problem-solving proficiency? This question is addressed based on a review of the research literature on problem solving in mathematics education. The article discusses the perspective of problem-solving proficiency that framed the review and the findings regarding six categories of knowledge that teachers ought to hold to support students’ development of problem-solving proficiency. It concludes that mathematics problem-solving knowledge for teaching is a complex network of interdependent knowledge. Understanding this interdependence is important to help teachers to hold mathematical problem-solving knowledge for teaching so that it is usable in a meaningful and effective way in supporting problem-solving proficiency in their teaching. The perspective of mathematical problem-solving knowledge for teaching presented in this article can be built on to provide a framework of key knowledge mathematics teachers ought to hold to inform practice-based investigation of it and the design and investigation of learning experiences to help teachers to understand and develop the mathematics knowledge they need to teach for problem-solving proficiency.

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Teaching problem-solving heuristics to engineers and testing for results: hit or miss

10.1109/fie.1989.69419 ◽

1989 ◽

Author(s):

Cox

Keyword(s):

Problem Solving ◽

Teaching Problem

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Teachers' perception of teaching problem-solving strategies to novices

Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education - ITiCSE '12 ◽

10.1145/2325296.2325410 ◽

2012 ◽

Author(s):

Lavy Bunimovich

Keyword(s):

Problem Solving ◽

Problem Solving Strategies ◽

Teaching Problem

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Cognitive Functionality of Multimedia in Problem Solving

Multimedia Technologies ◽

10.4018/978-1-59904-953-3.ch085 ◽

2008 ◽

pp. 1233-1247

Author(s):

Robert Zheng

Keyword(s):

Information Retrieval ◽

Problem Solving ◽

Cognitive Load ◽

Mental Representation ◽

Cognitive Functions ◽

Teaching And Learning ◽

Interactive Multimedia ◽

Problem Solving Skills ◽

Teaching Problem ◽

Problem Solving Process

Teaching problem solving can be a challenge to teachers. However, the challenge is oftentimes not due to a lack of skills on the part of learners but due to an inappropriate design of media through which the problem is presented. The findings of this study demonstrate that appropriately designed multimedia can improve learners’ problem solving skills because of the cognitive functions such media have in facilitating mental representation and information retrieval and maintenance, as well as reducing cognitive load during the problem solving process. Suggestions were made on how to apply interactive multimedia to teaching and learning.

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