Statistical Literacy in the Elementary School: Opportunities for Problem Posing

2015 ◽  
pp. 241-256 ◽  
Author(s):  
Lyn D. English ◽  
Jane M. Watson
Keyword(s):  
Elementary School ◽  
Problem Posing ◽  
Statistical Literacy

scholarly journals Trabalho Docente com Estatística nos Primeiros Anos de Escolarização: um Estudo de Caso

2020 ◽  
Vol 13 (2) ◽  
pp. 196-202
Author(s):  
Cíntia Poffo ◽  
Janaína Poffo Possamai ◽  
Viviane Clotilde Da Silva
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Teaching Practice ◽  
First Year ◽  
Statistical Literacy ◽  
Daily Lives ◽  
Organizational Perspective ◽  
Starting Point ◽  
Practice Problem ◽  
New Ideas

ResumoO letramento estatístico pode ser desenvolvido desde os primeiros anos de escolarização, envolvendo o contexto de brincadeira e de vida. Também, a análise e apresentação de dados que pode tomar como base a perspectiva de organização que as crianças já têm em mente. Nesse contexto, esse trabalho tem como objetivo analisar como é realizado o trabalho com estatística no pré-escolar e no primeiro ano do Ensino Fundamental em um município do interior de SC, com o intuito de, na continuação da pesquisa, desenvolver uma proposta de intervenção do no que se refere ao ensino de estatística, no primeiro ano do Ensino Fundamental. Esse é um estudo do tipo descritivo de análise qualitativa, sendo todos os professores da pré escola e do primeiro ano do ensino fundamental que atuam na rede municipal em questão, entrevistados por meio de um questionário semiestruturado. A análise das entrevistas indica que os professores identificam a necessidade de desenvolver um trabalho que tenha como ponto de partida temáticas de interesse e do cotidiano das crianças. Também evidencia a importância de se conhecer verticalmente o currículo da Educação Infantil e do Ensino Fundamental, de modo a resgatar os conhecimentos prévios e então construir novos, com base nas conexões que as crianças conseguem estabelecer.Palavras-chave: Letramento Estatístico. Prática Docente. Resolução de Problemas.AbstractStatistical literacy can be developed from the first years of schooling, involving the context of play and life, and,the analysis and presentation of data can be based on the organizational perspective that children already have in mind. In this context, this work aims to analyze how work with statistics is carried out in pre-school and in the first year of elementary school in a city in the interior of SC, with the intention of, in the continuation of the research, developing an intervention proposal regarding the teaching of statistics, in the first year of elementary school. This is a descriptive type study of qualitative analysis, with all pre-school and first-year elementary school teachers working in the municipal network in question, interviewed using a semi-structured questionnaire. The analysis of the interviews indicates that the teachers identify the need to develop a work that has as a starting point themes of interest and the daily lives of children. It also highlights the importance of vertically learning the curriculum for Early Childhood Education and Elementary Education, in order to rescue previous knowledge and then build new ideas based on the connections that children are able to establish.Keywords: Statistical Literacy. Teaching Practice. Problem Solving

Problem Posing and Solving with Mathematical Modeling

2005 ◽  
Vol 12 (3) ◽  
pp. 156-163 ◽  
Author(s):  
Lyn D. English ◽  
Jillian L. Fox ◽  
James J. Watters
Keyword(s):  
Mathematical Modeling ◽  
Elementary School ◽  
School Children ◽  
Real World ◽  
Elementary School Children ◽  
Problem Posing ◽  
Model Complex ◽  
Complex Relationships

In recent years, we have introduced elementary school children to the powerful world of mathematical modeling. Models are used to interpret real-world situations in a mathematical format. For example, graphs and tables model complex relationships among various phenomena.

scholarly journals Teacher Support for Eliciting Students Mathematical Thinking: Problem Posing, Asking Questions, and Song

2020 ◽  
Vol 19 (10) ◽  
pp. 265-285
Author(s):  
Ary Woro Kurniasih ◽  
Isti Hidayah ◽  
Mohammad Asikin
Keyword(s):  
Elementary School ◽  
Mathematical Thinking ◽  
School Teacher ◽  
Mathematics Learning ◽  
Elementary School Teacher ◽  
Problem Posing ◽  
Fifth Grade ◽  
Stimulus Form ◽  
Study Results ◽  
Thinking Ability

Mathematical thinking and reasoning are at the core of mathematics learning, strategies to facilitate their development are global issues for various countries. This qualitative study aims to describe the fifth-grade elementary school teacher’s stimulus form, to expand students’ thinking ability in mathematics learning and obtain a stimulus formulation of the fifth-grade elementary school teacher in developing students’ mathematical thinking ability. Data were obtained by using open-ended questionnaire methods and passive participation observation. The study results showed that the stimulus form of the fifth-grade elementary school teacher in expanding students’ thinking skill in learning the mathematics comprises problem posing, asking guiding questions, facilitating technology (learning videos/PowerPoint/Plickers), and song. The recommendation of fifth-grade elementary school teacher stimulus for developing students’ mathematical thinking ability was asking the probing question, playing, and games. Furthermore, the results of the second year’s research were widely disseminated to teachers. Primary school teachers who are part of the teacher working group also need to improve their professionalism, especially concerning developing stimulus thinking and applying it in learning. Therefore, the follow-up as the management of learning in the form of INNOMATTS training.

scholarly journals Guided Discovery Problem-Posing: An Attempt to Improve Science Process Skills in Elementary School

2020 ◽  
Vol 13 (3) ◽  
pp. 75-88
Author(s):  
Suryanti Suryanti ◽  
◽  
Wahono Widodo ◽  
Widowati Budijastuti ◽  
◽  
...  
Keyword(s):  
Elementary School ◽  
Problem Posing ◽  
Process Skills ◽  
Guided Discovery ◽  
Science Process Skills

scholarly journals RELATIONSHIP BETWEEN STATISTICAL LITERACY AND MATHEMATICAL REPRESENTATION OF STUDENTS THROUGH COLLABORATIVE PROBLEM SOLVING MODEL

2020 ◽  
Vol 9 (2) ◽  
pp. 183
Author(s):  
Johannis Takaria ◽  
Wahyudin Wahyudin ◽  
Jozua Sabandar ◽  
Jarnawi Afgani Dahlan
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
School Teacher ◽  
Learning Model ◽  
Collaborative Problem Solving ◽  
Mathematical Representation ◽  
Statistical Literacy ◽  
Study Program ◽  
Collaborative Problem ◽  
The Relationship

The purpose of this study was to find out the relationship between statistical literacy and mathematical representation of students as pre-service elementary school teachers through the Collaborative Problem Solving (CPS) model. The relationship between statistical literacy and mathematical representation was analyzed by using a product-moment correlation with a sample of 35 students of Elementary School Teacher Education Study Program at one of the state universities in Ambon City. The results showed that there was a positive and strong relationship between statistical literacy and mathematical representation with a correlation value of 0.66. This relationship means that if students have good mathematical representation abilities, statistical literacy abilities are also getting better. Exploration of statistical literacy and mathematical representation abilities can be facilitated by using The CPS learning model. The CPS learning model can facilitate student learning as a structure in mathematical thinking so that statistical literacy and mathematical representation abilities of students can be explored through the transformation of ideas among students. The CPS learning model aspects were implemented in high and very high categories while the indicators were at rating-2 and rating-3.

scholarly journals The Effectiveness of The Learning Model Problem Solving and Problem Posing Based from Critical Thinking Skill Mathematics for 4th Grade

2020 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Wahyu Wulandari ◽  
Wahyudi
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Problem Solving ◽  
Quantitative Description ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Problem Posing ◽  
Thinking Skill ◽  
Mathematics Skills

The purpose of this research is to see the effectiveness of the learning model of Problem Solving and Problem Posing in terms of the critical thinking skills of 4th grade students.the subject of this research is 4th grade in Bringin Elementary School 01 as 28 students dan Bringin 02 elementary school as 24 students. Data collection techniques using observation and tests. The research instrument uses RPP Problem Solving and Problem Posing, than istrument of students critical thinking. Data analysis used was quantitative description analysis as a prerequisite test, T test, and N-Gain. The results of hypothesis testing, with the t-sig (2-tailed) test obtained 0,000 < 0,05 with tcount 4,812 > ttable 2,012 then H0 is rejected which means there are differences in the critical thinking mathematics skills. That’s can provable with increase critical thinking students grade 4th in Bringin 01 Elementary School use Problem Solving model with first condition is 70,43 increase 15%. The increase of critical thinking students grade 4 in Bringin 02 Elementary School used Probem Posing with first condition is 70,43 increase be 87,18 with increase 17%. This condition to indicate Problem Posing model more effective than Probem Solving model reviewed by increased critical thinking mathematics.

scholarly journals Learning Problem Posing Based on Hot Potatoes Application to Improve Concept Understanding and Problem Solving in Elementary School Mathematics on Flat-Building Materials

2020 ◽  
Vol 5 (9) ◽  
pp. 1178-1188
Author(s):  
Emy Anggraini ◽  
Siti Maghfirotun Amin ◽  
Tatag Yuli Eko Siswono
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Conceptual Understanding ◽  
Quantitative Research ◽  
Building Materials ◽  
Problem Posing ◽  
School Students ◽  
Mathematical Concepts ◽  
Concept Understanding ◽  
Average Value

This study aims to improve students' conceptual understanding and problem solving through the application of problem posing learning based on the hot potatoes application based on the problems of the fifth semester students of SDK Maria Fatima Bangkalan. This study uses a quantitative approach. Quantitative research is carried out by describing the data in the form of numbers, namely to determine whether there are any consequences of problem posing learning based on the hot potatoes application on concept understanding and problem solving. The subjects of this study were fifth grade students of Maria Fatima Catholic Elementary School, Bangkalan, Academic Year 2019 - 2020 with flat-building material. The results showed: (1) The effect of problem posing learning based on the hot potatoes application on students' understanding of mathematical concepts was higher with an average value of 85.83 than the control class. (2) The effect of problem posing learning based on hot potatoes application on problem solving has a higher average value than the control class, namely 88.68. (3) The effect of problem posing learning based on hot potatoes application can improve concept understanding and problem solving. Based on the results of data analysis, it can be concluded that problem posing learning based on hot potatoes application can improve the conceptual understanding and problem solving of elementary school students, but still requires adjustment to the situation and conditions at school

scholarly journals KOMPARASI HASIL BELAJAR MATEMATIKA MELALUI PENDEKATAN PROBLEM SOLVING DAN PROBLEM POSING PADA SISWA KELAS IV SD SWASTA RAMA SEJAHTERA KOTA MAKASSAR

2020 ◽  
Vol 3 (1) ◽  
pp. 56-69
Author(s):  
ERWIN NURDIANSYAH ◽  
DINAR RIADDIN
Keyword(s):  
Elementary School ◽  
Statistical Analysis ◽  
Standard Deviation ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Problem Posing ◽  
Fourth Grade Students ◽  
The Ideal

This type of research is an experimental study involving two groups given different treatments. This study aims to find out (1) how much the mathematics learning outcomes of fourth grade students of Makassar City Rama Sejahtera Private Elementary School were taught using a problem solving approach, (2) How much the mathematics learning outcomes of fourth grade Rama Sejahtera Private Elementary School Makassar were taught using the problem posing approach, (3) There is a difference between the results of mathematics learning in fourth grade students of Rama Sejahtera Private Elementary School in Makassar City between those taught using a problem solving approach and those taught using a problem posing approach. The population of this study was fourth grade students of Makassar City Rama Sejahtera Private Elementary School in the even semester 2018/2019 which consisted of 3 classes and 2 randomly selected classes as the research sample. Data collection techniques were carried out using learning outcomes tests (pretest and posttest) and observation sheets. The collected data was analyzed using descriptive and inferential statistical analysis techniques. The results obtained from descriptive statistical analysis are: (1) Mathematics learning outcomes of students taught by using problem solving approaches are in the high category with an average of 73.36 and standard deviation of 10.20 of the ideal score of 100. (2) Learning outcomes Mathematics students taught by the problem posing approach are in the low category with an average of 67.96 and standard deviation of 8.29 from the ideal score of 100. From the results of inferential statistical analysis it can be concluded that the mathematics learning outcomes of students taught by problem solving approaches are different from mathematics learning outcomes of students taught by using the problem posing approach.

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