Problem Solving as a Subject and as a Pedagogical Approach, and the Ongoing Dialogue Between Mathematics and Mathematics Education

This article explores the potential use metacognitive skills learned in computer games to teach mathematics. This study explored the similarities and differences in the learning of metacognitive skills between computer games and mathematics education. A mixed-methods approach was employed in which a quantitative survey (students, n=174) and a qualitative interview (six mathematics teachers, eight students) were administered to concurrently at two secondary schools in Malaysia. Data collected has shown that there is no direct and explicit connection between the two learning contexts. In computer games, pupils could learn: (a) multitasking, (b) land navigation, (c) teamwork, (d) bottom-up approach to problem solving, and (e) concentration skills. However, it is understandable that a mathematics education (a) is single-tasking, e.g. solves problems step-by-step, (b) uses graphic representation, (c) involves collaborative learning, (d) follows top-down approach to problem-solving, and (e) could use multiple sensory modalities to ameliorate learning.

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REFLECTION OF PROBLEM SOLVING SKILL IN LIFE AND MATHEMATICS EDUCATION THROUGH MODELING AND APPLYING

i-manager’s Journal on Educational Psychology ◽

10.26634/jpsy.12.2.15141 ◽

2018 ◽

Vol 12 (2) ◽

pp. 1

Author(s):

VIJAYAN VRINDA ◽

V. P. JOSHITH ◽

◽

Keyword(s):

Mathematics Education ◽

Problem Solving ◽

And Mathematics

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Some Ideas about Research Methodologies in Mathematics Education

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.10.3.0228 ◽

1979 ◽

Vol 10 (3) ◽

pp. 228-232

Author(s):

Frank K. Lester ◽

Donald R. Kerr

Keyword(s):

Mathematics Education ◽

Problem Solving ◽

Quantitative Methods ◽

Letters To The Editor ◽

Laboratory Methods ◽

Learning And Teaching ◽

Working Groups ◽

Considerable Controversy ◽

And Mathematics ◽

Natural Settings

There is growing interest among educational researchers in general, and mathematics education researchers in particular, in methodological issues. This interest is due in part to the influence of Piaget and Krutetskii who eschewed strictly controlled laboratory methods in their investigations in favor of less carefully controlled case studies, careful observations in natural settings, and other nonexperimental techniques. Also, there has been a slow shift in emphasis from using quantitative methods to using qualitative techniques to complement, supplement, or even replace quantitative ones. This trend is evidenced by the urging of authorities like Bronfenbrenner (1976) and Shulman (1970), the recent research on problem-solving processes by Kantowski (1977), and the problem-solving working groups of the Georgia Center for the Study of Learning and Teaching Mathematics (Hatfield, Note I). Considerable controversy surrounds this shift in emphasis (see “Letters to the Editor” in the March, May 1977 and May, November 1978 issues of this journal). We wish to discuss this shift toward using nonexperimental paradigms in mathematics education research with the hope of promoting much needed dialogue.

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Pengaruh Penerapan Strategi Pemecahan Masalah dalam Pembelajaran Kooperatif Pendekatan Struktural Think Pair Share (TPS) Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 14 Pekanbaru

Talenta Conference Series Science and Technology (ST) ◽

10.32734/st.v2i2.517 ◽

2019 ◽

Vol 2 (2) ◽

Author(s):

Atma Murni ◽

Rini Dian Anggraini ◽

Sakur

Keyword(s):

Problem Solving ◽

Cooperative Learning ◽

Research Design ◽

Mathematics Learning ◽

Learning Outcome ◽

Structural Approach ◽

Comparison Research ◽

And Mathematics ◽

Problem Solving Strategy ◽

Solving Strategy

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penerapan Strategi Pemecahan Masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru. Penelitian ini menggunakan desain penelitian pra eksperimental menggunakan desain penelitian perbandingan kelompok statis. Instrumen pengumpulan data meliputi tes keterampilan mahematika awal dan tes hasil belajar matematika. Data dianalisis menggunakan uji t. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh strategi pemecahan masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru. The aim of this study was to know the influence of Problem Solving Strategy implementation in cooperative learning of structural approach Think Pair Share (TPS) to mathematics learning outcome of VIII class students of SMP Negeri 14 Pekanbaru. This study use pre experimental research design using The static group comparison research design. The instruments of data collection include early mahematics skills test and mathematics learning outcome test. Data were analyzed using t test. The result of this study showed that there is influence of problem solving strategy in cooperative learning of structural approach Think Pair Share (TPS) to mathematics learning outcome of VIII class students of SMP Negeri 14 Pekanbaru

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