What Is the Difference? Young Children Learning Mathematics Through Problem Solving

2016 ◽  
pp. 255-266
Author(s):  
Hanna Palmér
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Learning Mathematics ◽  
The Difference

scholarly journals PERILAKU PEMECAHAN MASALAH SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA KONTEKSTUAL DITINJAU DARI KECEMASAN MATEMATIKA

MATHEdunesa ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 145-154
Author(s):  
Olivia Khufyatul Adhimah ◽  
Rooselyna Ekawati ◽  
Dini Kinati Fardah
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Mathematical Problem ◽  
Direct Translation ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
The Difference ◽  
Final Answer ◽  
Problem Solving Behavior

Problem solving behavior make further information about behavior of students to understand contextual mathematical problems and their solutions. The different behaviors shown by students to each other shows how to steps, abilities, and understanding of students in solving contextual mathematical problems. It is important for students and teachers to know the problem solving behaviors in order to improve understanding and ability to solve contextual mathematical problems. Mathematics anxiety can influence students in soling mathematical problems. Given the importance of students problem solving behavior in learning mathematics, teachers need to know students problem solving behavior in solving contextual mathematical problems based on mathematics anxiety. This study investigate problem solving behavior of students with low and high mathematical anxiety in solving contextual mathematical problems. Subjects in this study were four students of Junior High School, consists each of the two students from each mathematics anxiety group, low and high. Four students were given contextual mathematical problem solving test to investigate about problem solving behavior. Classification of students mathematics anxiety levels is determined through the mathematics anxiety questionnaire score of each student. The results of this research showed that students problem solving behavior with high mathematics anxiety were categorized in Direct Translation Approach-proficient (DTA-p) dan Direct Translation Approach-not proficient (DTA-np) category. Students behavior with low mathematics anxiety were categorized in the category of Meaning Based Approach-justification (MBA-j). The difference in problem solving behavior from two categories of mathematics anxiety is in re-reading the problem, linking concepts, deciding strategies, using context in calculations and final answer, and providing an explanation at each step of the solution. Students problem solving behavior with low mathematics anxiety was better than students problem solving behavior with high mathematics anxiety.

scholarly journals LOGICAL REASONING ANALYSIS BASED ON HIPPOCRATES PERSONALITY TYPES

Aksioma ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 57-73
Author(s):  
Nurdin Nurdin ◽  
Ita Sarmita Samad ◽  
Sardia Sardia
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Logical Reasoning ◽  
Personality Types ◽  
The Body ◽  
Mathematical Problem Solving ◽  
Different Types ◽  
Ways Of Thinking ◽  
The Difference ◽  
Descriptive Qualitative

Abstract: The theory distinguishes human based on four different personality types such as: sanguine, choleric, melancholic, and phlegmatic. Different types of personality caused by differences in the dominant fluid in the body. These differences will result in terms of behavior, ways of thinking and to get along. The type of this research that is descriptive qualitative which it is describing the logical reasoning based on Hippocrates personality types. The logical reasoning is analyzed through the four types of personality in relation to mathematical problem solving. The Analysis is done based on the logical reasoning indicator/ subindicator and the steps of problem solving stated by Polya. The result shows that there is a reasoning difference on each type of personalities. The difference can be terms of the strenght or the weakness. Sanguine is quicker in understanding problems and communicating results, choleric is more accelerated in work, melancholic is more perfect at work, and  phlegmatic is superior in terms of accuracy. Keywords: Logical reasoning, Hippocrates, sanguine, choleric, melancholic, phlegmatic

scholarly journals Measuring the effectiveness of online problem solving for improving academic performance in a probability course

2022 ◽  
Author(s):  
José Antonio González ◽  
Mónica Giuliano ◽  
Silvia N. Pérez
Keyword(s):  
Problem Solving ◽  
Confidence Interval ◽  
Student Performance ◽  
Online Homework ◽  
Methodological Issues ◽  
Engineering Programs ◽  
Technological Diversity ◽  
The Subject ◽  
The Difference ◽  
Written Test

AbstractResearch on impact in student achievement of online homework systems compared to traditional methods is ambivalent. Methodological issues in the study design, besides of technological diversity, can account for this uncertainty. Hypothesis This study aims to estimate the effect size of homework practice with exercises automatically provided by the ‘e-status’ platform, in students from five Engineering programs. Instead of comparing students using the platform with others not using it, we distributed the subject topics into two blocks, and created nine probability problems for each block. After that, the students were randomly assigned to one block and could solve the related exercises through e-status. Teachers and evaluators were masked to the assignation. Five weeks after the assignment, all students answered a written test with questions regarding all topics. The study outcome was the difference between both blocks’ scores obtained from the test. The two groups comprised 163 and 166 students. Of these, 103 and 107 respectively attended the test, while the remainder were imputed with 0. Those assigned to the first block obtained an average outcome of −1.85, while the average in the second block was −3.29 (95% confidence interval of difference, −2.46 to −0.43). During the period in which they had access to the platform before the test, the average total time spent solving problems was less than three hours. Our findings provide evidence that a small amount of active online work can positively impact on student performance.

scholarly journals Kemampuan Pemecahan Masalah Matematis Siswa melalui Model Pembelajaran Learning Cycle 7E dan Problem Based Learning

2018 ◽  
Vol 7 (3) ◽  
pp. 425-432
Author(s):  
Puji Lestari ◽  
Rina Rosdiana
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Cycle ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Difference

AbstrakKemampuan pemecahan masalah merupakan bagian dari kurikulum pendidikan matematika saat ini. Fakta di lapangan menunjukkan bahwa kemampuan pemecahan masalah matematis siswa masih belum optimal, salah satu penyebabnya adalah masih banyak siswa yang menemui kesulitan dalam hal pemahaman konsep dasar. Mengoptimalkan kemampuan pemecahan masalah diantaranya dapat ditempuh melalui pembelajaran yang berpusat pada siswa. Model pembelajaran Learning Cycle 7E dan Problem Based Learning merupakan dua dari beragam model pembelajaran yang berpusat pada siswa. Adapun tujuan dari penelitian ini adalah untuk mengetahui perbedaan pencapaian kemampuan pemecahan masalah matematis antara siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning. Hasil dari penelitian menyimpulkan bahwa tidak terdapat perbedaan peningkatan kemampuan pemecahan masalah matematis antara siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning. Sementara itu, untuk kualitas peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning masing-masing berinterpretasi sedang namun skor perolehan nya berbeda. Secara umum, sikap siswa terhadap pembelajaran matematika menggunakan model pembelajaran Learning Cycle 7E dan Problem Based Learning masing-masing berinterpretasi baik. Abstract (Students’ Problem Solving Ability through Learning Cycle 7E and Problem Based Learning)Currently mathematical problem solving ability was a part of mathematics curriculum. In fact, the mathematical problem solving ability of students was not optimized, one of the reasons is there are still many students who have problems in terms of understanding the basic concepts. To optimizing the mathematical problem solving ability of students, it, can be reached by implementing student-centered learning. Learning Cycle 7E and Problem Based Learning are two of a lot of student-centered learning models. The purpose of this study was to determine the difference of achievement mathematical problem solving ability between students who get Learning Cycle 7E and Problem Based Learning models.  The results of this study are there is not a difference enhancement of mathematical problem solving ability between students who get Learning Cycle 7E and Problem Based Learning models. Meanwhile, the quality of enhancement mathematical problem solving ability students who get Learning Cycle 7E and Problem Based Learning models are in the middle interpretation. In general, students' attitudes toward learning mathematics using Learning Cycle 7E and Problem Based Learning models each in good interpretation.

scholarly journals PERBEDAAN PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING DI KELAS X SMA NEGERI 2 PEMATANGSIANTAR

2020 ◽  
Vol 1 (2) ◽  
pp. 85-96
Author(s):  
Winmery Lasma Habeahan
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Equation System ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Contextual Approach ◽  
Control Group Design ◽  
Contextual Teaching ◽  
The Difference

The purpose of this study was to determine the differences in the improvement of students' mathematical problem-solving abilities with the Contextual Teaching and Learning approach in the material of the two-variable linear equation system in class X SMA Negeri 2 Pematangsiantar. This study used an experimental method with the aim of being in accordance with the previous statement to determine the difference in students' mathematical problem-solving abilities with a contextual approach and an expository approach, with a randomized pretest-posttest control group design. The average increase in problem-solving abilities in the control class was 0.1688 while the increase in problem-solving abilities in the experimental class was 0.0085. By using the t-test (SPSS), with a value of Fcount = 10.907 and a significant level of 0.05, a significant probability is obtained 0.002 <0.05, it can be concluded that there is a difference in normalized gain or an increase in problem-solving ability with conventional and contextual approaches. Based on the average gain of the control and experimental classes, the increase in the control class using the conventional approach is higher than the experimental class with the contextual approach. The difference in increasing problem-solving abilities in conventional classrooms is possible due to differences in students' entry-level abilities, which can be seen in the average pretest of each class.

scholarly journals The Difference of Mathematical Problem Solving Ability through the Scientific Approach and the Scientific Approach Assisted by Software Autograph

2018 ◽  
Vol 6 (12) ◽  
pp. 1693-1701
Author(s):  
Rismalyah Manalu ◽  
E.Elvis Napitupulu ◽  
Martua Manullang ◽  
Delima Simanjuntak ◽  
Jetti H. Sinambela
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Scientific Approach ◽  
The Difference

Discovering mathematical knowledge by students as the way to successful learning of mathematics

2020 ◽  
pp. 317-332
Author(s):  
Anna Rybak
Keyword(s):  
Problem Solving ◽  
Mathematics Teaching ◽  
Theoretical Background ◽  
Mathematics Problem Solving ◽  
Whole Process ◽  
Learning Mathematics ◽  
Creative Learning ◽  
Set Up ◽  
The University

Students in many countries have problems learning mathematics. Many students do not like mathematics. It is also a problem for teachers. The question has to be answered: Why does math education cause so many problems? We have set up the Centre for Creative Learning of Mathematics at the University of Bialystok (Poland). It is a place where we try to create appropriate athmosphere and circumstances for students of all ages to become active discoverers of mathematics, not just passive recipients of knowledge from books or teachers. As a theoretical background we took ideas from Tamás Varga, Zofia Krygowska, the theory of constructivism, the strategy of functional mathematics teaching and problem-solving method. Lessons and workshops for students in our Centre are based on the combination of the following ideas: The participants solve practical or theoretical problems (problem solving method) and carry out concrete, representative and abstract activities (strategy of functional mathematics teaching by Z. Krygowska) which help them discover and formulate knowledge (constructivism). The whole process corresponds very well to some of T. Varga's important ideas or his conviction of the main objectives of mathematics teaching: Students explore the knowledge themselves and think independently. The subject of mathematics is transformed into a thought formulation process in which students turn from the role of passive recipients to the active knowledge creation. Classification: A80. Keywords: T. Varga, Z. Krygowska, constructivism, strategy of functional teaching of mathematics, problem solving method, creative learning

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