Trends in the evolution of models & modeling perspectives on mathematical learning and problem solving

2005 ◽  
Vol 37 (6) ◽  
pp. 487-489 ◽  
Author(s):  
Richard Lesh ◽  
Lyn D. English
Keyword(s):  
Problem Solving ◽  
Mathematical Learning

scholarly journals PENGEMBANGAN MEDIA CD INTERAKTIF MATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA SMP

2017 ◽  
Vol 7 (1) ◽  
pp. 31-34
Author(s):  
Hevy Risqi Maharani ◽  
M Abdul Basir
Keyword(s):  
Problem Solving ◽  
School Students ◽  
Mathematical Learning ◽  
Maximum Range ◽  
Teachers And Students ◽  
Average Problem

This research is a development that aims to develop mathematical learning media in the form ofan interactive CD. Interactive CD is supporting learning to improve problem solving ability juniorhigh school students. Development of interactive CD using 4D model was modified. Results of theexpert validation assessment showed interactive CD on the very good category with an averagescore of 4.23 out of a maximum range 5. Test the practicality of interactive CD shown by thepositive responses from teachers and students. Results showed that the effectiveness of interactiveCD has effective in improving problem solving abilities. This was demonstrated by the averageproblem solving ability of students that used interactive CD has achieved mastery of individualand classical. In addition, the average problem solving ability of students to use interactive CDwas better that not using interactive CD.

scholarly journals Using a task analysis approach within a guided problem-solving model to design mathematical learning activities

Pythagoras ◽  
2007 ◽  
Vol 0 (66) ◽  
Author(s):  
Aneshkumar Maharaj
Keyword(s):  
Problem Solving ◽  
Task Analysis ◽  
Learning Activities ◽  
Analysis Approach ◽  
Teaching Model ◽  
Mathematical Learning ◽  
Mathematical Content ◽  
Problem Solving Model

The FET Curriculum Statements for Mathematics advocates that knowledge integrates theory, skills and values. This paper focuses on a guided problem-solving teaching model that provides a framework to do this. A task analysis approach is used within this  framework to illustrate how educators could frame mathematical questions based on the relevant mathematical content.

scholarly journals Pemecahan Masalah dengan Pendekatan Saintifik dan Koperatif Tipe NHT, serta Peningkatan Kemampuan Komunikasi Matematika Siswa SMP

2018 ◽  
Vol 3 (2) ◽  
pp. 132-145
Author(s):  
Valeria Suryani Kurnila ◽  
Maria Anita Jau ◽  
Sebastianus Fedi ◽  
Yohanes Kurniawan
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Communication Skills ◽  
Control Group ◽  
Mathematical Communication ◽  
Control Group Design ◽  
Mathematical Learning ◽  
Scientific Approach ◽  
Quasi Experimental ◽  
The Difference

This study aims to determine the difference of the mathematical communication skills improvement of students who obtained mathematical learning by problem-solving of scientific approach and Number Head Together (NHT) of cooperative learning and the students who obtained mathematical learning through the use of problem-solving approach only. This research is a quasi-experimental study with nonequivalent control group design. The population of this study was 274 students of 8th-grade who were distributed to seven classes. The samples taken were two classes, each of which consisted of 41 students for the experimental class and 42 students for the control class. The data were analyzed to compare students' mathematical communication skills using descriptive statistics and inferential statistics t-test. The result of this research showed that the mathematical communication skills improvement through the application of problem-solving of scientific approach and NHT of cooperative learning was higher than the mathematical communication skills of students who used a problem-solving approach only.

scholarly journals Experimental simulation of mathematical learning process based on ‘chunk-objective’

2020 ◽  
Vol 5 (2) ◽  
pp. 425-434
Author(s):  
Yukong Zhang ◽  
Hongwei Li ◽  
John D. Clark
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Mathematics Learning ◽  
Knowledge Structure ◽  
Learning Outcome ◽  
Experimental Simulation ◽  
Theoretical Knowledge ◽  
Learning Method ◽  
Mathematical Learning ◽  
Repeated Practice

AbstractTraditional mathematics learning always paid excessive attention to the memorisation and repeated practice of theoretical knowledge and ignored guidance on learning method, resulting in bad learning outcome and insufficient problem-solving ability. Based on the theory of ‘chunks’ and ‘objective’, this paper analyses the mathematics learning process from the perspective of experimental simulation, designs a mathematics learning process based on ‘chunk-objective’, and simulates it. The data show that the learning mode is scientific and effective, which can help students learn better according to cognitive rules, thus forming their knowledge structure and improving their ability to solve problems.

Learning to Solve Problems in Primary Grades

2008 ◽  
Vol 14 (7) ◽  
pp. 426-432
Author(s):  
Phyllis Whitin ◽  
David J. Whitin
Keyword(s):  
Problem Solving ◽  
Risk Taking ◽  
Classroom Environment ◽  
Primary Grades ◽  
Third Grade ◽  
Habits Of Mind ◽  
Mathematical Learning ◽  
Third Grade Students

Problem solving lies at the heart of mathematical learning. Children need opportunities to write, discuss, and solve problems on a regular basis (NCTM 2000). The problems must incorporate grade-appropriate content and be “accessible and engaging to the students, building on what they know and can do” (Lester and Charles 2003, p. xi). Teachers also play a key role in establishing a classroom environment that encourages children to solve problems in different ways and develop habits of mind that include persistence, risk taking, and a questioning attitude (Whitin and Whitin 2003). This article describes how a class of second- and third-grade students learned to create and solve their own problems.

scholarly journals Peningkatan kemampuan pemecahan masalah matematis siswa melalui penerapan model pembelajaran missouri mathematic project

2021 ◽  
Vol 2 (1) ◽  
pp. 33-41
Author(s):  
Boni Harianda ◽  
Beni Junedi
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Learning Process ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Research Subjects ◽  
Mathematical Learning ◽  
Ability Test ◽  
Problem Solving Skills

Abstrak. Pemecahan masalah merupakan kemampuan dasar yang seharusnya dimiliki ole siswa. Kemampuan pemecahan masalah matematis berperan dalam menyelesaikan setiap permasalahan baik pelajaran lain maupun permasalahan dalam kehidupan sehari-hari. Melalui kegiatan pemecahan masalah matematis siswa diarahkan dalam membangun pengetahuan matematika, berpikir logis, sistematis dan terukur. Faktanya kemampuan pemecahan masalah matematis siswa masih rendah. Proses pembelajaran yang menitikberatkan pada latihan yang memberikan kesempatan pada siswa dalam mengembangkan kemampuan pemecahan masalah matematis menjadi model perbaikan dalam proses pembelajaran. Model pembelajaran missouri mathematic project merupakan model pembelajaran yang tepat memfasilitasi siswa dalam mengembangkan pemikirannya dalam menyelesaikan soal-soal pemecahan masalah matematis. Untuk itu penelitian ini bertujuan untuk meningkatkan kemampuan pemecahan masalah matematis siswa melalui penerapan model pembelajaran missouri mathematic project. Jenis penelitian merupkan penelitian tindakan kelas (PTK). Subjek penelitian siswa kelas V MIS Al Firdausy Pematang Reba. Teknik pengumpulan data yang digunakan tes kemampuan pemecahan masalah matematis. Teknik analisis data yang digunakan adalah analisis data kuantitatif. Berdasarkan hasil tes kemampuan pemecahan masalah matematis terjadi peningkatan pada setiap siklus dimulai dari tes awal pra tindakan, siklus I dan siklus II. Dapat disimpulkan bahwa terjadi peningkatan kemampuan pemecahan masalah matematis siswa melalui penerapan model pembelajaran missouri mathematic project. Abstract. Problem solving is a basic skill that should be possessed by students. Mathematical problem solving abilities play a role in solving every problem both other subjects and problems in everyday life. Through mathematical problem solving activities students are directed to build mathematical knowledge, think logically, systematically and measurably. The fact is that students' mathematical problem solving abilities are still low. The learning process that focuses on exercises that provide opportunities for students to develop mathematical problem solving skills to become a model for improvement in the learning process. The Missouri Mathematical Project learning model is an appropriate learning model to facilitate students in developing their thinking in solving mathematical problem solving problems. For this reason, this study aims to improve students' mathematical problem solving abilities through the application of the Missouri mathematical learning model. This type of research is a classroom action research (PTK). The research subjects were grade V students of MIS Al Firdausy Pematang Reba. The data collection technique used was a mathematical problem-solving ability test. The data analysis technique used is quantitative data analysis. Based on the results of the test of mathematical problem solving abilities, there was an increase in each cycle starting from the initial pre-action test, cycle I and cycle II. It can be concluded that there is an increase in students' mathematical problem solving abilities through the application of the Missouri mathematical learning model.

scholarly journals Key Universal Activities of Mathematical Learning in Problem Solving Mathematics Classroom

2013 ◽  
Vol 04 (11) ◽  
pp. 700-704
Author(s):  
Saastra Laah-On ◽  
Pimpaka Intaros ◽  
Kiat Sangaroon
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Mathematical Learning
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