The relationship between domain- and task-specific self-efficacy and mathematical problem posing: a large-scale study of eighth-grade students in China

2020 ◽  
Vol 105 (3) ◽  
pp. 407-431 ◽  
Author(s):  
Qimeng Liu ◽  
Jian Liu ◽  
Jinfa Cai ◽  
Zhikun Zhang
Keyword(s):  
Self Efficacy ◽  
Large Scale ◽  
Mathematical Problem ◽  
Problem Posing ◽  
Eighth Grade ◽  
Large Scale Study ◽  
Eighth Grade Students ◽  
Mathematical Problem Posing ◽  
The Relationship ◽  
And Task

scholarly journals Creative Problem Posing Activity (CPPA): A New Approach for Evaluating Creative Thinking Abilities in Mathematics

2018 ◽  
Vol 6 (09) ◽  
Author(s):  
Dr. Onder Koklu
Keyword(s):  
Teacher Candidates ◽  
Creative Thinking ◽  
Mathematical Problem ◽  
Problem Posing ◽  
New Approach ◽  
Creative Problem ◽  
Mathematical Problem Posing ◽  
The Relationship ◽  
New Scoring ◽  
Research Show

The purpose of this study is to analyze a new measurement method in the examination of the creative thinking abilities of prospective mathematics teachers. CPPA (Creative Problem Posing Activity) is a method that is revealed with the aim of measuring the creativity of teacher candidates in mathematical problem posing. CPPA has made it possible for the teacher candidates to measure creativity components of individual mathematical creativity (fluency, flexibility, originality) separately by establishing a new scoring scheme. With participating 305 mathematics teacher candidates, this research has revealed the relationship between CPPA performances and TTCT (Torrance Creative Thinking Test) performances of teacher candidates. The findings of the research show a statistically significant relationship between teacher candidates' scores on the Torrance Test of Creative Thinking (TTCT) and their scores on the CPPA.

scholarly journals An investigation of mathematical problem posing skills of gifted students

2020 ◽  
Vol 10 (3) ◽  
pp. 655-696
Author(s):  
Fatma Erdoğan ◽  
Neslihan Gül
Keyword(s):  
Mathematical Problem ◽  
Descriptive Analysis ◽  
Gifted Students ◽  
Sixth Grade ◽  
Problem Posing ◽  
Difficulty Level ◽  
Eighth Grade ◽  
School Students ◽  
Mathematical Problems ◽  
Mathematical Problem Posing

This study aimed to investigate the mathematical problem posing skills of gifted students. The participants of the study, designed as a case study, were 55 middle school students (20 sixth grade, 17 seventh grade, 18 eighth grade) who were studying at Science and Art Center in a city in the Eastern Anatolia region. Data were collected through a problem posing form which includes a semi-structured problem posing task in which the students were asked to make up three problems (easy, moderately difficult, and difficult) about three different figures given. The students’ responses to the problem posing task were analyzed with descriptive analysis method. Results showed that almost all of the problems posed by students were mathematical problems. Seventh and eighth-grade students posed more non-mathematical problems than sixth-grade students. Results also revealed that the students mostly posed extensive problems (related to further steps beyond the three given figures) in easy, moderately difficult and difficult tasks. Problem posing rates of the students with the level of difficulty that progresses hierarchically as desired were found to be quite low in the progression analysis of problems’ difficulty level.

scholarly journals The Relationship between Students’ Learning Interest and Students’ Problem-Solving Skill of Eighth-Grade Students in Learning Mathematics

2020 ◽  
Vol 4 (2) ◽  
pp. 70-80
Author(s):  
Anggun Siska Hamidah ◽  
Desyarti Safarini TLS
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Eighth Grade ◽  
Mathematical Problem Solving ◽  
Correlational Research ◽  
Learning Mathematics ◽  
Eighth Grade Students ◽  
Learning Interest ◽  
The Relationship

This study aims to determine the relationship between students’ learning interests and students’ problem-solving skill of eighth-grade students in learning mathematics. Correlational research design is applied in this study whether to determine the relationship between the two variables. The sample consists of 43 eighth-grade students at one of Junior High School in Jakarta academic year 2019/2020. In general, the eighth-grade students dominate at an average level of students’ learning interest and students’ problem-solving skill with a percentage of 79.07% and 72.09%, respectively. Based on the SPSS analysis, it is obtained that  was 0.405, which describe a relationship between students’ learning interest and students’ problem-solving skill of eighth-grade students in learning mathematics. The students’ learning interest and students’ problem-solving skill have a moderate positive correlation. Since the data are collected online, there will be factors that can be considered as factors that influence students’ mathematical problem-solving skill. Thus, the students’ learning interest can explain about 16.4% of the total variation in the students’ mathematical problem-solving skill.

scholarly journals The Relationship between Teacher Autonomy Support and the Attitude and Anxiety toward Mathematics Course

2018 ◽  
Vol 11 (6) ◽  
pp. 109
Author(s):  
Cengiz Erdik
Keyword(s):  
Mathematics Teachers ◽  
Autonomy Support ◽  
Learner Autonomy ◽  
Teacher Autonomy ◽  
Eighth Grade ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
And Mathematics ◽  
The Relationship ◽  
Mathematics Course

The purpose of the present research is to determine the correlation between attitude and anxiety of seventh and eighth grade students toward mathematics course and behaviors of mathematics teachers to support and exhibit learner autonomy toward mathematics course. The population of the research was consisted of 1.563 students and 35 mathematics teachers from 22 schools. Research data was collected by means of Learner Autonomy Support Scale and Mathematics Course Attitude and Anxiety Scale. Conclusively, it was revealed that eighth grade students were more anxious, their anxiety levels and attitudes differed according to their success levels, and that they did not exhibit statistically significant difference according to their genders and teachers’ genders. It was determined that there is no statistically significant correlation between level of teachers’ support for learner autonomy and students’ anxiety and attitude levels toward mathematics course.

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