scholarly journals “I am part of the group, the others listen to me”: theorising productive listening in mathematical group work

2021 ◽  
Author(s):  
Marie Sjöblom ◽  
Tamsin Meaney
Keyword(s):  
Problem Solving ◽  
Group Work ◽  
Design Research ◽  
Mathematics Classroom ◽  
Mathematical Thinking ◽  
Mathematical Problem ◽  
Sufficient Information ◽  
Educational Design ◽  
Mathematical Problems ◽  
Communication Frameworks

AbstractAlthough group work is considered beneficial for problem solving, the listening that is needed for jointly solving mathematical problems is under-researched. In this article, the usefulness of two communication frameworks for understanding students’ listening is examined, using data from an educational design research study in an upper secondary mathematics classroom in Sweden. From the analysis, it was apparent that these frameworks did not provide sufficient information about the complexity of listening in this context. Consequently, a new framework, “productive listening,” is described which focuses on observable features connected to students’ ability to show willingness to listen and to request listening from others. This framework included the purpose for listening, connected to problem-solving stages, and social aspects to do with respecting the speaker’s contribution as being valuable and feeling that one’s own contribution would be listened to. These two aspects are linked to socio-mathematical norms about expecting to listen to others’ mathematical thinking and to ask clarifying questions about this thinking. By using this framework on the data from the earlier study, it was possible to better understand the complexity of listening in group work about mathematical problem solving.

scholarly journals Examining Mathematical Problem-Solving Beliefs among Rwandan Secondary School Teachers

2021 ◽  
Vol 20 (7) ◽  
pp. 227-240
Author(s):  
Aline Dorimana ◽  
Alphonse Uworwabayeho ◽  
Gabriel Nizeyimana
Keyword(s):  
Problem Solving ◽  
Secondary School Teachers ◽  
Mathematics Classroom ◽  
Mathematical Problem ◽  
Real Life ◽  
Mathematical Problem Solving ◽  
Teachers Beliefs ◽  
Mathematical Problems ◽  
Teacher Professional

This study explored teachers' beliefs about mathematical problem-solving. It involved 36 identified teachers of Kayonza District in Rwanda via an explanatory mixed-method approach. The findings indicate that most teachers show a positive attitude towards advancing problem-solving in the mathematics classroom. However, they expose different views on its implementation. Role of problem-solving, Mathematical problems, and Problem-solving in Mathematics were identified as main themes. Problem-solving was highlighted as an approach that helps teachers use time adequately and helps students develop critical thinking and reasoning that enable them to face challenges in real life. The study recommends teacher professional development initiatives with their capacity to bring problem-solving to standard.

scholarly journals Students’ Reflections on Dispositions in a Mathematics Classroom

2021 ◽  
Vol 6 (18) ◽  
pp. 61-78
Author(s):  
Teoh Sian Hoon ◽  
Parmjit Singh ◽  
Mazlini Adnan ◽  
Koo Ah Choo
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Publishing House ◽  
Mathematical Problem ◽  
Reflective Journal ◽  
Mathematics Classrooms ◽  
Mathematical Problems ◽  
International Publishing ◽  
Journal Entries ◽  
Open Access Article

This study investigated students' dispositions. It is a qualitative study that analyzes students' reflective journal entries. It captured students’ dispositions and described how the reflective activities influence their engagement mathematical problem-solving. The findings showed that the students considered the mathematical problems were challenging to them, but their positive dispositions kept them engaged in learning. Engagement through effort and thinking algebraically with teachers' guidance was the crucial first steps in problem-solving. Results from this study provide educators with a wealth of knowledge to develop learning dispositions that will encourage active thinking and engagement among students in mathematics classrooms.                                                                Keywords: reflection; disposition; mathematics; engagement eISSN 2514-7528 © 2021 The Authors. Published for AMER ABRA CE-Bs by E-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians / Africans / Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/jabs.v6i18.384

scholarly journals Advanced Mathematical Thinking and Students’ Mathematical Learning: Reflection from Students’ Problem-Solving in Mathematics Classroom

2016 ◽  
Vol 5 (3) ◽  
pp. 72 ◽  
Author(s):  
Wasukree Sangpom ◽  
Nisara Suthisung ◽  
Yanin Kongthip ◽  
Maitree Inprasitha
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Tertiary Education ◽  
Mathematics Classroom ◽  
Mathematical Thinking ◽  
Mathematical Problem ◽  
Advanced Mathematical Thinking ◽  
Mathematical Learning ◽  
Teaching Concept ◽  
Calculus I

<p>Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students’ inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In order to overcome this learning deficit, it is necessary that the concept of “reflection” be implemented in the teaching of this subject. It is believed that the adoption of this teaching concept will allow students to learn mathematics by themselves. This article is aimed at presenting mathematical problem-solving of undergraduate students on Calculus I. Concrete problems were assigned to students to participate, to improve students’ way of mathematical thinking, and to encourage the students’ mathematical learning and advanced mathematical thinking. The study was a qualitative research project conducted with first-year undergraduate students of Rajamangala University of Technology Phra Nakhon who had enrolled for Calculus I. Data were collected from interviews and field notes, along with video recordings. Findings showed that students succeeded in solving mathematical problems from simple to complex levels and using the subject fundamentals to connect to several methods of higher levels of thinking. Students also created effective means of problem-solving and applied these concepts to solve new problems.</p>

scholarly journals Developing a model for problem-solving in a Grade 4 mathematics classroom

Pythagoras ◽  
2015 ◽  
Vol 36 (2) ◽  
Author(s):  
Susan Nieuwoudt
Keyword(s):  
Problem Solving ◽  
Specific Problem ◽  
Mathematics Classroom ◽  
Mathematical Problem ◽  
Structured Learning ◽  
Cooperative Groups ◽  
Negative Beliefs ◽  
Generic Problem ◽  
Problem Solving Model ◽  
Mathematical Problems

The teaching of problem-solving through the development of a problem-solving model was investigated in a Grade 4 mathematics classroom. Learners completed a questionnaire regarding their knowledge of mathematical problem-solving, their attitudes towards problem-solving, as well as their experiences in solving problems. Learners’ responses revealed overall negative beliefs towards problem-solving as well as a lack of knowledge about what problem-solving in mathematics entails. The teacher then involved the learners in a structured learning programme where they worked in cooperative groups of six on different kinds of mathematical problems to solve. The groups regularly engaged in discussions about the different strategies they were using to solve a specific problem and eventually succeeded in formulating a generic problem-solving model they could call their own. The model was effectively used by the learners to solve various mathematical problems, reflecting their levels of cognitive development to a certain extent.

scholarly journals Problem Based Learning, Discovery Learning, and Open Ended Models: An experiment On Mathematical Problem Solving Ability

2020 ◽  
Vol 4 (1) ◽  
pp. 9
Author(s):  
Dian Fitria Tanjung ◽  
Edi Syahputra ◽  
Irvan Irvan
Keyword(s):  
Problem Solving ◽  
Design Research ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Discovery Learning ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Ability Tests ◽  
Mathematical Problems ◽  
Positive Effect

This research is to look at the effect of problem-based learning, discovery learning, and open-ended models on the mathematical problem-solving abilities of students. The type of research is a quasi-experiment with a three treatment counterbalanced design research design. The instruments used: (1) students 'initial mathematical ability tests, (2) tests of students' mathematical problem-solving abilities with the Pythagorean Theorem material. Inferential data were performed using covariance analysis (ANACOVA). The samples of this study were 32 students each from three experimental classes selected by purposive sampling. The results are: (1) of the three learning models conducted using the model of problem-based learning, discovery learning, and open-ended had a positive effect on the ability to solve mathematical problems; (2) the ability to solve mathematical problems of students taught by problem-based learning models is better than the using discovery learning and open-ended models; and (3) there is an interaction between the initial ability of mathematics and learning models.

scholarly journals Students’ suspension of sense making in problem solving

ZDM ◽  
2021 ◽  
Author(s):  
Gemma Carotenuto ◽  
Pietro Di Martino ◽  
Marta Lemmi
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Word Problem ◽  
Word Problems ◽  
Mathematical Problem ◽  
Critical Issue ◽  
Mathematical Problem Solving ◽  
Sense Making ◽  
Mathematical Problems

AbstractResearch on mathematical problem solving has a long tradition: retracing its fascinating story sheds light on its intricacies and, therefore, on its needs. When we analyze this impressive literature, a critical issue emerges clearly, namely, the presence of words and expressions having many and sometimes opposite meanings. Significant examples are the terms ‘realistic’ and ‘modeling’ associated with word problems in school. Understanding how these terms are used is important in research, because this issue relates to the design of several studies and to the interpretation of a large number of phenomena, such as the well-known phenomenon of students’ suspension of sense making when they solve mathematical problems. In order to deepen our understanding of this phenomenon, we describe a large empirical and qualitative study focused on the effects of variations in the presentation (text, picture, format) of word problems on students’ approaches to these problems. The results of our study show that the phenomenon of suspension of sense making is more precisely a phenomenon of activation of alternative kinds of sense making: the different kinds of active sense making appear to be strongly affected by the presentation of the word problem.

The Interplay Between Mathematical and Computational Thinking in Primary School Students’ Mathematical Problem-Solving Within a Programming Environment

2021 ◽  
pp. 073563312097993
Author(s):  
Zhihao Cui ◽  
Oi-Lam Ng
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Computational Thinking ◽  
Programming Environment ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Block Based

In this paper, we explore the challenges experienced by a group of Primary 5 to 6 (age 12–14) students as they engaged in a series of problem-solving tasks through block-based programming. The challenges were analysed according to a taxonomy focusing on the presence of computational thinking (CT) elements in mathematics contexts: preparing problems, programming, create computational abstractions, as well as troubleshooting and debugging. Our results suggested that the challenges experienced by students were compounded by both having to learn the CT-based environment as well as to apply mathematical concepts and problem solving in that environment. Possible explanations for the observed challenges stemming from differences between CT and mathematical thinking are discussed in detail, along with suggestions towards improving the effectiveness of integrating CT into mathematics learning. This study provides evidence-based directions towards enriching mathematics education with computation.

Teaching Personal Finance Mathematical Problem Solving to Individuals With Moderate Intellectual Disability

2016 ◽  
Vol 40 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Jenny Root ◽  
Alicia Saunders ◽  
Fred Spooner ◽  
Chelsi Brosh
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Personal Finance ◽  
Future Research ◽  
School Students ◽  
Problem Solving Skills ◽  
Mathematical Problems ◽  
Based Instruction ◽  
Multiple Probe

The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on personal finance problem solving skills, purchasing an item on sale or leaving a tip, and using a calculator or iDevice (i.e., iPhone or iPad) for three middle school students diagnosed with a moderate ID. The results showed a functional relation between MSBI using a calculator on the participant’s ability to solve addition and subtraction personal finance word problems and generalize to iDevices. The findings of this study provide several implications for practice and offer suggestions for future research.

scholarly journals PENDEKATAN MATEMATIKA REALISTIK UNTUK MEMBANGUN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS XI IPS PADA MATERI PELUANG [REALISTIC MATHEMATICS EDUCATION IN BUILDING THE MATHEMATICS PROBLEM-SOLVING ABILITIES OF GRADE 11 SOCIAL SCIENCE TRACK STUDENTS STUDYING PROBABILITY]

2019 ◽  
Vol 2 (2) ◽  
pp. 119
Author(s):  
Susiana Juseria Tambunan ◽  
Debora Suryani Sitinjak ◽  
Kimura Patar Tamba
Keyword(s):  
Problem Solving ◽  
Social Science ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Mathematics Problem Solving ◽  
Realistic Mathematics ◽  
Mathematical Problems ◽  
Mathematic Education ◽  
Realistic Mathematic ◽  
Grade 11

<p>This research aims to build students’ abilities in mathematical problem-solving and to explain the uniqueness of the steps of realistic mathematic education in building the problem-solving abilities of a grade 11 (social science track) class in the study of probability at one of the schools in Kupang. The observation results found that every student was having difficulties to solving the mathematical problems, particularly the narrative questions. The research method is Kemmis and Taggart model of Classroom Action Research which was conducted in three cycles, from October 4 to November 3 with twenty-four students. Triangulation had been done to every instrument of variable. The data of mathematical problem-solving was obtained from the students by using test sheets, questionnaires, and student’s discussion sheets. Meanwhile, the data of realistic mathematic education’s variable was obtained from three sources: mentors, two colleagues, and students that were using test sheets, questionnaires, and student’s discussion sheets. The results showed that the fourteen-steps of Realistic Mathematic Education that had been done were able to build mathematical problem-solving abilities of the students. This was evidenced through the increase of three indicators of mathematical problem-solving in every cycle. The average increase of indicators of mathematical problem-solving of the grade 11 students from the first to the third cycle was 10%. Therefore, it can be concluded that the Realistic Mathematics Approach can build the ability of problem-solving of grade 11 students in a social science track studying probability at one of the schools in Kupang.</p><strong>BAHASA INDONESIA </strong><strong>ABSTRACT</strong>: Penelitian ini bertujuan untuk membangun kemampuan pemecahan masalah matematis siswa dan menjelaskan kekhasan langkah-langkah pendekatan matematika realistik untuk membangun kemampuan tersebut di salah satu sekolah di Kupang kelas XI IPS pada materi peluang topik kaidah pencacahan. Pada hasil pengamatan ditemukan bahwa setiap siswa kesulitan dalam memecahkan masalah matematis khususnya soal berbentuk cerita. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas model Kemmis dan Taggart yang berlangsung selama tiga siklus, yaitu 04 Oktober – 03 November kepada 24 orang siswa. Triangulasi dilakukan pada setiap instrumen variabel. Data variabel kemampuan pemecahan masalah matematis diperoleh dari siswa menggunakan lembar tes, lembar angket, dan lembar diskusi siswa. Sedangkan data variabel tingkat pelaksanaan pendekatan matematika realistik diperoleh dari tiga sumber, yaitu mentor, dua orang rekan sejawat, dan siswa menggunakan lembar observasi, lembar angket, dan lembar wawancara. Hasil penelitian menunjukkan bahwa keempat belas langkah-langkah pendekatan matematika realistik yang terlaksana dengan baik sekali mampu membangun kemampuan pemecahan masalah matematis setiap siswa kelas XI IPS di salah satu sekolah di Kupang. Hal ini dinyatakan melalui peningkatan ketiga indikator pemecahan masalah matematis di setiap siklus. Peningkatan rata-rata indikator pemecahan masalah matematis siswa kelas XI IPS dari siklus pertama sampai ketiga adalah sebesar 10%. Oleh karena itu, dapat disimpulkan bahwa pendekatan matematika realistik dapat membangun kemampuan pemecahan masalah matematis siswa kelas XI IPS di salah satu sekolah di Kupang pada materi peluang topik kaidah pencacahan.

scholarly journals Pengaruh Model Pembelajaran E-learning Berbantuan Media Pembelajaran Edmodo Terhadap Kemampuan Pemecahan Masalah Matematis Peserta Didik

2019 ◽  
pp. 31-42
Author(s):  
Hanifah Hanifah ◽  
Nanang Supriadi ◽  
Rany Widyastuti
Keyword(s):  
Problem Solving ◽  
Quantitative Research ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Learning Material ◽  
Learning Models ◽  
Mathematical Problems ◽  
E Learning ◽  
Initial Knowledge

Mathematical problem solving is a problem solving that uses mathematical problem solving. Students in the problem solving did not use the polya method so that students succeeded in difficulties. Educators still use conventional learning models so that students become bored, passive and reluctant to ask whether going forward working on the questions given by the educator, so that new learning models need to be applied. The e-learning learning model assisted with Edmodo learning media is an online presentation material on an Edmodo account using the mobile phone of students. PAM is the knowledge learned by students before getting learning material. This study aims to study the interaction of e-learning learning models assisted by Edmodo learning media to solve mathematical problems. This study is quantitative research. Data collection used with tests, interviews, collection and collection. The data analysis technique uses two-way anava test with cells that are not the same. From the results of the analysis, the influence of the e-learning learning model on mathematical problem solving abilities. It is necessary to question the high, medium, and low mathematical initial knowledge of Great mathematical problem solving ability, then there is no difference between assisted e-learning learning models edmodo, mathematical initial knowledge of mathematical problem solving abilities.

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