The impact of collaborative problem posing and solving with ubiquitous-decimal app in authentic contexts on math learning

2021 ◽  
Author(s):  
Ika Qutsiati Utami ◽  
Wu-Yuin Hwang
Keyword(s):  
Problem Posing ◽  
Math Learning ◽  
Collaborative Problem ◽  
The Impact

MODIFIKASI MODEL PEMBELAJARAN PROBLEM POSING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Lita Amalia ◽  
Alda Dwiyana Putri ◽  
Alfajri Mairizki Nurfansyah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Problem Posing ◽  
Reasoning Skills ◽  
The Impact ◽  
Answering Questions

The purpose of this paper is to describe the Problem Posing learning model with Task and Forced Strategy. As for the background of this writing is because of difficulties in understanding the material and also lack of enthusiasm of students in learning the material so that the impact on student learning outcomes is still low. The low student learning outcomes are, of course, many factors, one of which is the problem of applying a learning model that is still teacher-centered, so students tend to be passive. For this reason, the teacher can use the Problem Posing learning model that is modified by the task and force strategy (Task and Forced). Problem Posing learning model is a learning model that requires students to develop their systematic reasoning skills in making questions and answering questions. While the task and force strategy (Task and Forced) is a learning strategy that has little effect on students to complete the task until it is completed and on time to avoid the punishment given by the teacher as a consequence. So that students will be motivated in listening, understanding the material delivered and doing assignments on time. By combining this model and strategy can be a solution so that the learning process becomes quality.

scholarly journals Affective field during collaborative problem posing and problem solving: a case study

2020 ◽  
Vol 105 (3) ◽  
pp. 303-324 ◽  
Author(s):  
Maike Schindler ◽  
Arthur Bakker
Keyword(s):  
Problem Solving ◽  
Problem Posing ◽  
Dynamic Nature ◽  
School Students ◽  
Affective Characteristics ◽  
Affective Factors ◽  
Collaborative Problem ◽  
Upper Secondary ◽  
Motivation Beliefs

AbstractEducators in mathematics have long been concerned about students’ motivation, anxiety, and other affective characteristics. Typically, research into affect focuses on one theoretical construct (e.g., emotion, motivation, beliefs, or interest). However, we introduce the term affective field to account for a person’s various affective factors (emotions, attitudes, etc.) in their intraplay. In a case study, we use data from an extracurricular, inquiry-oriented collaborative problem posing and problem solving (PP&PS) program, which took place as a 1-year project with four upper secondary school students in Sweden (aged 16–18). We investigated the affective field of one student, Anna, in its social and dynamic nature. The question addressed in this context is: In what ways does an affective field of a student engaging in PP&PS evolve, and what may be explanations for this evolvement? Anna’s affective field was dynamic over the course of the program. Her initial anxiety during the PP&PS program was rooted in her prior affective field about mathematics activities, but group collaboration, the feeling of safety and appreciation, together with an increased interest in within-solution PP and openness for trying new things went hand in hand with positive dynamics in her affective field.

Low Tech, 198, And The Geometry Of The Calculator Keys

1990 ◽  
Vol 37 (5) ◽  
pp. 30-33
Author(s):  
Alan Zollman
Keyword(s):  
Problem Solving ◽  
High Technology ◽  
Upper Elementary ◽  
Problem Posing ◽  
National Council ◽  
Interesting Aspect ◽  
Grade Levels ◽  
School Classroom ◽  
The Impact

The National Council of Teachers of Mathematics recommends that … mathematics programs take full advantage of the power of calculators and computers at all grade levels” (NCTM 1980, 8). Somehow, without meaning to, the calculator has taken a subsidiary role to the computer in the implementation of NCTM's An Anemia for Action recommendation. High technology is getting the majority of education's emphasis, while low technology, namely the calculator, is not having the impact that it could in the elementary school. This situation prevails despite the fact that 98 percent of this country's population uses calculators in everyday mathematics applications (Saunders 1980). It is time to reaffirm the viable role of the calculator in mathematics education (NCTM 1987). This article presents an interesting aspect of the geometrical array of the keys on a calculator that can be turned into a problem-solving, problem-posing situation for the upper elementary or middle school classroom. Read this article with a calculator in hand.

Assessing the Success of an Industrial Cluster

2012 ◽  
Vol 3 (3) ◽  
pp. 21-36 ◽  
Author(s):  
Neil Reid ◽  
Bruce W. Smith
Keyword(s):  
Problem Solving ◽  
Development Strategy ◽  
Industrial Cluster ◽  
Industrial Clusters ◽  
Collaborative Problem Solving ◽  
Energy Costs ◽  
Collaborative Problem ◽  
Regional Development Strategy ◽  
The Impact ◽  
Reducing Energy

Industrial clusters have received considerable attention as a regional development strategy. While their efficacy has been debated by academics, clusters have become popular among practitioners. Despite clusters’ acceptance, there have been few attempts to measure their success or their impact on constituent firms. This paper outlines and discusses the metrics developed to evaluate the success of the northwest Ohio greenhouse cluster. The cluster was launched in 2004 to help the industry become more competitive though collaborative problem solving. In identifying success metrics, the authors were cognizant of the fact that they had to reflect the cluster’s objectives and goals. Thus metrics that measured the impact of branding and marketing efforts, reducing energy costs, and increasing collaboration among cluster stakeholders were developed. The work reported in this paper is only the beginning phases of a longer-term, on-going effort to track the progress and success of the northwest Ohio greenhouse cluster.

scholarly journals Imparare la matematica con Number Worlds: un intervento quinquennale nella scuola primaria

2021 ◽  
Author(s):  
Elisa Bisagno ◽  
Sergio Morra
Keyword(s):  
Number Line ◽  
Primary School Children ◽  
Traditional Teaching ◽  
Math Learning ◽  
Estimation Task ◽  
Mathematical Concepts ◽  
Number Line Estimation ◽  
End Of Grade ◽  
The Impact ◽  
Experimental Group

The Number Worlds (NW) program is based on Case’s theory of cognitive development and conceptual learning, and it promotes the learning of mathematical concepts through playful-manipulative activities and respecting children’s level of development. This five years-research is meant to develop an Italian adaptation of the program, compare it with traditional teaching, and determine the impact of working memory (WM) on math learning. 56 primary school children participated in the research. Since grade I, 13 pupils (controls) followed traditional teaching of math; 43 children worked with NW, 3 hours a week for 7 months. The pupils were assessed with two WM tests, the Number Knowledge Test (NKT), and the Number Line Estimation Task (NLET) at the beginning of Grade I and at the end of each Grade. At the end of Grade V, the AC-MT battery was also administered. The experimental group improved more than controls on the NKT and NLET from Grade I to IV. At the end of Grade V, both groups showed a «ceiling effect» in the NKT and NLET performance. However, a difference in favour of the experimental group was found in some AC-MT tasks. WM, together with the curriculum, was predictive of mathematics performance up to class IV.

Assessing the Success of an Industrial Cluster

2013 ◽  
pp. 1053-1068
Author(s):  
Neil Reid ◽  
Bruce W. Smith
Keyword(s):  
Problem Solving ◽  
Regional Development ◽  
Development Strategy ◽  
Industrial Clusters ◽  
Collaborative Problem Solving ◽  
Energy Costs ◽  
Collaborative Problem ◽  
Regional Development Strategy ◽  
The Impact ◽  
Reducing Energy

Industrial clusters have received considerable attention as a regional development strategy. While their efficacy has been debated by academics, clusters have become popular among practitioners. Despite clusters’ acceptance, there have been few attempts to measure their success or their impact on constituent firms. This paper outlines and discusses the metrics developed to evaluate the success of the northwest Ohio greenhouse cluster. The cluster was launched in 2004 to help the industry become more competitive though collaborative problem solving. In identifying success metrics, the authors were cognizant of the fact that they had to reflect the cluster’s objectives and goals. Thus metrics that measured the impact of branding and marketing efforts, reducing energy costs, and increasing collaboration among cluster stakeholders were developed. The work reported in this paper is only the beginning phases of a longer-term, on-going effort to track the progress and success of the northwest Ohio greenhouse cluster.

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