Prospective Mathematics Teachers’ Thinking Styles and Problem-Solving Skills

2021 ◽  
pp. 100827
Author(s):  
Pınar Güner ◽  
Hatice Nur Erbay
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Thinking Styles ◽  
Problem Solving Skills ◽  
Prospective Mathematics Teachers

scholarly journals Problem-based learning with role-playing: An experiment on prospective mathematics teachers

2020 ◽  
Vol 13 (1) ◽  
pp. 14-32
Author(s):  
Ita Chairun Nissa ◽  
I Ketut Sukarma ◽  
Sutarto Sutarto
Keyword(s):  
Problem Solving ◽  
Linear Algebra ◽  
Mathematics Teachers ◽  
Problem Based Learning ◽  
Role Playing ◽  
Control Group ◽  
Problem Solving Skills ◽  
Video Recordings ◽  
Post Test ◽  
Prospective Mathematics Teachers

[English]: This study aimed to examine the effect of problem-based learning (PbL) with role-playing toward problem-solving skills of prospective mathematics teachers’ (PMTs) who take linear algebra courses. The study was a quasi-experimental with a non-equivalent control group post-test only design. Forty-two PMTs were involved and divided into experimental (taught using PbL combined with role-playing) and control groups (taught using PbL only). Data were collected using tests and video recordings. The test produces data on PMTs' problem-solving skills on linear algebra problems and video recordings resulted in the transcripts of PMTs’ discussion when they played a role. Data were analyzed through two stages. Firstly, the results of the test were analyzed quantitatively using F-test to measure the variance of the two groups, then measure the normality of the data using the interpretation of skewness and kurtosis, and finally, one-tail t-test to measure differences in test results between the two groups. Secondly, the sample of PMTs’ works in two groups and the transcripts of their conversation were qualitatively analyzed to strengthen the quantitative finding and reveal how PbL with role-playing support PMTs’ problem-solving in teacher education. This study shows that PbL with role-playing is more effective to improve students’ problem-solving skills than solely doing problem-based learning. Doing a role-playing provided students with the opportunity to be able to think and speak mathematics more formally in the context of problem-solving. Keywords: Problem-based learning, Role-playing, Prospective mathematics teachers, Problem-solving [Bahasa]: Penelitian ini bertujuan untuk menguji pengaruh pembelajaran berbasis masalah dengan bermain peran pada pemecahanmasalah calon guru matematika yang mengambil matakuliah aljabar linier pada semester ketiga. Penelitian ini adalah eksperimen semu dengan desain post-test kelompok kontrol yang tidak setara. Empat puluh dua calon guru matematika terlibat dalam penelitian ini dan mereka dibagi menjadi kelompok eksperimen (diajarkan menggunakan pembelajaran berbasis masalah dengan bermain peran) dan kelompok kontrol (diajarkan menggunakan pembelajaran berbasis masalah saja). Data dikumpulkan menggunakan tes dan rekaman video. Tes menghasilkan data tentang kemampuan calon guru untuk memecahkan masalah aljabar linier dan rekaman video yang menghasilkan transkrip diskusi calon guru ketika mereka memainkan suatu peran. Data dianalisis melalui dua tahap. Pertama, hasil tes dianalisis secara kuantitatif menggunakan uji-F untuk mengukur varian kedua kelompok, kemudian mengukur normalitas data menggunakan interpretasi skewness dan kurtosis, dan akhirnya dilakukan uji-t  satu pihak untuk mengukur perbedaan hasil tes antara kedua kelompok. Kedua, sampel hasil tes calon guru matematikadari kedua kelompok dan transkrip diskusidianalisis secara kualitatif untuk memperkuat temuan kuantitatif dan mengungkapkan bagaimana pembelajaran berbasis masalah dengan bermain peran dapat mendukung pemecahan masalah pada calon guru matematika yang menempuhpendidikan guru. Penelitian ini menunjukkan bahwa pembelajaran berbasis masalah dengan bermain peran lebih efektif untuk meningkatkan keterampilan pemecahan masalah calon guru matematika daripada hanya melakukan pembelajaran berbasis masalah saja. Bermain peran memberikan kesempatan kepada mahasiswa untuk dapat berpikir dan mengomunikasikan matematika secara formal dalam konteks pemecahan masalah. Kata kunci: Pembelajaran berbasis masalah, Bermainperan, Calon guru matematika

scholarly journals IMPLEMENTATION OF SPACE GEOMETRY LEARNING USING GEOGEBRA TO IMPROVE PROBLEM SOLVING SKILLS

MaPan ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 224-235
Author(s):  
Megita Dwi Pamungkas ◽  
◽  
Heny Nugroho
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Control Group ◽  
Study Program ◽  
Important Place ◽  
Problem Solving Skills ◽  
Space Geometry ◽  
Prospective Mathematics Teachers ◽  
Geometry Learning ◽  
Experimental Group

Prospective mathematics teachers must be equipped with problem solving skills because it has a very important place in the mathematics curriculum. The purpose of this research is to get an overview of improving the problem solving skills of prospective mathematics teachers by implementing GeoGebra on space geometry learning. The research was conducted in Study Program of Mathematics Education, Tidar University in the second semester students. This research uses quasi-experimental method, with nonequivalent control group pretest-posttest design using two groups, namely experimental group consisting of 36 students got GeoGebra-based space geometry learning and control group consisting of 35 students got conventional space geometry learning. Research instruments in the form of observation sheets and test instruments in the form of pretest and posttest to measure achievements of problem solving skills improvement. The data obtained is then processed and analyzed by calculating the percentage of learning implementation and calculating the average normalized gain score (N-Gain). The results showed that GeoGebra-based Space Geometry learning can improve problem solving skills. In the experimental group, problem solving skills were improved in high category, while in the control group the improvement of problem solving skills in moderate category.

scholarly journals Mathematics Teachers’ Perceptions about Problem-Solving: The case of Ghana

2019 ◽  
Vol 13 ◽  
pp. 1-18
Author(s):  
Ernest Ampadu
Keyword(s):  
Professional Development ◽  
High School ◽  
Problem Solving ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Teaching And Learning ◽  
Senior High School ◽  
Cape Coast ◽  
Problem Solving Skills ◽  
Problem Solving Strategies

Most students experience different levels of difficulties in learning mathematics. TIMSS results have shown that most students in Ghana do not perform well in higher level tasks designed to assess applications and non-routine problems. This study, therefore, aimed at examining Ghanaian Junior and Senior High School mathematics teachers problem-solving strategies and their professional development needs about problem-solving. 114 mathematics teachers from 28 Junior High School (JHS) and Senior High School (SHS) in the Cape Coast Metropolis took part in the study. Quantitative and qualitative data were collected using a semi-structured questionnaire. The results from the study show that although teachers appreciate the importance of problem-solving in improving mathematics teaching and learning, there has not been the needed problem-solving training to support teachers in this regard. The researcher, therefore, argue that despite the numerous advantages associated with problem-solving strategy of teaching and learning, continuous professional development training for teachers should be paramount in our quest for helping students develop problem solving skills. Ghanaian JHS and SHS students can be in a disadvantageous position as they compete with their peers from other countries in international comparison examinations if our teachers are not given the needed support to become proficient in the use of problem-solving strategies in the classrooms.

From the concrete activity to the exact mathematics

2019 ◽  
pp. 113-136
Author(s):  
Katalin Fried ◽  
Judit Török ◽  
Éva Vásárhelyi
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Educational Games ◽  
Fibonacci Sequence ◽  
Fibonacci Series ◽  
Pascal Triangle ◽  
Paper Folding ◽  
Prospective Mathematics Teachers ◽  
Different Levels

In this paper, we are dealing with problems that have been discussed with prospective mathematics teachers to make them discover methodological opportunities and pitfalls at different levels of problem solving. We have chosen topics which are in themselves interesting for children, because they can be introduced playfully with concrete activity, they require little mathematical knowledge at the start, and their conscious discussion is also important for mathematical activities and applications of mathematics. We will show in Chapter 2 how the games lead to the Fibonacci series and the Pascal triangle, and in Chapter 3, how to get from paper folding to dragon curves. Classification: A30, D50. Keywords: manipulative materials and their use in problem solving (visualizations, models, educational games, paper folding), Fibonacci sequence, Pascal triangle, dragon curve.

scholarly journals Correlation Between Thinking Styles and Teaching Styles of Prospective Mathematics Teachers

2018 ◽  
Vol 8 (4) ◽  
pp. 36
Author(s):  
Beyza Balamir Apaydin ◽  
Selin Cenberci
Keyword(s):  
Mathematics Teachers ◽  
Teaching Style ◽  
Teaching Styles ◽  
Thinking Styles ◽  
Quality Of Education ◽  
Data Collection Tool ◽  
Education Department ◽  
Screening Model ◽  
Prospective Mathematics Teachers

Increasing the quality of education is based on changes thinking and teaching styles. Considering variance ofthinking styles and teaching styles person to person, identifying thinking styles and teaching styles of prospectivemathematics teachers is very important. So, the aim of this study is to determine the correlation between thinking andteaching styles of prospective mathematics teachers and to examine thinking styles and teaching styles of theprospective mathematics teachers by considering some demographic characteristics. The sample of the researchconsisted of 80 prospective mathematics teachers who studied at the Mathematics Education Department of AhmetKeleşoğlu Education Faculty at Necmettin Erbakan University. Relational screening model was used in analysis ofthe data. “Thinking Styles Scale” which was developed by Sternberg and Wagner (1992) and adapted to Turkish byBuluş (2006) and “Teaching Style Inventory” developed by Grasha (1994) and adapted to Turkish by Uredi (2006)were used as data collection tool in the research. According to the conclusion of the research, a positive moderatecorrelation was found between thinking styles and teaching styles of prospective mathematics teachers.

scholarly journals Collaborative Skills of Pre-service Mathematics Teachers in Blended Learning

2021 ◽  
Vol 5 (1) ◽  
pp. 60
Author(s):  
Ulfa Lu'luilmaknun ◽  
Karin Selma Al Kautsar ◽  
Ratih Ayu Apsari ◽  
Tabita Wahyu Triutami ◽  
Nourma Pramestie Wulandari
Keyword(s):  
Problem Solving ◽  
Blended Learning ◽  
Mathematics Teachers ◽  
Collaborative Work ◽  
Work Skills ◽  
Problem Solving Skills ◽  
Positive Effects ◽  
Quantitative Descriptive ◽  
Collaborative Skills ◽  
Very High

Blended learning is a learning that combines face-to-face and online learning. Several studies have shown that blended learning has a positive effect on collaborative skills. The aim of this study is to determine the collaborative skills of pre-service mathematics teachers after using blended learning. The focus of this study is 4 indicators of collaborative work skills, namely quality of work, problem solving skills, working with others, and focus on the task. This type of study is a case study. The participants were 23 pre-service mathematics teachers in second year. Data collection was carried out using a collaborative questionnaire. Data were analysed using quantitative descriptive methods. The results showed that the criterion for quality work of students was 47.83% average. The criterion for problem solving skills was 47.83% very high. The criterion of working with others was 86.96% very high. The criterion for focus on the task was 82.61% very high. Therefore, blended learning possesses positive effects towards pre-service mathematics teachers. 

scholarly journals Instructional Practices of Teachers in Integrating Critical Thinking and Problem Solving Skills in Mathematics Instruction

2020 ◽  
Vol 3 (1) ◽  
pp. p28
Author(s):  
Emolyn M. Iringan
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Instructional Materials ◽  
Data Series ◽  
Group Discussions ◽  
Problem Solving Skills ◽  
Assessment Techniques ◽  
Instructional Plans

This qualitative research aimed to document the instructional practices, problems encountered, and suggestions offered by mathematics teachers in integrating critical thinking through problem-solving. To obtain the data, series of Focus Group Discussions (FGD) were conducted with seven (7) mathematics teachers and sixty (60) students in the Senior High School. Through the thematic analysis, four key themes were derived to present teachers’ teaching practices, problems encountered, and suggestions to intensify critical thinking promotion through problem-solving tasks. A Proposed Enhancement Plan for Mathematics Teachers was developed to hasten students’ exposure to activities that promote critical thinking and problem-solving. These activities involve enrichment sessions for mathematics teachers the problem-solving and refinement of instructional plans, particularly on strategies, assessment techniques, and instructional materials.

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