Epistemic Beliefs and Mathematics Problem Solving

2005 ◽  
Author(s):  
Krista R. Muis
Keyword(s):  
Problem Solving ◽  
Epistemic Beliefs ◽  
Mathematics Problem Solving ◽  
And Mathematics ◽  
Mathematics Problem

scholarly journals EL DOMINIO AFECTIVO EN LA RESOLUCIÓN DE PROBLEMAS MATEMÁTICOS: UNA JERARQUIZACIÓN DE SUS DESCRIPTORES

2017 ◽  
Vol 7 (1) ◽  
pp. 233 ◽  
Author(s):  
Ana Caballero Carrasco ◽  
Janeth Cárdenas Lizarazo ◽  
Rosa Gómez del Amo
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Affective Domain ◽  
Problem Solver ◽  
Clear Definition ◽  
Persistent Problem ◽  
Mathematics Problem Solving ◽  
And Mathematics ◽  
Definition Of ◽  
Mathematics Problem

Abstract.THE AFFECTIVE DOMAIN IN MATHEMATICS PROBLEM SOLVING: A HIERARCHY OF DESCRIPTORSAt present the relevance of the affective domain in the learning and personal development and, specifically, in mathematics and mathematics problem solving (MPS) is observed. However, as Gómez- Chacón ( 2000) suggests, a persistent problem in the understanding of affect in the teaching and learning of mathematics has been to find a clear definition of what is affection or the affective domain. That is why the aim of this paper is to provide a clear definition of the affective domain in mathematics and MPS as well as identify and rank the descriptors or dimensions that comprise this construct: attitudes (mathematics and toward mathematics) , emotions (emphasis in anxiety as the most influential in the MPS) and beliefs ( about the nature and the teaching and learning of mathematics and MPS, about the social context and about self as problem solver. As a innovative aspect, further elucidate the discussion between consider the anxiety as an emotion or attitude, we include generalized control expectations (contingency, helplessness, belief in luck, self-efficacy and success) in beliefs about oneself as a mathematic learner and mathematics problems solver..Keywords: affective domain; mathematics problema solving; beliefs; attitudes; emotions.Resumen.En la actualidad queda constatada la relevancia que tiene el dominio afectivo en el desarrollo y en el aprendizaje de las personas y, de forma concreta, en las matemáticas y la resolución de problemas matemáticos (RPM). No obstante, tal como indica Gómez-Chacón (2000), un problema persistente en la comprensión del afecto en la enseñanza y aprendizaje de las matemáticas ha sido encontrar una definición clara de qué es el afecto o el dominio afectivo. Es por ello que el objetivo de este trabajo es ofrecer una definición clara del dominio afectivo en las matemáticas y RPM así como también determinar y jerarquizar los descriptores o dimensiones que componen este constructo: actitudes (matemáticas y hacia las matemáticas), emociones (haciendo hincapié en la ansiedad como la más influyente en la RPM) y creencias (sobre la naturaleza y la enseñanza y aprendizaje de las matemáticas y la RPM, sobre el contexto social y sobre uno mismo como resolutor de problemas). Como aspecto innovador, además de dilucidar la discusión entre considerar la ansiedad como actitud o como emoción, incluimos las expectativas generalizadas de control (de contingencia, de indefensión, de creencia en la suerte, de autoeficacia y de éxito) dentro de las creencias sobre uno mismo como aprendiz matemático y resolutor de problemas matemáticos.Palabras claves: dominio afectivo; resolución de problemas matemáticos; creencias; actitudes; emociones.

scholarly journals Pengaruh Model Pembelajaran Learning Cycle 5E terhadap Kemampuan Pemecahan Masalah Matematika Ditinjau dari Adversity Quotient Siswa

2020 ◽  
Vol 7 (1) ◽  
pp. 32-44
Author(s):  
Abdul Ma'arif ◽  
Syaiful Syaiful ◽  
Muhammad Haris Effendi Hasibuan
Keyword(s):  
Problem Solving ◽  
Learning Cycle ◽  
Cycle Model ◽  
Problem Solving Skills ◽  
Mathematics Problem Solving ◽  
8Th Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Mathematics Problem

Problem-solving skill is required by students and a target in studying mathematics. However, the problem-solving skill of Indonesian students are lacking. One effort that can be done is applying the Model of Learning Cycle 5E.  This research discussed the influence of the implementation of the learning cycle model on mathematics problem-solving skill viewed from students’ adversity quotient. This research used a quantitive approach, quasi-experimental study. The subjects were the 8th Grade students of SMP IT Ash-Shiddiiqi Jambi, consisting of two experiment classes and one control class. The instruments were post-test and adversity quotient questionnaire modified by Stoltz and had been validated by experts. Data analysis was conducted by Two-Way ANOVA. The results showed that there was no interaction between the learning cycle 5E model and mathematics problem-solving skill. This finding indicates that the model of learning cycle 5E affects problem-solving skills and can be applied to students with all types of adversity quotient.

scholarly journals Pengaruh Metode Pembelajaran Inkuiri dan Diskusi pada Materi Pokok Bentuk Aljabar terhadap Kemampuan Komunikasi dan Kemampuan Pemecahan Masalah Matematika

2017 ◽  
Vol 2 (2) ◽  
pp. 159
Author(s):  
Ali Sadikin Wear ◽  
Renny Indrawati
Keyword(s):  
Problem Solving ◽  
Control Group ◽  
Learning Method ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Mathematics Problem Solving ◽  
Equivalent Control ◽  
Communication Ability ◽  
And Mathematics ◽  
Mathematics Problem

<pre><em><span lang="EN-US">The research is aimed to know; 1) interaction of inquiry learning  method application and discussion on communication ability and student’s mathematics  problem solving skills on multivariate. 2) the impacts of learning method on mathematics communication ability on univariat.3) the impacts of learning method on mathematics problem solving skills on univariat. This research is false experiment used non equivalent control group design with 2 factors  measurement technique. The instrument is essay test (problem solving and communication question). This research was conducted at public SMP in Palmerah distric, west Jakarta. The sample is the students of class VIII about 140 students. Data analyze used MANOVA analysis. The result of this research is: 1) there are significant impacts of learning method on communication ability and mathematics problem solving skills on multivariate. 2) there are significant impacts of learning method on mathematics communication ability on univariat 3) there isn’t significant impact of learning method on mathematics problem solving skill.</span></em></pre>

Kemampuan Pemecahan Masalah dan Kemampuan Komunikasi Matematika Siswa

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Ihwan Zulkarnain
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Learning Model ◽  
Model Type ◽  
Mathematics Problem Solving ◽  
Experiment Method ◽  
And Mathematics ◽  
The Given ◽  
Student Team ◽  
Mathematics Problem

<p>This research is aimed to analyze the influence of cooperative learning model <br />toward the ability of problem solving in Mathematics and students’ ability in <br />Mathematics communication. This research uses experiment method. Data analysis uses MANOVA (Multivariate Analysis of Variants). Result shows that: there is influence of cooperative learning model to the ability of Mathematics problem solving and the ability of Mathematics communication multivariately. This shows that there is difference between matrices of ability of Mathematics problem solving and Mathematics communication to the given cooperative learning model type STAD (Student Team Achievement Division) and type TPS (think, pair, share). (2) by univariate, the result shows: (a) there is no difference in the ability of Mathematics problem solving to those <br />who were given cooperative learning model type STAD and type TPS. This indicates the influence cooperative learning model to the ability of students’ Mathematics problem solving. (b) there is difference in terms of students’ ability of Mathematics communication to who were given cooperative learning model type STAD with type TPS. This shows that there is an influence of cooperative learning model to the ability of Mathematics communication. <br /> <br />Keywords: Problem Solving, Mathematics Communication, Learning Model, STAD, TPS.</p>

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