Classification of mathematical reasoning competencies based on mathematical problem solving in elementary school

This study examined the relative efficacies of two different metacognitive teaching methods – problem solving (M_PS) and sharing knowledge (M_SK). Seventy-two Israeli sixth-grade students engaged in online mathematical problem solving and were each supported using one of the two aforementioned methods. M_PS students used a problem-solving and feedback process based on the IMPROVE model (Kramarski & Mevarech, 2003). In contrast, M_SK participants were instructed to reflect and provide feedback on the solution without an explicit model. This study evaluated each method‘s impact on the students’ mathematical online problem solving. It also examined self-regulated learning (SRL) processes by assessing students‘ online feedback using a rubric scheme. Findings indicated that M_PS students outperformed the M_SK students in algebraic knowledge and mathematical reasoning, as well as on various measures of sharing cognitive and metacognitive feedback. The M_SK students outperformed the M_PS students on measures of sharing motivational and social feedback.

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Links to Literature: Using Literature to Investigate Transformations

Teaching Children Mathematics ◽

10.5951/tcm.4.9.0510 ◽

1998 ◽

Vol 4 (9) ◽

pp. 510-513

Author(s):

Jacqueline Harris

Keyword(s):

Elementary School ◽

Children's Literature ◽

Problem Solving ◽

Everyday Life ◽

Mathematical Problem ◽

Children’S Literature ◽

School Curriculum ◽

Mathematical Problem Solving

I am always looking for children's literature to make and enrich connections to the elementary school curriculum. In particular, books and stories that use mathematical problem solving not only engage children in the narrative but also give them opportunities to see how mathematics is used in everyday life. A Cloak for the Dreamer by Aileen Friedman (1994) investigates relationships among shapes and, at the same time, tells a wonderful story.

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IMPLEMENTATION OF OPEN-ENDED APPROACH TO MATHEMATICAL PROBLEM SOLVING IN CLASS V OF CEWENG JOMBANG ELEMENTARY SCHOOL

IJPSE : Indonesian Journal of Primary Science Education ◽

10.33752/ijpse.v1i1.1104 ◽

2020 ◽

Vol 1 (1) ◽

pp. 92-100

Author(s):

Dyah Ayu Lestari ◽

Udjang Pairin M. Basir ◽

Claudya Zahrani Susilo

Keyword(s):

Elementary School ◽

Problem Solving ◽

Experimental Design ◽

Positive Response ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Statistical Techniques ◽

Average Difference ◽

Class V ◽

Significant Difference

This study aims to determine the ability of mathematical problem solving before or after the application of the open-ended approach and student’s responses during learning. The techniques used in collecting data were interviews, questionnaire tests, and documentation. This type of research is quantitative with experimental design, statistical techniques are used to analyze the research results. The results of the study can be seen with the results of the pretest and posttest student’s abilities. The ability of students showed an average difference between the pretest and posttest scores of 36.71 and 80.81 and the Fcount was 122.927. So the conclusion is the problem solving ability of students has a significant difference and tends to increase. As well as a very positive response shown by students with a percentage of 84.3%.

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