Using Multiple Solution Tasks for the Evaluation of Students’ Problem-Solving Performance in Geometry

Author(s):  
Anat Levav-Waynberg ◽  
Roza Leikin
2020 ◽  
Vol 5 (1) ◽  
pp. 177
Author(s):  
Muhammad Kris Yuan Hidayatulloh ◽  
Supari Muslim ◽  
Erina Rahmadyanti ◽  
Euis Ismayati ◽  
Nita Kusumawati

This study aims to: (1) analyze the level of creative thinking possessed by each class XI students of Building Drawing Technique (BDT); and (2) analyze the influence of the level of thinking on the learning outcomes of the cognitive, affective, and psychomotor domains. This type of research is correlational research through a quantitative approach method. The population in this study were all students in building expertise competencies at SMK Negeri 1 Nganjuk which included Geomatics and BDT. The sample used in this study was XI BDT class students. The instrument used in analyzing the level of creative thinking (LCT) is a problem-solving test sheet of the type of multiple solution tasks. The data analysis technique uses a linear regression test. The results of the study concluded that: (1) there were as many as 4 students included in the category of LCT 4 (very creative), there were 12 students included in the category of LCT 3 (creative), there are 11 students included in the category 2 LCT (quite creative), there are no students included in the category of LCT 1 (less creative), and there are as many as 11 students who included in the category of LCT 0 (not creative); (2) there is a significant influence between the level of creative thinking on the cognitive and psychomotor learning outcomes; and (3) there is a very significant influence between the level of creative thinking on the affective learning outcomes of class XI BDT students.


Author(s):  
Alex Friedlander

In this paper, I attempt to present several examples of tasks and some relevant findings that investigate the possibility of basing a part of the practice-oriented tasks on higher-level thinking skills, that are usually associated with processes of problem solving. The tasks presented and analysed here integrate problem solving-components – namely, reversed thinking, expressing and analysing patterns, and employing multiple solution methods, into the learning and practicing of algebraic procedures – such as creating equivalent expressions and solving equations.


2017 ◽  
Vol 29 (1) ◽  
pp. 114-124 ◽  
Author(s):  
Nadja Tschentscher ◽  
Olaf Hauk

Abstract problem-solving relies on a sequence of cognitive steps involving phases of task encoding, the structuring of solution steps, and their execution. On the neural level, metabolic neuroimaging studies have associated a frontal-parietal network with various aspects of executive control during numerical and nonnumerical problem-solving. We used EEG–MEG to assess whether frontal cortex contributes specifically to the early structuring of multiple solution steps. Basic multiplication (“3 × 4” vs. “3 × 24”) was compared with an arithmetic sequence rule (“first add the two digits, then multiply the sum with the smaller digit”) on two complexity levels. This allowed dissociating demands of early solution step structuring from early task encoding demands. Structuring demands were high for conditions that required multiple steps, that is, complex multiplication and the two arithmetic sequence conditions, but low for easy multiplication that mostly relied on direct memory retrieval. Increased right frontal activation in time windows between 300 and 450 msec was observed only for conditions that required multiple solution steps. General task encoding demands, operationalized by problem size (one-digit vs. two-digit numbers), did not predict these early frontal effects. In contrast, parietal effects occurred as a function of problem size irrespectively of structuring demands in early phases of task encoding between 100 and 300 msec. We here propose that frontal cortex subserves domain-general processes of problem-solving, such as the structuring of multiple solution steps, whereas parietal cortex supports number-specific early encoding processes that vary as a function of problem size.


2019 ◽  
Vol 25 (7) ◽  
pp. 404-405
Author(s):  
P. Reneé Hill-Cunningham

Hundreds of species of animals around the world are losing their habitats and food supplies, are facing extinction, or have been hunted or otherwise negatively influenced by humans. Students learn about some of these animals and explore multiple solution strategies as they solve this month's problems. Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6.


2019 ◽  
Vol 18 (8) ◽  
pp. 1565-1586
Author(s):  
Maike Schindler ◽  
Achim J. Lilienthal

AbstractStudents’ creative process in mathematics is increasingly gaining significance in mathematics education research. Researchers often use Multiple Solution Tasks (MSTs) to foster and evaluate students’ mathematical creativity. Yet, research so far predominantly had a product-view and focused on solutions rather than the process leading to creative insights. The question remains unclear how students’ process solving MSTs looks like—and if existing models to describe (creative) problem solving can capture this process adequately. This article presents an explorative, qualitative case study, which investigates the creative process of a school student, David. Using eye-tracking technology and a stimulated recall interview, we trace David’s creative process. Our findings indicate what phases his creative process in the MST involves, how new ideas emerge, and in particular where illumination is situated in this process. Our case study illustrates that neither existing models on the creative process, nor on problem solving capture David’s creative process fully, indicating the need to partially rethink students’ creative process in MSTs.


1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
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