Teachers' Beliefs About Mathematical Problem Solving in the Elementary School

1994 ◽  
Vol 94 (6) ◽  
pp. 314-322 ◽  
Author(s):  
Margaret I. Ford
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Teachers Beliefs

Links to Literature: Using Literature to Investigate Transformations

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.

scholarly journals Capturing Prospective Teachers' Beliefs about Mathematical Problem Solving

2020 ◽  
Vol 8 (5) ◽  
pp. 2100-2107 ◽  
Author(s):  
Muhtarom Muhtarom ◽  
Nizaruddin Nizaruddin ◽  
Sutrisno Sutrisno ◽  
Pathuddin Pathuddin
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Teachers Beliefs

scholarly journals Instrumentalist Teachers' Beliefs in Practicing Mathematical Problem Solving

2019 ◽  
Vol 7 (12) ◽  
pp. 2851-2856
Author(s):  
Tatag Yuli Eko Siswono ◽  
Sugi Hartono ◽  
Ahmad Wachidul Kohar ◽  
Dr. Karim ◽  
Dr. Kurniawan
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Teachers Beliefs

scholarly journals Examining Mathematical Problem-Solving Beliefs among Rwandan Secondary School Teachers

2021 ◽  
Vol 20 (7) ◽  
pp. 227-240
Author(s):  
Aline Dorimana ◽  
Alphonse Uworwabayeho ◽  
Gabriel Nizeyimana
Keyword(s):  
Problem Solving ◽  
Secondary School Teachers ◽  
Mathematics Classroom ◽  
Mathematical Problem ◽  
Real Life ◽  
Mathematical Problem Solving ◽  
Teachers Beliefs ◽  
Mathematical Problems ◽  
Teacher Professional

This study explored teachers' beliefs about mathematical problem-solving. It involved 36 identified teachers of Kayonza District in Rwanda via an explanatory mixed-method approach. The findings indicate that most teachers show a positive attitude towards advancing problem-solving in the mathematics classroom. However, they expose different views on its implementation. Role of problem-solving, Mathematical problems, and Problem-solving in Mathematics were identified as main themes. Problem-solving was highlighted as an approach that helps teachers use time adequately and helps students develop critical thinking and reasoning that enable them to face challenges in real life. The study recommends teacher professional development initiatives with their capacity to bring problem-solving to standard.

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

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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