Assessing Problem Solving in the Mathematics Curriculum: A New Approach

2011 ◽  
pp. 33-66 ◽  
Author(s):  
Tin Lam TOH ◽  
Khiok Seng QUEK ◽  
Yew Hoong LEONG ◽  
Jaguthsing DINDYAL ◽  
Eng Guan TAY
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
New Approach

scholarly journals Kemampuan Pemecahan Masalah Matematis Siswa melalui Model Pembelajaran Learning Cycle 7E dan Problem Based Learning

2018 ◽  
Vol 7 (3) ◽  
pp. 425-432
Author(s):  
Puji Lestari ◽  
Rina Rosdiana
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Cycle ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Difference

AbstrakKemampuan pemecahan masalah merupakan bagian dari kurikulum pendidikan matematika saat ini. Fakta di lapangan menunjukkan bahwa kemampuan pemecahan masalah matematis siswa masih belum optimal, salah satu penyebabnya adalah masih banyak siswa yang menemui kesulitan dalam hal pemahaman konsep dasar. Mengoptimalkan kemampuan pemecahan masalah diantaranya dapat ditempuh melalui pembelajaran yang berpusat pada siswa. Model pembelajaran Learning Cycle 7E dan Problem Based Learning merupakan dua dari beragam model pembelajaran yang berpusat pada siswa. Adapun tujuan dari penelitian ini adalah untuk mengetahui perbedaan pencapaian kemampuan pemecahan masalah matematis antara siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning. Hasil dari penelitian menyimpulkan bahwa tidak terdapat perbedaan peningkatan kemampuan pemecahan masalah matematis antara siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning. Sementara itu, untuk kualitas peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning masing-masing berinterpretasi sedang namun skor perolehan nya berbeda. Secara umum, sikap siswa terhadap pembelajaran matematika menggunakan model pembelajaran Learning Cycle 7E dan Problem Based Learning masing-masing berinterpretasi baik. Abstract (Students’ Problem Solving Ability through Learning Cycle 7E and Problem Based Learning)Currently mathematical problem solving ability was a part of mathematics curriculum. In fact, the mathematical problem solving ability of students was not optimized, one of the reasons is there are still many students who have problems in terms of understanding the basic concepts. To optimizing the mathematical problem solving ability of students, it, can be reached by implementing student-centered learning. Learning Cycle 7E and Problem Based Learning are two of a lot of student-centered learning models. The purpose of this study was to determine the difference of achievement mathematical problem solving ability between students who get Learning Cycle 7E and Problem Based Learning models.  The results of this study are there is not a difference enhancement of mathematical problem solving ability between students who get Learning Cycle 7E and Problem Based Learning models. Meanwhile, the quality of enhancement mathematical problem solving ability students who get Learning Cycle 7E and Problem Based Learning models are in the middle interpretation. In general, students' attitudes toward learning mathematics using Learning Cycle 7E and Problem Based Learning models each in good interpretation.

Collaborative Solution Discovery: A Problem Solving Process

2019 ◽  
pp. 100-103
Author(s):  
Katharine Clemmer
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Real Time ◽  
School System ◽  
Mathematical Thinking ◽  
Self Regulation ◽  
Math Learning ◽  
New Approach ◽  
Problem Solving Process ◽  
The Way

Loyola Marymount University (LMU) has developed a new approach to problem solving, Collaborative Solution Discovery (CSD), to help practitioners in a school system leverage their individual passions in a way that grows students’ positive math identity through mathematical thinking, problem solving, and self-regulation. By focusing on how students and teachers interact with each other in real-time in an ideal classroom, practitioners take ownership of a process to guide their students in growing their positive math identity and thus taking ownership of their own math learning. Practitioners measure progress along the way through metrics that are created, defined, used, and continually refined by themselves to attain their ideal math learning environment. The entire CSD process results in a system that owns ist improvement efforts—improvement efforts that are flexible, adaptable, and sustainable.

Problem Solving in the Singapore School Mathematics Curriculum

2019 ◽  
pp. 141-164 ◽  
Author(s):  
Tin Lam Toh ◽  
Chun Ming Eric Chan ◽  
Eng Guan Tay ◽  
Yew Hoong Leong ◽  
Khiok Seng Quek ◽  
...  
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
School Mathematics Curriculum

Investigating “Problem-Solving With Datasets” as an Implementation of Computational Thinking: A Literature Review

2019 ◽  
Vol 58 (2) ◽  
pp. 502-534
Author(s):  
Burcu Berikan ◽  
Selçuk Özdemir
Keyword(s):  
Problem Solving ◽  
Grade Level ◽  
Instructional Methods ◽  
Computational Thinking ◽  
Conceptual Structure ◽  
Instructional Tools ◽  
New Approach ◽  
Data Literacy ◽  
Grade Levels ◽  
Academic Publications

This study aims to investigate problem-solving with dataset (PSWD) as a computational thinking learning implementation as reflected in academic publications. Specifically, the purpose is to specify the scope of PSWD, which overlaps with the data literacy, thinking with data, big data literacy, and data-based thinking concepts in the literature. Subaims of the study are to identify the conceptual structure of PSWD based on definitions in academic publications and to classify the reasons given in the literature to show the need for PSWD. For the purposes to investigate PSWD conceptually, to classify the reasons given for the need for PSWD, the obtained 54 publications were analyzed via content analysis. Moreover, this study investigates the most frequently suggested or used teaching strategies (in terms of instructional methods, instructional tools, and grade level) for PSWD in the literature. The frequencies of used words in selected publications referring instructional methods, instructional tools, and grade levels were shown in the findings of study. The importance of the study stems from its focus on a new approach to computational thinking instructional implementation.

One point of view: Stop the Bandwagon I Want Off

1981 ◽  
Vol 28 (8) ◽  
pp. 2
Author(s):  
Jeremy Kilpatrick
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
Point Of View ◽  
School Mathematics

The 1980s, so we are told, are to be the decade of “problem solving.” Ready or not, we are apparently destined to have problem solving as the “focus” of school mathematics for the next ten years or so. Toward this goal, the NCTM's An Agenda for Action recommends the organization of the mathematics curriculum around problem solving. How can one argue with such a sensible agenda?

The fourth operation is not fundamental—fractional numbers and problem solving

1975 ◽  
Vol 22 (1) ◽  
pp. 28-32
Author(s):  
Marilyn J. Zweng
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Fractional Numbers ◽  
School Mathematics Curriculum

Few topics in the elementary school mathematics curriculum are a greater waste of time than division of fractional numbers. It is seldom used to solve problems, and those problems which children are taught to solve by division of fractional numbers are dealt with just as adequately by resorting to multiplication.

CLASSROOM ACTIVITIES FOR ABLE STUDENTS: In Third and Fourth Grades

1981 ◽  
Vol 28 (6) ◽  
pp. 49-57
Author(s):  
Linda Schulman
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Mathematics Curriculum ◽  
Gifted Students ◽  
Fourth Grade ◽  
Major Goal ◽  
Classroom Activities ◽  
Fourth Grade Students ◽  
Basic Content

A major goal of the mathematics curriculum for third- and fourth-grade students is the development of numeration and computation skills. These skills are frequently maintained through routine drill. Most gifted students have a strong dislike for drill, preferring activities that require the use of higher cognitive processes. One way of providing for these students is to present them with problems related to the basic content that also enhance their problem-solving abilities.

By Way of Introduction

1982 ◽  
Vol 30 (1) ◽  
pp. 2
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Mathematics Curriculum ◽  
Teaching Aids ◽  
P 16

The topics are familiar—graphs and graphing, word problems, applications, problem solving, geometry, tests and testing-but in reading the articles in this issue you will gain some new insights into at least orne of the e topics. Take graph and graphing. for example. In “Collecting and Displaying the Data Around Us” (p. 16), the Horaks describe some reusable teaching aids as well as a set of related graphing activities. In “Graphs Can Jazz Up the Mathematics Curriculum” (p. 28), Christopher identifie five reasons for teaching graphing.

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