Gifted and Learning-Disabled Gifted Students' Knowledge and Use of Mathematical Problem-Solving Strategies

1991 ◽  
Vol 14 (4) ◽  
pp. 393-411 ◽  
Author(s):  
Marjorie Montague
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Gifted Students ◽  
Learning Disabled ◽  
Mathematical Problem Solving ◽  
Problem Solving Strategies ◽  
Gifted And Learning Disabled

scholarly journals Teachers’ Use of Technology Affordances to Contextualize and Dynamically Enrich and Extend Mathematical Problem-Solving Strategies

Mathematics ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 793
Author(s):  
Manuel Santos-Trigo ◽  
Fernando Barrera-Mora ◽  
Matías Camacho-Machín
Keyword(s):  
Problem Solving ◽  
High School Teachers ◽  
Digital Technology ◽  
Dynamic Models ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Use Of Technology ◽  
Technology Affordances ◽  
Problem Solving Strategies

This study aims to document the extent to which the use of digital technology enhances and extends high school teachers’ problem-solving strategies when framing their teaching scenarios. The participants systematically relied on online developments such as Wikipedia to contextualize problem statements or to review involved concepts. Likewise, they activated GeoGebra’s affordances to construct and explore dynamic models of tasks. The Apollonius problem is used to illustrate and discuss how the participants contextualized the task and relied on technology affordances to construct and explore problems’ dynamic models. As a result, they exhibited and extended the domain of several problem-solving strategies including the use of simpler cases, dragging orderly objects, measuring objects attributes, and finding loci of some objects that shaped their approached to reasoning and solve problems.

Assessing affect after mathematical problem solving tasks

2012 ◽  
Vol 29 (1) ◽  
pp. 69-85 ◽  
Author(s):  
Scott A. Chamberlin ◽  
Robert A. Powers
Keyword(s):  
Principal Component Analysis ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Gifted Students ◽  
Principal Component ◽  
Component Analysis ◽  
Mathematical Problem Solving ◽  
Model Eliciting Activities

The focus of the article is the validation of an instrument to assess gifted students’ affect after mathematical problem solving tasks. Participants were 225 students identified by their district as gifted in grades four to six. The Chamberlin Affective Instrument for Mathematical Problem Solving was used to assess feelings, emotions, and dispositions after students solved model-eliciting activities in groups of three. Through the use of principal component analysis, it was determined that three factors should be retained. The instrument holds promise because it may be used to assess affect, which has implications for identification and curricular adjustments to optimize affect.

scholarly journals Students Motivation and Mathematical Problem Solving Enhancement through SFAE (Student Facilitator and Explaining) in Problem-Solving Strategies

2020 ◽  
Vol 3 (2) ◽  
pp. 52
Author(s):  
Trisnawati Trisnawati ◽  
Wanda Nugroho Yanuarto
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Learning Motivation ◽  
Mathematical Problem Solving ◽  
Average Percentage ◽  
Qualitative And Quantitative ◽  
Class Viii ◽  
Problem Solving Strategies ◽  
Student Test

This study was employed to enhance learning motivation and mathematical problem-solving abilities of class VIII A students of SMP Negeri 7 Purwokerto through SFAE learning with problem-solving strategies. The subjects of this study were 31 students of class VIII A SMP Negeri 7 Purwokerto. This study is a Classroom Action Research (CAR), which was conducted collaboratively and participative. The action research was carried out in 3 cycles, with each cycle consisting of 2 meetings. Students were given a questionnaire to measure learning motivation and a test to measure their mathematical problem-solving abilities at the end of each cycle. Data collection techniques in this study include observation, questionnaires, tests, and documentation. Data analysis was carried out by descriptive qualitative and quantitative. The finding showed that implementing of SFAE learning with problem-solving strategies could increase students’ learning motivation and mathematical problem-solving abilities. The study found that (1) The average percentage of the overall learning motivation questionnaire is steadily increased from 61.71% in cycle one to 68.10% in cycle two and 76.03% in cycle three. (2) The average percentage of student tests for problem-solving abilities in cycle one also significantly increases from 35.21% to 53.20% in cycle two and 79.61% in cycle three. The average student test rate for each indicator of problem-solving ability has met the study’s success criteria.

scholarly journals Examples of Problem-Solving Strategies in Mathematics Education Supporting the Sustainability of 21st-Century Skills

2020 ◽  
Vol 12 (23) ◽  
pp. 10113 ◽  
Author(s):  
Zsuzsanna Katalin Szabo ◽  
Péter Körtesi ◽  
Jan Guncaga ◽  
Dalma Szabo ◽  
Ramona Neag
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Theoretical Foundation ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Classroom Activities ◽  
Mathematical Problems ◽  
Problem Solving Strategies ◽  
Critical Literature

The overall aim of education is to train proactive, motivated, and independent citizens to face and overcome continuous challenges. Critical thinking—finding solutions to problems—is of primary importance in the 21st century to handle challenging situations and deal with obstacles in careers. A critical literature review approach was used to assess, critique, synthesizes, and expand the theoretical foundation of the topic. Teaching mathematical problem-solving is an efficient way to develop 21st-century skills and to give cross-curricular experiences with real-world meaning to learners. Concrete examples were presented to prove that Pólya’s heuristic could be used in a broader context to help learners acquire the modern skills needed to succeed in their careers. By including in the learning process and practicing specific methods for solving mathematical problems, students could learn a way of thinking to approach and solve problems successfully in a broader context in life. The paper’s outcome provides teachers and educators with methods, learning models, and strategies for developing 21st-century skills in students at all levels during classroom activities.

scholarly journals Writing and mathematical problem solving in Grade 3

2017 ◽  
Vol 7 (1) ◽  
pp. 9 ◽  
Author(s):  
Belinda Petersen ◽  
Sharon McAuliffe ◽  
Cornelis Vermeulen
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Ability Group ◽  
Mathematics Intervention ◽  
Mathematical Problems ◽  
Field Notes ◽  
Problem Solving Strategies ◽  
Grade 3 ◽  
And Mathematics

This article looks at writing tasks as a methodology to support learners’ mathematical problemsolving strategies in the South African Foundation Phase context. It is a qualitative case study and explores the relation between the use of writing in mathematics and development of learners’ problem-solving strategies and conceptual understanding. The research was conducted in a suburban Foundation Phase school in Cape Town with a class of Grade 3 learners involved in a writing and mathematics intervention. Writing tasks were modelled to learners and implemented by them while they were engaged in mathematical problem solving. Data were gathered from a sample of eight learners of different abilities and included written work, interviews, field notes and audio recordings of ability group discussions. The results revealed an improvement in the strategies and explanations learners used when solving mathematical problems compared to before the writing tasks were implemented. Learners were able to reflect critically on their thinking through their written strategies and explanations. The writing tasks appeared to support learners in providing opportunities to construct and apply mathematical knowledge and skills in their development of problem-solving strategies.

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