A New Problem-Posing Approach Based on Problem-Solving Strategy: Analyzing Pre-service Primary School Teachers’ Performance

2017 ◽  
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Problem Posing ◽  
School Teachers ◽  
Primary School Teachers ◽  
Problem Solving Strategy ◽  
Solving Strategy

scholarly journals THE EFFECT OF PROBLEM-BASED LEARNING STRATEGIES AND SCORING MODELS TOWARDS MATHEMATICS ACHIEVEMENT BY CONTROLLING STUDENTS’ INTELLIGENCE

2015 ◽  
Vol 1 (1) ◽  
pp. 101
Author(s):  
Khasanah .
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Learning Strategies ◽  
Problem Based Learning ◽  
Problem Posing ◽  
Correct Score ◽  
Tenth Grade ◽  
Score Model ◽  
Problem Solving Strategy ◽  
Solving Strategy

The study was aimed to find out the influence of problem-based learning strategies and scoring models towards mathematics achievement by controlling students’ intelligence. The research method used in this study is an experimental method. Meanwhile, the design used in this research was the factorial design of 2×2 and research hypotheses were tested by using covariant of analysis (ANCOVA). The participants of this study were 100 students from tenth grade in SMAN 55 and SMAN 60 Jakarta. The study concluded that after controlling students’ intelligence: (1) mathematics achievements of the students who were given the problem posing strategy was higher than that of those who were given the problem solving strategy, (2) mathematics achievements of the students who were given the correct score model was higher than that of those who were given the punishment score model, (3) there was an interaction effect between problem-based learning strategies and scoring models towards mathematics achievement, (4) especially for groups of students who were given Problem Posing Strategy, mathematics achievement of the students who were given the correct score model was higher than that of those who were given the punishment score model, (5) especially for groups of students who were given problem solving strategy, mathematics achievement of the students who were given the correct score model was lower than that of those who were given the punishment score model, (6) especially for groups of students who were given the correct score model, mathematics achievement of the students who were given problem posing strategy was higher than that of those who were given the problem solving strategy, and (7) especially for groups of students who were given the punishment score model, mathematics achievement of the students who were given the problem posing strategy is lower than that of those who given the problem solving strategy. Thus, it can be recommended to the teachers to use the problem posing strategy and the correct score model.

PENGARUH STRATEGI PEMBELAJARAN BERBASIS MASALAH DAN MODEL PENSEKORAN TERHADAP HASIL BELAJAR MATEMATIKA DENGAN MENGONTROL INTELIGENSI SISWA

Akademika ◽  
2016 ◽  
Vol 5 (01) ◽  
pp. 139-152
Author(s):  
Khasanah M. Pd
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Interaction Effect ◽  
Research Method ◽  
Problem Posing ◽  
Correct Score ◽  
Tenth Grade ◽  
Score Model ◽  
Problem Solving Strategy ◽  
Solving Strategy

The study was aimed to find out the influence of problem-based learningstrategies and scoring models towards mathematics achievement by controllingstudents’ intelligence. The research method used in this study is an experimentalmethod. Meanwhile, the design used in this research was the factorial design ofand research hypotheses were tested by using covariant of analyses(ANCOVA). The participants of this study were 100 students from tenth grade inSMAN 55 and SMAN 60 Jakarta.The study concluded that after controlling students’ intelligence: (1)mathematics achievements of the students who were given the problem posingstrategy was higher than that of those who were given the problem solvingstrategy, (2) mathematics achievements of the students who were given the correctscore model was higher than that of those who were given the punishment scoremodel, (3) there was an interaction effect between problem-based learningstrategies and scoring models towards mathematics achievement, (4) especiallyfor groups of students who were given Problem Posing Strategy, mathematicsachievement of the students who were given the correct score model was higherthan that of those who were given the punishment score model, (5) especially forgroups of students who were given problem solving strategy, mathematicsachievement of the students who were given the correct score model was lowerthan that of those who were given the punishment score model, (6) especially forgroups of students who were given the correct score model, mathematicsachievement of the students who were given problem posing strategy was higherthan that of those who were given the problem solving strategy, and (7)especially for groups of students who were given the punishment score model,mathematics achievement of the students who were given the problem posingstrategy is lower than that of those who given the problem solving strategy. Thus,it can be recommended to the teachers to use the problem posing strategy and thecorrect score model.

Problem Solving for the Primary Grades

1982 ◽  
Vol 29 (6) ◽  
pp. 10-15
Author(s):  
James V. Bruni
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Primary School ◽  
Mathematics Instruction ◽  
Primary Grades ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Primary School Teachers ◽  
Primary Mathematics ◽  
Problem Solvers

“How can my children possibly be expected to do problem solving when they are only beginning to learn to read and to do basic arithmetic computation?” This is often the lament of primary-school teachers when urged to include problem solving in their mathematics programs. Developing problem-solving skills is often equated with training children to solve arithmetic word problems, but problem olving has a much broader meaning. It is not only possible for young children to become problem solvers but also, primary mathematics instruction can be organized to help develop problem-solving skills.

scholarly journals Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving

2021 ◽  
Vol 6 (3) ◽  
pp. 239-259
Author(s):  
Alper Yorulmaz ◽  
Hümeyra Uysal ◽  
Halil Çokçaliskan
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Metacognitive Awareness ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Primary School Teachers ◽  
Metacognitive Awareness Inventory ◽  
The Relationship

Metacognitive awareness is a variable that is thought to affect beliefs in  problem solving. When the literature is examined, it is seen that the studies mostly focus on metacognitive awareness and problem solving skills. Therefore, the aim is to determine pre-service primary school teachers’ metacognitive awareness and beliefs in mathematical problem solving. In this study, it is thought that it will contribute to the researches that will be carried out regarding the investigation of the relationship between metacognitive awareness and beliefs about problem solving and its implementation with pre-service primary school teachers. The study, designed as the correlational survey model, included a total of 284 pre-service primary school teachers attending a university in the Aegean Region of Turkey. The data were collected with the “Metacognitive Awareness Inventory” and the “Scale of Beliefs about Mathematical Problem Solving”. In the analysis, descriptive statistics, difference test, correlation and regression analyses were used. As a result, the pre-service primary school teachers’ metacognitive awareness was found to be high and their beliefs about mathematical problem solving were found to be medium. While metacognitive awareness was found to be not varying significantly by gender, beliefs about mathematical problem solving were found to be varying significantly by gender in favor of the male pre-service teachers. Moreover, a medium and significant correlation was found between metacognitive awareness and beliefs about mathematical problem solving. It was also found that metacognitive awareness explained 13% of the variance in the dependent variable of beliefs about mathematical problem solving.

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