Chess Training and Mathematical Problem-Solving: The Role of Teaching Heuristics in Transfer of Learning

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.

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Mathematical Problem Solving: One Way to Prevent Dementia

Frontiers in Health Informatics ◽

10.30699/fhi.v8i1.179 ◽

2019 ◽

Vol 8 (1) ◽

pp. 10

Author(s):

Jeremias Ivan ◽

Rizky Nurdiansyah ◽

Arli Aditya Parikesit

Keyword(s):

Problem Solving ◽

Cognitive Ability ◽

Cognitive Abilities ◽

Medical Condition ◽

Mathematical Problem ◽

Active Role ◽

Mathematical Problem Solving ◽

Common Medical Condition ◽

Python Programming

Introduction:Dementia is a common medical condition of older people which is marked by the decline of multiple cognitive abilities, such as memory and communication. Currently, there is no effective treatment for curing dementia, making prevention the most priority to this disease. Previous studies showed that cognitive ability training, such as mathematical problem solving, has a potential to slow down cognitive decline. The aim of this project is to create a simple yet interactive mathematical quiz as a way to train one’ cognitive ability and reduce the risk of getting dementia.Material and Methods: The quiz was created by using tkinter module and its built-in functions in Python programming language.Results: The result showed that the quiz was simple but involved an active role of the user to input the answer. It also did not have certain time limit, preventing the user to feel rushed or burdened in doing the quiz. In addition, three different types of difficulty were provided to give a challenging atmosphere to the game. Conclusion:As a conclusion, this quiz provides a simple way for people to regularly train their cognitive skill, so the risk of getting dementia, especially in elderly stage, can be reduced.

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Spatial Orientation Skill and Mathematical Problem Solving

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.21.3.0216 ◽

1990 ◽

Vol 21 (3) ◽

pp. 216-229 ◽

Cited By ~ 7

Author(s):

Lindsay Anne Tartre

Keyword(s):

Problem Solving ◽

Spatial Orientation ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Individual Interviews ◽

Mathematics Problems ◽

Tenth Grade ◽

Orientation Test

The purpose of this study was to explore the role of spatial orientation skill in the solution of mathematics problems. Fifty-seven tenth-grade students who scored high or low on a spatial orientation test were asked to solve mathematics problems in individual interviews. A group of specific behaviors was identified in geometric settings, which appeared to be manifestations of spatial orientation skill. Spatial orientation skill also appeared to be involved in understanding the problem and linking new problems to previous work in nongeometric settings.

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Language and Context in Mathematical Problem Solving: A Threat to Students’ Performance and Assessment

sjesr ◽

10.36902/sjesr-vol3-iss3-2020(252-263) ◽

2020 ◽

Vol 3 (3) ◽

pp. 252-263

Author(s):

Dr. Muhammad Ilyas Mahmood ◽

Mobashra Mobeen ◽

Sajid Abbas

Keyword(s):

Problem Solving ◽

Mathematics Learning ◽

Mathematical Problem ◽

First Language ◽

Learning Performance ◽

Mathematical Problem Solving ◽

Knowing That ◽

Low Levels ◽

Esl Learners

The study recognizes that word problems are the necessary part and a key component of mathematics education. Knowing that mathematics, language as a means, and the situation context are never separable, the study was designed to identify the effect of language (L1, L2) and the context on problem solving in mathematics for 2nd, 3rd, and 4th grader English as a second language (ESL) learners. For this, four achievement tests with possible variations of language and context were utilized as instrument to investigate three research questions. 867 students from three existing scenarios of school mathematics learning in Pakistan participated in the study. The data were analyzed through SPSS utilizing both descriptive as well as inferential methods. The results revealed that language and context have significant effect on problem solving. The study exposed that mathematical problem-solving assessments cannot be called valid if the factors of language and context are not taken into consideration. Learners’ first language was strongly recommended for teaching mathematics at low levels. This study will uniquely contribute to understanding and determining the due role of language in mathematics learning, performance, and assessments in all educational contexts.

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THE ROLE OF CONTEXTUAL TEACHING AND LEARNING ON STUDENT’S PROBLEM SOLVING ABILITY AND DISPOSITION

(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING ◽

10.22460/jiml.v1i1.p31-40 ◽

2018 ◽

Vol 1 (1) ◽

pp. 31

Author(s):

Rippi Maya ◽

Siti Ruqoyyah

Keyword(s):

Problem Solving ◽

Teaching And Learning ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Control Group ◽

Control Group Design ◽

Low Level ◽

Tenth Grade ◽

Contextual Teaching

This study is a pre test-post test experimental control group design having a goal to analyze the role of contextual teaching and learning (CTL) on students’ mathematical problem solving ability (MPSA) and disposition (MD). The study involved 40 tenth grade students of a Madrasah Alyah (MA), a mathematical problem solving test, a mathematical disposition scale. The study found that on MPSA, its gain, and on MD, students getting treatment with CTL attained better grades than grades of students taught by conventional teaching. Even if, both students’ grades on MPSA were still at very low level, on MD, first group students’ grade on MD was at medium level and the second group students’ grade was at low level. Many students still realized difficulty on compiling MPSA. The other findings, there was no association between MPSA and MD, but students performed good perception toward CTL approach.

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