scholarly journals Symmetry as tactics of solving mathematical problems

2012 ◽  
Vol 53 ◽  
Author(s):  
Aistė Elijio ◽  
Dovilė Malijonytė
Keyword(s):  
Mathematics Curriculum ◽  
Mathematical Problems ◽  
Math Problems

The article explores symmetry as tactics in solving various mathematical problems. Although in Mathematics curriculum while learning about Geometry, symmetry is taught and simple straightforward exercises are solved, it is argued that the application of symmetry could be much wider. It is especially useful as a strategy in solving non-standard math problems. The article presents examples of the use of such tactics as well as results from the experiment on the use of symmetry at school.

scholarly journals The relationship between mental arithmetic and estimate approximate skill and solving mathematical problems among sixth grade students"

2018 ◽  
Vol 217 (2) ◽  
pp. 29-56
Author(s):  
Assist prof Dr. Sudail Adel Fattah
Keyword(s):  
Mathematics Curriculum ◽  
Mental Arithmetic ◽  
Sixth Grade ◽  
Validity And Reliability ◽  
Approximate Estimate ◽  
Sixth Grade Students ◽  
Search Tool ◽  
Mathematical Problems ◽  
The Relationship ◽  
Math Problems

The research aims to find out the relationship between mental arithmetic and estimate approximate skill and solving mathematical problems among sixth grade students in :Baghdad by answering the following questionsIs there a statistically significant correlation between mental arithmetic and approximate estimate the sixth grade pupils skill?Is there a statistically significant correlation between mental arithmetic skill and solving mathematical problems among sixth gradersPrimary?Is there a statistically significant correlation between the rough estimate and solving mathematical problems among sixth grade students?Be the research community of the disciples of sixth grade in the city of Baghdad / Rusafa first for the academic year 2015/2016, where numbered (8710), a pupil was chosen from a random sample consisted of 302 pupils either search tool is about three tests, one of them related to the account the mental and the other approximate estimate and last sports problems and after verifying the validity and reliability of the tests were applied to the sample and the results showed the weakness of students in mental arithmetic and estimate approximate skill and solving math problems and the existence of a correlation between them.The study concluded that a number of recommendations including:Further research on an objective mental arithmetic and solving math problems, and include mathematics curriculum activities develop mental arithmetic and approximate estimate and solving math problems.

scholarly journals INTUISI SEBAGAI SALAH SATU SOLUSI MERAIH PRESTASI BELAJAR MATEMATIKA

2020 ◽  
Vol 2 (1) ◽  
pp. 28-33
Author(s):  
Sofia Sa’o
Keyword(s):  
Cognitive Process ◽  
Research Method ◽  
Qualitative Method ◽  
Intuitive Thinking ◽  
Analytical Thinking ◽  
Mathematical Problems ◽  
Thinking Processes ◽  
Conventional Methods ◽  
Math Problems ◽  
Descriptive Qualitative

Mathematical problems are often solved without using conventional methods but using intuition thinking. Intuitive thinking is a cognitive process that leads to ideas as strategies for making decisions that produce spontaneous answers in solving problems. Spontaneous answers are written and spoken expressions that help a person solve math problems without using analytical thinking. This study aims to describe the various forms of intuition that arise when students solve math problems. The research method used is descriptive qualitative method to describe students' intuitive thinking processes through test instruments and interviews. The results showed that the form of intuitive thinking that emerged was (1) affirmatory intuition, namely direct cognition to understand the problem and (2) perceptual and global components, because students made perceptions of the answer solutions to be generated, then resolved until they got the results. In addition, it was also found that intuitive thinking that is raised as a strategy in making decisions is based on feelings, intrinsics and interventions to produce answers to solving the problems faced

scholarly journals BERPIKIR KRITIS SISWA DALAM PENYELESAIAN MATEMATIKA DITINJAU DARI PERBEDAAN TIPE GAYA KOGNITIF REFLEKTIF DAN IMPULSIF

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Yuli Aulia Rahayu ◽  
Widodo Winarso
Keyword(s):  
Critical Thinking ◽  
Cognitive Style ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Mathematical Problems ◽  
Math Problems

The essence of mathematics learning is the ability to solve math problems. Differences in ability, one of which is the suspect cognitive style. Based on the cause of the necessary mathematical problems of the students, cognitive style consists of a type of reflection and impulsive. So that the focus of this research is to analyze students' critical thinking skills in solving mathematical problems based on different types of reflective and impulsive cognitive style. Causal-comparative studies are needed to analyze the problem. The population of this study is composed of students of class VII SMPN 1 Susukan Cirebon. While the sample search uses the intentional sampling technique with the number of research samples 31 students. The technique of data collection using the Cognitive Style TMF test (correspondence familiar figures Test) and description Test (essay) Mathematics of critical thinking. The hypothesis test used is the t-test (T-test for independent samples). The results of the research show that the distribution of cognitive styles of students at SMPN 1 Susukan Cirebon, dominated by reflective-type cognitive style students (74% of students), while a small part of the students type of impulsive cognitive style (26% of students ). Critical thinking ability of reflective type students of cognitive style is better than the type of impulsive cognitive style students

scholarly journals The Effect of Contextual Worksheets Assisted MEA Learning on Critical and Creative Thinking Ability

2020 ◽  
Vol 9 (1) ◽  
pp. 36
Author(s):  
I Wayan Puja Astawa ◽  
I G A Sri Kusuma Sari ◽  
I Gusti Putu Sudiarta
Keyword(s):  
Creative Thinking ◽  
Sampling Technique ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
School Year ◽  
Post Test ◽  
Quasi Experimental ◽  
Mathematical Problems ◽  
Math Problems

The ability to think critically and creatively is needed in solving math problems. Secondary school students in Indonesia still possess these two abilities according to the results of PISA research. Therefore, learning studies that influence these two abilities are still feasible to do. This study aims to examine the effect of MEA learning with contextual worksheets on the ability to think critically and creatively in solving math problems. The study was a quasi-experimental study using a post-test only control group design. The research population consisted of 137 class X students of SMK Kharisma Mengwi, Badung Regency, Bali for the 2019/2020 school year, which was spread into five classes with equivalent math abilities. A random sampling technique determined a sample of 2 classes. Data on the ability to think critically and creatively in solving mathematical problems were collected using a test in the form of a description. Data were analyzed using the MANOVA test. The results of the analysis show that MEA learning with contextual worksheets has a positive effect on the ability to think critically and creatively in solving math problems (F = 90.018; p <0.05).

scholarly journals Procedural generation of problems for elementary math education

2021 ◽  
Vol 8 (2) ◽  
pp. 49-66
Author(s):  
Yi Xu ◽  
Roger Smeets ◽  
Rafael Bidarra
Keyword(s):  
Generation Process ◽  
School Students ◽  
Time Saving ◽  
Procedural Generation ◽  
Textual Representations ◽  
Mathematical Problems ◽  
Two Phases ◽  
Mathematical Relationships ◽  
Math Problems ◽  
Content Generation

Mathematics education plays an essential role in children’s development, and there are many online applications aimed at supporting this process. However, manually creating math problems with a variety of textual and visual content is very time-consuming and expensive. This article presents a generic approach for procedural generation of mathematical problems, including their corresponding textual representations. The content generation process consists of two phases: abstract math problem generation and text generation. For the generation of abstract math problems, we propose a generic template-based method that operates across a variety of difficulty-levels and domains, including arithmetic, comparison, ordering, mathematical relationships, measurement, and geometry. Subsequently, we propose a multi-language adaptive textual content generation pipeline to realize the generated abstract math problems into semantically coherent text questions in natural language. A workflow time gain evaluation shows that the system yields an average time saving of 56%. Further, human expert evaluation of this approach indicates that the content it generates is sensible and solvable for primary school students.

scholarly journals The effect of self-efficacy on maths anxiety among paramedic students

2021 ◽  
Vol 18 ◽  
Author(s):  
Eihab Khasawneh ◽  
Cameron Gosling ◽  
Brett Williams
Keyword(s):  
Self Efficacy ◽  
Rating Scale ◽  
Negative Relationship ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Course Work ◽  
Significant Negative Relationship ◽  
Mathematical Problems ◽  
Anxiety Levels ◽  
Math Problems

Introduction   Maths anxiety is defined as feelings of tension that interfere with dealing with numbers and mathematical problems. Self-efficacy, which is related to maths anxiety, can be defined as perceptions of one's abilities to math problems, tasks and math-related course work. This study aimed to investigate the effect of gender, age and year level on maths anxiety and self-efficacy and to study the relationship between self-efficacy and maths anxiety among paramedic students. Methods A cross-sectional study of paramedic students at Monash University in Victoria was conducted. Participants completed a 15-minute paper-based questionnaire which is composed of Maths Anxiety Rating Scale – Revised (MARS-R),) the Maths Self-Efficacy Scale (MSES) and demographic information. Results The questionnaires were completed and returned by 344 students. (81.3% return rate). The mean score for the MARS-R was 25.71 (SD=8.80) and for the MSES was 125.59 (SD=29.55). Females had higher maths anxiety levels (M=26.83, SD=9.00) than males (M=23.67, SD=8.26) and lower self-efficacy (M=119.59, SD=29.30) than males (M=135.73, SD=27.39). There was a significant negative relationship between MARS-R and MSES levels. Multiple linear regression indicated that maths self-efficacy (beta = -0.626, p<0.001) made the strongest contribution to maths anxiety levels. Conclusion There was a significant negative relationship between maths anxiety and self-efficacy levels reported by the paramedic student cohort. Gender plays an integral part in determining maths anxiety and self-efficacy level. To improve maths performance and reduce anxiety during calculation tasks, such as dose determinations, targeted education should be developed to improve maths self-efficacy.

Meningkatkan Kemampuan Pengajuan Masalah Serta Penyelesaian Masalah Matematika Melalui Pembelajaran Berbasis Masalah Pada Mahasiswa Jurusan Pendidikan Matematika STKIP “Tapanuli Selatan” Padang Sidempuan

2014 ◽  
Vol 3 (2) ◽  
pp. 165-172
Author(s):  
Sinar Depi Harahap
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Strong Association ◽  
Mathematics Problems ◽  
New Information ◽  
Learning Mathematics ◽  
Before And After ◽  
Mathematical Problems ◽  
Mathematical Relationships ◽  
Math Problems

Learning mathematics should be able to improve the abilityand creativity in learning mathematics, especially in solving mathematical problems. To improve theability of anappropriate learning need sand learning mathematical problem submissionis in accordance with the needs of students in facilitating the completion of (solution) of the mathematical problem significantly. To obtain data submission capability math problem students, the research for mulated the problemas follows: (a) How does the ability filing math problems before and after the learning seen from the stage before and during problem solving?,(b) How is the level of complexity of the questions asked of students according to the structure of language and mathematical relationships?, (c) how associations filing capability math problems with the ability of the settlement (solving) the mathematical problem?.To answer this problem conducted experimental research on mathematics semester students majoringin STKIP "Tapanuli Selatan" Padangsidimpuan. Results showed that (a) the ability of the student submission mathematical problemsseen from the stage before and during the settlement of problems inproblem-based learningis quite good, as shown by the large percentage of math questions that can be solved either with new information and without any new information. (b) Differences filing capabilities grade math problems and problem-based learning class conventional learningis significant. (c) the ability filing math problems with the ability of the settlement (solving) the strong association of students of mathematics problems.

scholarly journals Kemampuan Pemodelan Matematis dalam Menyelesaikan Soal Matematika Kontekstual

2021 ◽  
Vol 10 (1) ◽  
pp. 153-164
Author(s):  
Hikmatul Khusna ◽  
Syafika Ulfah
Keyword(s):  
Mathematical Modeling ◽  
Everyday Life ◽  
Image Modeling ◽  
Research Subject ◽  
Math Problem ◽  
Mathematical Abilities ◽  
Mathematical Problems ◽  
Math Problems

AbstrakKemampuan guru menghadirkan soal-soal yang memiliki konteks kehidupan sehari-hari sangat dibutuhkan dalam kelas. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kemampuan pemodelan matematis siswa dalam menyelesaikan soal matematika kontekstual. Penelitan ini dirasa penting untuk dikaji karena tuntutan pembelajaran yang mengharuskan siswa tidak hanya pandai berhitung tetapi dapat mengaplikasikan matematika dalam kehidupan, sehingga kemampuan pemodelan matematika sebagai jembatan antara masalah matematika dan masalah nyata dirasa penting untuk dimiliki oleh siswa. Subjek penelitian diberikan instrumen berupa soal matematika kontekstual, kemudian peneliti menganalisis hasil kerja subjek serta melakukan wawancara subjek terkait hasil pengerjaan instrumen tersebut. Dari hasil penelitian ini disimpulkan bahwa kemampuan pemodelan matematis siswa beragam, tidak bergantung pada kemampuan matematika siswa tinggi, sedang, rendah; masih ada siswa yang tidak membuat pemodelan matematis karena tidak memahami soal yang diberikan; pemodelan gambar yang dibuat oleh siswa beragam namun sebagian besar masih kurang tepat dalam membuat pemodelan gambar sesuai dengan permasalahan yang diberikan; kemampuan siswa dalam membuat pemodelan matematis sebagian besar masih kurang. Mathematical Modeling Ability in Solving Contextual Mathematical ProblemsAbstractThe teacher's ability to present questions that have the context of everyday life is needed in the classroom. This study aims to describe and analyze students' mathematical modeling abilities in solving contextual math problems. This research is considered important to study because the demands of learning require students not only to be good at arithmetic but also to be able to apply mathematics in life, the ability of mathematical modeling as a bridge between mathematical problems and real problems is considered important for students to have. The research subject was given an instrument in the form of a contextual math problem, then the researcher analyzed the subject's work and conducted subject interviews related to the results of working on the instrument. The results are mathematical modeling abilities of students varied, it did not depend on high, medium, low students' mathematical abilities; There are still students who do not make mathematical modeling because they don't understand the questions given; the forms of image modeling made by students are still diverse but most of them are still inaccurate in making image modeling according to the problems give and making mathematical modeling is still lacking.

scholarly journals A disfluent font does not help people to solve math and non-math problems regardless of their numeracy [Preprint]

2019 ◽  
Author(s):  
Miroslav Sirota ◽  
Andriana Theodoropoulou ◽  
Marie Juanchich
Keyword(s):  
Meta Analysis ◽  
Strong Support ◽  
Solution Rate ◽  
Cognitive Reflection Test ◽  
Numerical Ability ◽  
Mathematical Problems ◽  
Within Subjects ◽  
Zero Effect ◽  
Decisive Evidence ◽  
Math Problems

Prior research has suggested that perceptual disfluency activates analytical processing and increases the solution rate of mathematical problems with appealing but incorrect answers (i.e., the Cognitive Reflection Test, hereafter CRT). However, a recent meta-analysis does not support such a conclusion. We tested here whether insufficient numerical ability can account for this discrepancy. In a 2(font: fluent vs. disfluent; between-subjects factor) × 2 (CRT: Numerical vs Verbal; within-subjects factor) design, 310 participants solved numerical and verbal CRT problems, followed by a measure of numerical ability. We found strong support against the disfluent font effect on the problem-solving rate for math as well as non-math problems regardless of participants’ numeracy. The updated meta-analysis (k = 18) yielded close-to-zero effect, Hedge’s g = -0.01, 95% CI[-0.05, 0.03] and decisive evidence against the disfluency effect on math problems, BF0+ = 151.6. Thus, perceptual disfluency does not help people solve math and non-math problems.

scholarly journals Cognitive Training on the Solving of Mathematical Problems: An EEG Study in Young Men

2021 ◽  
Vol 35 (130) ◽  
pp. 131-147
Author(s):  
Jahaziel Molina ◽  
Miguel Angel Guevara ◽  
Marisela Hernández-González ◽  
Rosa María Hidalgo-Aguirre ◽  
Manuel Alejandro Cruz-Aguilar ◽  
...  
Keyword(s):  
Cognitive Training ◽  
Mathematical Problem ◽  
Young Men ◽  
Mathematical Problem Solving ◽  
Training Method ◽  
Training Groups ◽  
Mathematical Problems ◽  
Almost All ◽  
Parietal Cortices ◽  
Math Problems

Objective. This study characterized the electroencephalographic correlation (rEEG) between prefrontal and parietal cortices in young men while solving logical-mathematical problems after 18 sessions of cognitive training. Method. Two training groups were formed: one trained with gradually increased complexity (CT), the other with no increase in complexity (ST). Results. CT had a greater number of correct responses in the post-training evaluation than ST and showed a higher correlation between the left frontopolar-parietal cortices in almost all EEG bands, and between the dorsolateral-parietal cortices in the alpha1 band while solving math problems post-training. Results suggest that major functional synchronization between the left prefrontal and parietal cortices plays an important role in improving mathematical problem-solving after cognitive training.

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