scholarly journals The Relationship Between Middle School Students’ Attitudes Towards Mathematical Problem-Posing, Attitudes Towards Mathematical Problem-Solving, and Attitudes Towards Mathematics

2019 ◽  
Author(s):  
Yasemin Katrancı ◽  
Sare Şengül
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Mathematical Problem ◽  
Problem Posing ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Students Attitudes ◽  
Mathematical Problem Posing ◽  
The Relationship

scholarly journals MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN KOMUNIKASI MATEMATIK MELALUI PENDEKATAN PROBLEM POSING DALAM PEMBELAJARAN MATEMATIKA DI SMA

2018 ◽  
Vol 6 (1) ◽  
pp. 93-104
Author(s):  
Deddy Sofyan ◽  
Sukanto Sukandar Madio
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Posing ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Mathematical Problem Posing

Tujuan penelitian ini adalah untuk meningkatkan kemampuan siswa SMA dalam pemecahan masalah dan komunikasi matematik melalui pendekatan problem posing dalam pembelajaran matematika. Metode penelitian yang digunakan adalah metode kuasi eksperimen. Populasi penelitian ini adalah siswa di salah satu SMA Negeri di Kabupaten Garut. Sampel penelitian dipilih secara acak berdasarkan kelas, sampelnya adalah kelas XII IPA 1 yang mendapat pembelajaran menggunakan pendekatan problem posing dan siswa kelas XII IPA 3 yang mendapat pembelajaran konvensional. Simpulan hasil penelitian ini adalah bahwa dalam pembelajaran matematika di SMA: 1. Kemampuan pemecahan masalah matematik siswa yang mendapatkan pendekatan problem posing lebih baik dibandingkan dengan konvensional, 2. Tidak terdapat perbedaan kemampuan komunikasi matematik antara siswa yang mendapatkan pendekatan problem posing dengan konvensional, 3. Tidak terdapat kaitan yang signifikan antara kemampuan pemecahan masalah matematik dengan kemampuan komunikasi matematik pada siswa yang mendapatkan pendekatan problem posing. The purpose of this research is to improve the ability of high school students in problem solving and communication of mathematics through problem posing approach to learning mathematics. The method used is a quasi-experimental method. The study population was one of the students in high schools in Garut. Samples were selected randomly based on the class, the sample is a class XII IPA 1 gets learning using problem posing approach and class XII IPA 3 students who received conventional learning. Conclusion The results of this study is that the study of mathematics in high school: 1. mathematical problem solving ability of students to get a better problem posing approach compared to conventional, 2. there is no difference in the ability of mathematical communication between students who received conventional approach to problem posing, 3. there was no significant association between mathematical problem solving skills with communication skills in students who get a mathematical problem posing approach.

Middle School Students' Mathematical Problem Solving: An Analysis of Think-Aloud Protocols

1993 ◽  
Vol 16 (1) ◽  
pp. 19-32 ◽  
Author(s):  
Marjorie Montague ◽  
Brooks Applegate
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Word Problems ◽  
Mathematical Problem ◽  
A Priori ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Thinking Aloud ◽  
Processing Theory

Using a cognitive-metacognitive theoretical framework, this study examined the verbalizations of middle school students as they thought aloud while solving three mathematical word problems. Middle school subjects who had been identified as learning disabled, average achieving, and gifted were given demonstrations and practice in thinking aloud and were then instructed to solve one-step, two-step, and three-step word problems while thinking aloud. A priori categories were developed based on information-processing theory and a cognitive-metacognitive perspective of mathematical problem solving. Verbalizations were coded, and between-group and grade comparisons of the number of verbalizations within categories were conducted. The relationship between type of verbalization and overall performance was also analyzed. The findings support Ericcson and Simon's (1980) view of concurrent verbalization as a technique for assessing cognitive processes and Swanson's (1988) notion that students with learning disabilities may use a qualitatively different approach to problem solving than their nondisabled peers.

scholarly journals Teaching Mathematical Problem Solving to Middle School Students in Math, Technology Education, and Special Education Classrooms

RMLE Online ◽  
2004 ◽  
Vol 27 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Brian A. Bottge ◽  
Mary Heinrichs ◽  
Zara Dee Mehta ◽  
Enrique Rueda ◽  
Ya-Hui Hung ◽  
...  
Keyword(s):  
Middle School ◽  
Special Education ◽  
Problem Solving ◽  
Middle School Students ◽  
Technology Education ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Students

scholarly journals The Achievement of Middle School Students’ Mathematical Problem Solving Abilities through Project-Based Learning Models

2021 ◽  
Vol 12 (1) ◽  
pp. 185-192
Author(s):  
Dahlia Fisher ◽  
Yaya Sukjaya Kusumah ◽  
Jarnawi Afgani Dahlan
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Mathematical Problem ◽  
Project Based Learning ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
School Students ◽  
Average Value ◽  
Conventional Models

This research aims to determine the use of project-based learning (PjBL) in the achievement of students' mathematical problem-solving abilities. The variables in this research were PjBL and mathematical problem-solving abilities. The instrument in this research was a description test of mathematical problem-solving abilities, which was analyzed by testing the hypothesis using the Mann Whitney U test. The results showed that the average value of students learning using PjBL was higher than students learning using conventional models. The results of the Mann Whitney test show that learning using PjBL is effective in improving students' mathematical problem-solving abilities.

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