scholarly journals Representasi Matematis pada Pemecahan Word Problem Perbandingan Inkonsisten

2016 ◽  
Vol 1 (2) ◽  
pp. 99-116
Author(s):  
Anwar Muttaqien
Keyword(s):  
High School Students ◽  
Word Problem ◽  
Word Problems ◽  
Mathematical Representation ◽  
Pictorial Representation ◽  
Exact Representation ◽  
School Students ◽  
Schematic Representation ◽  
Word Problem Solving ◽  
Pictorial Representations

Word problems solving involves the ability of translating and integrating word problem text. Many students get the difficulty in solving word problem due to their inability to translate and integrate word problem text into an exact representation. Representation is divided into two types namely, pictorial representation and schematic representation. This study aims at describing representation process employed by the 10th grade of High School students on word problem solving of inconsistent comparison. This research was done to 5 students and in this article have 3 subjects. The results of this study infine other representation. There are three mathematical representation of students in solving word problems comparison inconsistent: (1) pictorial representations, (2) schematic representation, and (3) pictorial-schematic representation.

Teaching Middle School Students with Learning Disabilities to Solve Word Problems Using a Schema-Based Approach

1999 ◽  
Vol 20 (1) ◽  
pp. 50-64 ◽  
Author(s):  
Asha K. Jitendra ◽  
Kathryn Hoff ◽  
Michelle M. Beck
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Multiple Baseline ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Word Problem Solving ◽  
Baseline Design

The present study investigated the effectiveness of a schema strategy on the mathematical word-problem-solving performance of 4 sixth- and seventh-grade students (2 girls, 2 boys) with learning disabilities. A multiple-baseline design across students and across two behaviors was used. Results indicated that the schema strategy led to an increase in word-problem-solving performance for all 4 students. Further, these results were maintained at a 2 and 4 weeks follow-up, and all 4 students' performance on two-step word problems (M = 86% correct) at the end of the study surpassed that of the normative sample (M = 54% correct). Student treatment acceptability ratings revealed that the strategy was helpful in solving word problems.

scholarly journals Analyzing Difficulties in Arithmetic Word Problem Solving: An Epistemological Case Study in Primary School

2021 ◽  
Vol 11 (10) ◽  
pp. 596
Author(s):  
Roberto Capone ◽  
Federica Filiberti ◽  
Alice Lemmo
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Word Problem ◽  
Word Problems ◽  
Text Comprehension ◽  
School Students ◽  
Word Problem Solving ◽  
Grade 5 ◽  
Mathematical Word Problems ◽  
Backward Analysis

This paper focuses on difficulties that primary school students have in facing mathematical word problems. In particular, we are interested in exploring how they develop in the transition from grade 2 to grade 5. The research basis of the hypothesis is that some difficulties detected in grade 5 are already predictable in grade 2. Starting from the data collected in grade 5 by the National Standardized Assessment, we carry out a quantitative analysis looking for word problems in which students experience difficulties. Subsequently, we conduct a backward analysis of the grade 2 test of the same cohort of students in order to identify a set of word problems linked with those selected in grade 5 test. The analysis shows the presence of many common difficulties in the two grades. We design and carry out specific educational activities concerning word problem-solving in grade 2. These activities produce positive changes in the experimental class compared to the control class. This could suggest that a previous intervention in grade 2 could allow overcoming future difficulties in word problem text comprehension in grade 5.

Intensive Word Problem Solving for Students With Learning Disabilities in Mathematics

2021 ◽  
pp. 105345122110475
Author(s):  
Bradley Witzel ◽  
Jonté A. Myers ◽  
Yan Ping Xin
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Mathematics Performance ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Model Based ◽  
Students With Ld

State exams frequently use word problems to measure mathematics performance making difficulties with word problem solving a barrier for many students with learning disabilities (LD) in mathematics. Based on meta-analytic data from students with LD, five empirically validated word-problem strategies are presented with components of model-based problem solving (MBPS) highlighted.

scholarly journals THE DIFFERENCE OF STUDENTS’ MATHEMATICAL REPRESENTATION ABILITY BY USING INSTRUCTION OF PROBLEM BASED LEARNING AND DIRECT INSTRUCTIOIN IN GRADE X

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Elfan . Syahputra ◽  
Mukhtar . .
Keyword(s):  
High School Students ◽  
Direct Instruction ◽  
Hypothesis Test ◽  
Problem Based Learning ◽  
Mathematical Representation ◽  
Homogeneity Test ◽  
School Students ◽  
Homogeneous Population ◽  
Significance Level ◽  
Quasi Experiment

AbstractThis research is quasi-experiment. The purpose of this research is to know whether students’ mathematical representation by using instruction of problem based learning classroom is higher than direct instruction classroom at SMA Swasta Panca Budi Medan.The population of this research is students of SMA Swasta Panca Budi Medan which consists of 14 classes, whereas the sample consists of 2 classes, namely, X-MS1 as experimental class consists of 32 students and X-MSA as control class consists of 30 students. Experimental class used Problem Based Learning and control class used Direct Instruction. Collecting data technique of this research is mathematical representation test given in the end of learning either in experimental class or control class. The type of this test is essay test. Before doing hypothesis test, the normality and the homogeneity test should be done. The result of those tests, sample was taken from normal distributed and homogeneous population. The data analysis of experimental class by using t-test with significance level α = 0.05, it was obtained that tcalculation > ttable then H0 is rejected and Ha is accepted .It can be concluded that students’ mathematical representation ability by using instruction of problem based learning is higher than direct instruction in grade X. The research that has been done, researcher suggested that Problem based learning can be as consideration to teachers in enhancing senior high school students’ mathematical representation ability. Teacher intends to use problem based learning, needed preparation and used time effectively in its implementation. The result and instrument of this research can be used as consideration to implement problem based learning in a different class grades and subjects for the future researchers.Keyword:  Quasi-experiment, Representation, Problem Based Learning, Direct Instruction

scholarly journals Teachers’ pedagogical content knowledge in teaching word problem solving strategies

ZDM ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 165-178 ◽  
Author(s):  
Csaba Csíkos ◽  
Judit Szitányi
Keyword(s):  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Word Problem ◽  
Word Problems ◽  
Teaching Practice ◽  
Word Problem Solving ◽  
Pedagogical Content ◽  
Explicit Teaching ◽  
Problem Solving Strategies

AbstractThis research addressed Hungarian pre-service and in-service (both elementary and lower secondary) teachers’ pedagogical content knowledge concerning the teaching of word problem solving strategies. By means of a standardized interview protocol, participants (N = 30) were asked about their judgement on the difficulty of teaching word problems, the factors they find difficult, and their current teaching practice. Furthermore, based on a comparative analysis of Eastern European textbooks, we tested how teachers’ current beliefs and views relate to the word problem solving algorithm described in elementary textbooks. The results suggest that in the teachers’ opinion, explicit teaching of a step-by-step algorithm is feasible and desirable as early as in the 1st school grade. According to our results, two approaches (namely, paradigmatic- and narrative-oriented) concerning how to teach the process of word problems solving, originally revealed by Chapman, were found. Furthermore, teachers in general agreed with the approach taken in the textbooks on the subject of what kinds of word problems should be used, and that explicit teaching of word problem solving strategies should be introduced by using simple, routine word problems as examples.

scholarly journals MATHEMATICAL REPRESENTATION ABILITY OF JUNIOR HIGH SCHOOL STUDENTS ON SURFACE AREA OF CUBE AND CUBOID

2021 ◽  
Vol 5 (1) ◽  
pp. 72
Author(s):  
Nurani Mardhiyatul Gina ◽  
Nia Jusniani ◽  
Hedi Budiman
Keyword(s):  
High School Students ◽  
Surface Area ◽  
Family Environment ◽  
Junior High School ◽  
Mathematical Representation ◽  
School Students ◽  
Ability Test ◽  
Problem Situations ◽  
Written Test ◽  
Math Problems

Students still have difficulty in solving contextual math problems. It is because students are not used to solving problems using diverse mathematical representations. The representation can make it easier for students to solve abstract math problems. This study aims to determine and identify the types of errors and factors made by students in mathematical representation ability test questions. This study's subjects were 20 students of class VIII-H at SMPN 1 Cugenang on the Surface Area of Cube and Cuboid. The method used is qualitative. The process of collecting data is observation, written test, interview. The results showed that the level of students' mathematical representation ability based on indicators: (1) was 41% on the indicator using visual representations to solve problems and make geometrical drawings to clarify problems and facilitate resolution, (2) by 64% on indicators of problem-solving by involving mathematical expressions, (3) 61% of indicators create problem situations based on data or representations given. Furthermore, based on the analysis of students' answers in tests on a matter of mathematical representation ability, students making mistakes that are data errors, using definitions or theorems, and technicalities. Factors causing students to make mistakes are forgetfulness, lack of accuracy, learning difficulties, family environment.

scholarly journals Proses Berpikir Siswa SMA dalam Menyelesaikan Soal Cerita Berdasarkan Teori Pemrosesan Informasi

2021 ◽  
Vol 5 (10) ◽  
pp. 1503
Author(s):  
Iska Agustina ◽  
Toto Nusantara ◽  
Santi Irawati
Keyword(s):  
High School ◽  
High School Students ◽  
Information Processing ◽  
Word Problem ◽  
Thought Process ◽  
Thought Processes ◽  
School Students ◽  
Processing Theory ◽  
Exploratory Approach ◽  
The Given

<p><strong>Abstract:</strong> This study uses a descriptive exploratory approach because it aims to describe the thought processes of students in solving word problems based on information processing theory and involving high school students in grade XI. Research instruments in the form of interview guidelines and question instruments. Students are asked to complete the given word problem then interviewed to confirm their thought processes based on information processing theories, namely attention, perception, rehearsal, retrieval and encoding. Subjects were chosen based on the completeness of aspects of the thought process and suggestions from the teacher. The results showed that all subjects carried out all processes but in different ways.</p><strong>Abstrak:</strong><em> </em>Penelitian ini menggunakan pendekatan deskriptif eksploratif karena bertujuan untuk mendeskripsikan proses berpikir siswa dalam menyelesaikan soal cerita berdasarkan teori pemrosesan informasi dan melibatkan siswa kelas XI SMA. Instrumen penelitian berupa pedoman wawancara dan instrumen soal. Siswa diminta untuk menyelesaikan soal cerita yang diberikan kemudian diwawancarai untuk mengonfirmasi proses berpikirnya berdasarkan teori pemrosesan informasi, yaitu <em>attention</em>, <em>perception</em>, <em>rehearsal</em>, <em>retrieval</em> dan <em>encoding</em>. Subjek dipilih berdasarkan aspek kelengkapan, aspek proses berpikir, dan saran dari guru. Hasil penelitian menunjukkan bahwa semua subjek melakukan semua proses, namun dengan cara yang berbeda-beda.

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