scholarly journals KEMAMPUAN MENYELESAIKAN SOAL CERITA MATEMATIKA

2013 ◽  
Vol 8 (1) ◽  
pp. 10-15
Author(s):  
Astra Puspita Kaprinaputri
Keyword(s):  
Word Problem ◽  
Word Problems ◽  
Survey Method ◽  
High Category ◽  
Mathematics Word Problems ◽  
Simple Statistic ◽  
Teaching Of Mathematics

This study aims to describe the ability of Kumon’s students, 7-8 years old, in solving mathematics word problems. This study done in December 2012 used cumulative approach with survey method. The respondents were the students of Kuman Course in North Jakarta. The data collected by distributing the questions to the respondents were analyzed applying simple statistic technique. Findings show that 86%of the respondents belong to high category while 14% belong to medium category. and no students belongs to low category. The implication of this study is Kumon students have the ability to solve mathematics word problem, but they still have to do more exercises in solving mathematics word problems continually. Besides, the Kumon Course should use media in the teaching of mathematics word problems.

Dyadic vs. Individual Practice with Exploratory and Directive Mathematics Tutors

1997 ◽  
Vol 17 (2) ◽  
pp. 165-186 ◽  
Author(s):  
Robert M. Yadrick ◽  
J. Wesley Regian ◽  
Catherine Connolly-Gomez ◽  
Linda Robertson-Schule
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Word Problem Solving ◽  
Mathematics Word Problems ◽  
Average Improvement ◽  
Problem Solving Environment

We used a 2 × 2 design to compare the performance of low-aptitude remedial participants learning to solve mathematics word problems. Participants worked either alone or as a member of a collaborative dyad, and received up to twelve hours of instruction and practice using either the Word Problem-Solving Environment (WPSE), an exploratory system over which users exercise considerable control, or Solver, a very structured and sometimes directive tutor. Individuals who worked with the WPSE showed the greatest average improvement between pretest and posttest scores. Dyad members showed relatively moderate improvements after working with either the directive tutor or the problem-solving environment. There were no significant changes between pretest and posttest scores for individuals who worked with the directive tutor. We discuss possible reasons for this pattern of results and present an analysis of data concerning the number of operations used in solving problems, the number of errors made, and the number of help requests, to support our discussion.

scholarly journals Should Mathematics Education Be About Building Concrete Walls?

2020 ◽  
Author(s):  
Matthew Booth ◽  
Fabien Paillusson
Keyword(s):  
Mathematics Education ◽  
Word Problem ◽  
Word Problems ◽  
Mathematical Ability ◽  
Simple Arithmetic ◽  
Concrete Walls ◽  
Pedagogical Tool ◽  
Mathematics Word Problems ◽  
The World ◽  
Aforementioned Study

Mathematics word problems have been used as a pedagogical tool for centuries and are now an enduring feature of contemporary mathematics education. However, a study by Gros et al. in 2019 counterintuitively found that both expert and non-expert mathematicians are often unable to solve simple arithmetic equations when they are presented as word problems. The conclusions of this study were that the world semantics of the word problem affected the mathematical encoding of problems, especially for cardinal questions to do with the sizes of sets In this article we identify examples of apparently overlooked ambiguity in the word problems used in the aforementioned study, which appear to be more frequent in the cardinal problems, and which leads us to question the conclusions drawn by the authors. In the remainder of the article, we discuss more generally the ways in which linguistics and semantics may hinder the reduction of mathematics word problems to arithmetic equations and consider the pragmatics of studies which aim to assess mathematical ability using word problems.

scholarly journals STUDENTS' REPRESENTATION IN SOLVING WORD PROBLEM

2018 ◽  
Vol 7 (2) ◽  
pp. 147
Author(s):  
Ardhi Sanwidi
Keyword(s):  
Word Problem ◽  
Word Problems ◽  
Sixth Grade ◽  
External Representation ◽  
Mathematical Abilities ◽  
Mathematics Word Problems ◽  
Sixth Grade Students ◽  
Verbal Representations ◽  
Mathematical Word Problems ◽  
High Level

The purpose of this research is to describe the representation of sixth grade students in solving mathematics word problems. The focus of the representation of this research is an external representation which is viewed from students with high mathematical abilities. The method used in this research is task-based interview, by giving a problem test of word problems. Students who have a high level of abilities, he makes pictures of all problems and successfully solve the problems. Students whose level of abilities is lacking, he only makes incomplete symbol / verbal representations, he has wrong when solving the problems. Various kinds of representations and increasing abilities in many problems such as multiplying exercises and solve the word pronlem. Applying various representations to students are very important to be improved by students in order to succeed in solving various mathematical word problems.

scholarly journals Peningkatan Kompetensi Menyusun dan Mengajarkan Soal Cerita Matematika bagi Guru SD Pedesaan

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Sumarwati Sumarwati ◽  
Budiyono Budiyono
Keyword(s):  
Primary School ◽  
Word Problem ◽  
Word Problems ◽  
Teacher Competence ◽  
Primary School Teachers ◽  
Mathematics Word Problems ◽  
Mathematical Equations ◽  
Language Characteristics ◽  
Rural Elementary School ◽  
Positive Character

Masalah yang dihadapi guru sekolah dasar di Kecamatan Cepogo, Kabupaten Boyolali yang termasuk pedesaan adalah siswa sulit memahami isi soal cerita dalam buku  Matematika karena bahasa dan konteksnya tidak sesuai dengan kompetensi mereka. Sementara itu, guru  kesulitan menyusun soal cerita yang sesuai dengan karakteristik kebahasan  siswanya serta mengajarkannya dengan metode  komunikatif. Tujuan pengabdian  (IbM) ini untuk meningkatkan kompetensi guru dalam (1)  menyusun soal cerita yang sesuai dengan karakteristik bahasa dan konteks siswanya serta (2) mengajarkan soal cerita dengan metode komunikatif sehingga membantu siswa untuk  memahami isi soal cerita. Yang menjadi subjek (mitra) adalah 30 guru kelas 1, 2, 3. Pendekatan yang diterapkan adalah pendekatan partisipatif dengan teknik modelling, simulasi, dan praktik kelas. Hasil  pelatihan dan pendampingan penyusunan soal cerita  menunjukkan lebih dari 70% guru dapat membuat soal cerita Matematika yang sesuai kriteria, sedangkan  pada guru yang lain, sebagian soal cerita buatannya tidak sesuai kriteria, misalnya kalimat terlalu panjang, tidak menggunakan aktor dan setting, serta tidak memuat nilai karakter positif. Hasil pelatihan dan pendampingan praktik mengajarkan soal cerita menunjukkan lebih dari 60% guru dapat mengajarkan soal cerita buatannya secara komunikatif dengan teknik menerjemahkan (dalam bahasa Jawa) dan menceritakan sehingga siswa dapat memahami isi soal soal dan membuat persamaan Matematika secara benar.  Kata kunci: penyusunan dan pengajaran; soal cerita Matematika; sekolah dasar; pedesaanCompetence to Improve Composing and Teaching Math Story Questions for Rural Elementary School TeachersABSTRACT The problem faced by primary school teachers in Cepogo Subdistrict, Boyolali District which is rural area, is that it is difficult for students to understand  word problems in the Mathematics book because the language and context are not in line with their competencies. Meanwhile, the teacher has difficulty creating word problem that are appropriate to the students' language characteristics and teaching them using communicative methods. The purpose of this devotion (IbM) is to improve teacher competence in (1) ccomposing word problem that are in accordance with the characteristics of the language and context of the students and (2) teaching word problems with communicative methods so that it helps students to understand the content of problems. The subjects (partners) were 30 teachers in grades 1, 2, 3. The approach applied was a participatory approach with modeling techniques, simulations and classroom practices. The results of the training and mentoring for the preparation of word problems showed that more than  70% of the teachers could compose Mathematics word problems that were in accordance with the criteria, whereas in other teachers, some of the stories they made were not in accordance with the signs, ie the sentences were too long, not use actors and settings, and do not contain positive character. The results of training and practical assistance teaching word problems show that more than 60% of teachers can teach the word problems that she made communicatively by translating techniques (in Javanese) and telling stories so students can make mathematical equations correctly.Keywords: composing and teaching; mathematics word problems; primary school; rural. 

scholarly journals Students’ suspension of sense making in problem solving

ZDM ◽  
2021 ◽  
Author(s):  
Gemma Carotenuto ◽  
Pietro Di Martino ◽  
Marta Lemmi
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Word Problem ◽  
Word Problems ◽  
Mathematical Problem ◽  
Critical Issue ◽  
Mathematical Problem Solving ◽  
Sense Making ◽  
Mathematical Problems

AbstractResearch on mathematical problem solving has a long tradition: retracing its fascinating story sheds light on its intricacies and, therefore, on its needs. When we analyze this impressive literature, a critical issue emerges clearly, namely, the presence of words and expressions having many and sometimes opposite meanings. Significant examples are the terms ‘realistic’ and ‘modeling’ associated with word problems in school. Understanding how these terms are used is important in research, because this issue relates to the design of several studies and to the interpretation of a large number of phenomena, such as the well-known phenomenon of students’ suspension of sense making when they solve mathematical problems. In order to deepen our understanding of this phenomenon, we describe a large empirical and qualitative study focused on the effects of variations in the presentation (text, picture, format) of word problems on students’ approaches to these problems. The results of our study show that the phenomenon of suspension of sense making is more precisely a phenomenon of activation of alternative kinds of sense making: the different kinds of active sense making appear to be strongly affected by the presentation of the word problem.

scholarly journals Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching

2021 ◽  
Author(s):  
Yasemin Copur-Gencturk ◽  
Tenzin Doleck
Keyword(s):  
Word Problem ◽  
Word Problems ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Mathematical Knowledge For Teaching ◽  
Important Indicator ◽  
Strategic Competence ◽  
The Usa ◽  
Valid Solution

AbstractPrior work on teachers’ mathematical knowledge has contributed to our understanding of the important role of teachers’ knowledge in teaching and learning. However, one aspect of teachers’ mathematical knowledge has received little attention: strategic competence for word problems. Adapting from one of the most comprehensive characterizations of mathematics learning (NRC, 2001), we argue that teachers’ mathematical knowledge also includes strategic competence, which consists of devising a valid solution strategy, mathematizing the problem (i.e., choosing particular strategies and presentations to translate the word problem into mathematical expressions), and arriving at a correct answer (executing a solution) for a word problem. By examining the responses of 350 fourth- and fifth-grade teachers in the USA to four multistep fraction word problems, we were able to explore manifestations of teachers’ strategic competence for word problems. Findings indicate that teachers’ strategic competence was closely related to whether they devised a valid strategy. Further, how teachers dealt with known and unknown quantities in their mathematization of word problems was an important indicator of their strategic competence. Teachers with strong strategic competence used algebraic notations or pictorial representations and dealt with unknown quantities more frequently in their solution methods than did teachers with weak strategic competence. The results of this study provide evidence for the critical nature of strategic competence as another dimension needed to understand and describe teachers’ mathematical knowledge.

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