scholarly journals Thematic problem solving: a case study on an approach to teaching problem solving in undergraduate mathematics

2019 ◽  
Vol 17 (2) ◽  
pp. 54
Author(s):  
Matthew Jones ◽  
Alison Megeney
Keyword(s):  
Problem Solving ◽  
Deep Understanding ◽  
Realistic Mathematics Education ◽  
Undergraduate Mathematics ◽  
Realistic Mathematics ◽  
Mathematical Problems ◽  
Approach To Teaching ◽  
Standard Practices ◽  
Teaching Problem

Specialist mathematics, statistics and operational research (MSOR) programmes are recognised as intellectually demanding, and require students to formulate, abstract, and solve mathematical problems in a rigorous way. The process of developing the skills to do this well and communicate results can be challenging for learners as it requires a deep understanding of themes in mathematics as well as methods for solving problems. In this article we demonstrate how elements of Freudenthal’s Realistic Mathematics Education can be applied to teaching problem solving in undergraduate mathematics programmes. We describe an approach that moves away from standard practices and goes beyond problem solving methods to develop an understanding of common themes in mathematics.

scholarly journals KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS VIII SMP MENGGUNAKAN PENDEKATAN MATEMATIKA REALISTIK INDONESIA

2020 ◽  
Vol 3 (1) ◽  
pp. 45-51
Author(s):  
Rani Refianti ◽  
Putriana Putriana ◽  
Elya Rosalina
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Test Score ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Test Technique ◽  
Realistic Mathematics ◽  
Post Test ◽  
Mathematical Problems ◽  
Data Collection Technique

This study aims to determine the ability of students to solve mathematical problems in mathematics learning using the Indonesian Realistic Mathematics Education Approach (PMRI). The data collection technique used the test technique which was analyzed using the t-test at the significant level α = 5%. From the results of the post-test students' problem solving abilities with indicators of understanding the problem by 93% were in the very good category, the indicators of making a completion plan were 73% in the good category, the indicators of implementing the plan were 65% in the good category and the indicators of checking the results were 25 % with less category. After participating in learning using the Indonesian Realistic Mathematics Education Approach (PMRI) the average post-test score was 70.35 with 5 excellent students, 12 good students and 6 good enough students.

scholarly journals THE INSTRUCTION TO OVERCOME THE INERT KNOWLEDGE ISSUE IN SOLVING MATHEMATICAL PROBLEM

2016 ◽  
Vol 1 (1) ◽  
pp. 16-25 ◽  
Author(s):  
Febrian Febrian
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Prior Knowledge ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Realistic Mathematics Education ◽  
Literature Study ◽  
Realistic Mathematics ◽  
Knowledge Access

One characteristic of typical mathematical problem is that it requires bunch of relevant prior knowledge. This knowledge is built consecutively and is recalled whenever needed to promote student to solve the problem. The process undertaken by the solver to utilize existing relevant prior knowledge while solving the problem is called access. However, this access is possible subject to disturbance for some reasons. This literature study addresses some factors that can distract access: factor related to metaprocess and factor related to deficit structure. The variants included in both factors have been proved through research as the contributors of the accessibility of relevant prior knowledge. Knowledge that cannot be accessed is called inert knowledge, the main reason for why solver face the difficulty to find the answer to given mathematical problem. The explanation leads to the suggestion of how to tackle the inertia of particular knowledge. One of them are through the instruction setting. Realistic Mathematics Education as one of approaches in learning can be a possible alternative for the issue of inert knowledge. Keywords. Mathematical problem solving, prior knowledge, access, inert knowledge, Realistic Mathematics Education

scholarly journals Realistic mathematics education: An approach to improve problem solving ability in primary school

2021 ◽  
Vol 15 (4) ◽  
pp. 511-518
Author(s):  
Lutfi Putri Nugraheni ◽  
Marsigit Marsigit
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Realistic Mathematics Education ◽  
School Students ◽  
Learning Materials ◽  
Problem Solving Skills ◽  
Realistic Mathematics ◽  
Primary School Student

Mathematical problem solving was an crucial skill to be mastered by primary school student so that will help student to unravel their problems encountered in everyday life. By using the realistic mathematics approach, stundents learn mathematical concept based on reality or scope around students. This study aimed to develop an eligible learning materials and test the effectiveness of learning materials based on realistic mathematics education to enhance the problem solving skill of primary school students. This research and development study was conducted in Sawangan Subdistrict, Magelang Regency, Central Java, Indonesia. The testing subjects consisted of 12 students in the the preliminary field, there were 42 students in the main field, and 90 students in the operational field that divided into experiment dan control class. The data were collected by interviews, observation, and tests. The analyzing N-gain score and t-test with a significant level of 0.05 done to find out th effectiveness of the teaching materials. The developed of realistic mathematics eduation learning materials is feasible and effective in improving problem solving skill with significance value of 0.000 (p≤0.05). It can enhance the problem solving skills of 4th grade elementary school.

scholarly journals PENDEKATAN MATEMATIKA REALISTIK UNTUK MEMBANGUN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS XI IPS PADA MATERI PELUANG [REALISTIC MATHEMATICS EDUCATION IN BUILDING THE MATHEMATICS PROBLEM-SOLVING ABILITIES OF GRADE 11 SOCIAL SCIENCE TRACK STUDENTS STUDYING PROBABILITY]

2019 ◽  
Vol 2 (2) ◽  
pp. 119
Author(s):  
Susiana Juseria Tambunan ◽  
Debora Suryani Sitinjak ◽  
Kimura Patar Tamba
Keyword(s):  
Problem Solving ◽  
Social Science ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Mathematics Problem Solving ◽  
Realistic Mathematics ◽  
Mathematical Problems ◽  
Mathematic Education ◽  
Realistic Mathematic ◽  
Grade 11

<p>This research aims to build students’ abilities in mathematical problem-solving and to explain the uniqueness of the steps of realistic mathematic education in building the problem-solving abilities of a grade 11 (social science track) class in the study of probability at one of the schools in Kupang. The observation results found that every student was having difficulties to solving the mathematical problems, particularly the narrative questions. The research method is Kemmis and Taggart model of Classroom Action Research which was conducted in three cycles, from October 4 to November 3 with twenty-four students. Triangulation had been done to every instrument of variable. The data of mathematical problem-solving was obtained from the students by using test sheets, questionnaires, and student’s discussion sheets. Meanwhile, the data of realistic mathematic education’s variable was obtained from three sources: mentors, two colleagues, and students that were using test sheets, questionnaires, and student’s discussion sheets. The results showed that the fourteen-steps of Realistic Mathematic Education that had been done were able to build mathematical problem-solving abilities of the students. This was evidenced through the increase of three indicators of mathematical problem-solving in every cycle. The average increase of indicators of mathematical problem-solving of the grade 11 students from the first to the third cycle was 10%. Therefore, it can be concluded that the Realistic Mathematics Approach can build the ability of problem-solving of grade 11 students in a social science track studying probability at one of the schools in Kupang.</p><strong>BAHASA INDONESIA </strong><strong>ABSTRACT</strong>: Penelitian ini bertujuan untuk membangun kemampuan pemecahan masalah matematis siswa dan menjelaskan kekhasan langkah-langkah pendekatan matematika realistik untuk membangun kemampuan tersebut di salah satu sekolah di Kupang kelas XI IPS pada materi peluang topik kaidah pencacahan. Pada hasil pengamatan ditemukan bahwa setiap siswa kesulitan dalam memecahkan masalah matematis khususnya soal berbentuk cerita. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas model Kemmis dan Taggart yang berlangsung selama tiga siklus, yaitu 04 Oktober – 03 November kepada 24 orang siswa. Triangulasi dilakukan pada setiap instrumen variabel. Data variabel kemampuan pemecahan masalah matematis diperoleh dari siswa menggunakan lembar tes, lembar angket, dan lembar diskusi siswa. Sedangkan data variabel tingkat pelaksanaan pendekatan matematika realistik diperoleh dari tiga sumber, yaitu mentor, dua orang rekan sejawat, dan siswa menggunakan lembar observasi, lembar angket, dan lembar wawancara. Hasil penelitian menunjukkan bahwa keempat belas langkah-langkah pendekatan matematika realistik yang terlaksana dengan baik sekali mampu membangun kemampuan pemecahan masalah matematis setiap siswa kelas XI IPS di salah satu sekolah di Kupang. Hal ini dinyatakan melalui peningkatan ketiga indikator pemecahan masalah matematis di setiap siklus. Peningkatan rata-rata indikator pemecahan masalah matematis siswa kelas XI IPS dari siklus pertama sampai ketiga adalah sebesar 10%. Oleh karena itu, dapat disimpulkan bahwa pendekatan matematika realistik dapat membangun kemampuan pemecahan masalah matematis siswa kelas XI IPS di salah satu sekolah di Kupang pada materi peluang topik kaidah pencacahan.

scholarly journals The Use of Realistic Mathematics Education (RME) to Help Indonesian 5th-Grade Students to Learn Multiplication and Division

2020 ◽  
Vol 10 (1) ◽  
pp. 41-53
Author(s):  
Nanang Setiadi
Keyword(s):  
Mathematics Education ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Alternative Approach ◽  
Mathematical Problems ◽  
Teaching Learning ◽  
Mastery Criteria ◽  
5Th Grade

Abstract                                                              This paper discusses the use of Realistic Mathematics Education (RME) as an alternative approach to enhance Indonesian 5th-grade students’ ability in multiplication and division. It presents the analysis of Indonesian 5th-grade students’ difficulties in applying stacking method for multiplication and division. Furthermore, it describes a mathematics teaching learning practice to stimulate students constructing their strategies, mathematical models and number sense in solving mathematical problems that involve multiplication and division. The teaching learning practice aims to apply RME for helping students develop their multiplication and division ability.Findings shows that stacking methods for multiplication and division are difficult for the students. The main students’ problem in multiplication and division stacking methods is in reapplying the steps of the methods. The steps taken to improve the learning process by implementing RME are: (1) analyze in detail the difficulties of students in multiplication and division stacking methods, (2) provide contexts of mathematical problems that can stimulate students to think mathematically, (3) hold a class mathematics congress, and (4) conduct a test to measure students’ achievement.            Based on the students’ achievement, there has been several improvements. After RME, there were more students whose grades passed the Minimum Mastery Criteria. Moreover, there was a student who got 100. Then, the average test was higher. Meanwhile, there were only 3 children whose grades were 0. Thus, the application of RME has helped the 5th-grade students to improve their ability in multiplication and division.         

scholarly journals Fostering Mathematical Creativity Among Engineering Undergraduates

2019 ◽  
Vol 1 (1) ◽  
pp. 31-40
Author(s):  
Keng Keh Lim ◽  
Zaleha Ismail ◽  
Yudariah Mohammad Yusof
Keyword(s):  
Qualitative Research ◽  
Problem Solving ◽  
Research Design ◽  
Mathematical Creativity ◽  
Qualitative Research Design ◽  
Creative Methods ◽  
Mathematical Problems ◽  
Creative Problem ◽  
Engineering Undergraduates

This research is used to study engineering undergraduates fostering their mathematical creativity during creative problem solving. This was an exploratory research carried out in a public university as to find out the impact of CPS towards mathematical creativity among the engineering undergraduates. A case study was used to provide deep exploration of how the engineering undergraduates using their creative methods to solve open-ended mathematical problems creatively. Qualitative research design was applied in order to understand in depth the engineering undergraduates working collaboratively to generate their creative ideas during mathematical problem solving. Three final years engineering undergraduates took part in the study.  They had to use their divergent and convergent thinking to generate creative methods to solve twelve open-ended mathematical problems. Qualitative research design of case study was used in this study to explore the engineering undergraduates using creative methods to solve open-ended mathematical problems during creative problem solving processes. By analyzing the data collected from the case study can provide in-depth and detail understanding of the creative processess and products of the research. Observation and recording sheets were used to collect all the data. SCAMPER was also used as a guideline for them to spark their creaivity. All the qualitative data of drawing from documents, videotape from observation and snapshot texts from recording sheets were collected and then analyzed. They were coded and categorized into different themes in order to find out the mathematical creativity among the engineering undergraduates. The results in this study shows that the engineering undergraduates were able to generate different creative methods with the help of the SCAMPER.

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