The effects of mathematical modeling based instruction on mathematical problem-posing ability of first-year middle school students

2018 ◽  
Vol 18 (14) ◽  
pp. 755-782
Author(s):  
Heesun Choi ◽  
◽  
HyeSook Han ◽  
Keyword(s):  
Mathematical Modeling ◽  
Middle School ◽  
Middle School Students ◽  
Mathematical Problem ◽  
Problem Posing ◽  
First Year ◽  
School Students ◽  
Mathematical Problem Posing ◽  
Based Instruction

scholarly journals Investigation of Middle School Students’ Math Self-Efficacy Perceptions and Math Problem Posing Attitudes

2020 ◽  
Vol 13 (11) ◽  
pp. 86
Author(s):  
Sena Görgün ◽  
Canses Tican
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Attitude Scale ◽  
Problem Posing ◽  
Attitude Score ◽  
School Students ◽  
Math Problem ◽  
8Th Grade ◽  
Eighth Grade Students

The main purpose of the current study is to investigate middle school students’ math self-efficacy perceptions and math problem posing attitudes. The sample of the study is comprised of 990 fifth, sixth, seventh and eighth grade students attending middle school in the Fethiye district of the city of Muğla. As the data collection tool, the “Math Self-efficacy Perception Scale” and the “Math Problem Posing Attitude Scale” were used. In the analysis of the data collected through the qualitative research method, frequencies, percentages, independent-samples t-test, one-way variance analysis, post-hoc tests (Scheffe and Dunnett’s C) and correlation analysis were used. As a result, it was found that the middle school students’ math self-efficacy perceptions and math problem posing attitudes are over the medium level. The middle school students’ self-efficacy perceptions were found to be varying significantly depending on gender. The middle school students’ problem posing attitudes were found to be varying significantly depending on gender. The math self-efficacy perceptions and math problem posing attitudes of the 5th and 6th grade students were found to be significantly higher than those of the 7th and 8th grade students. A medium, positive and significant correlation was found between the middle school students’ mean math self-efficacy perception score and their mean math problem posing attitude score.

An Analysis of Arithmetic Problem Posing by Middle School Students

1996 ◽  
Vol 27 (5) ◽  
pp. 521-539 ◽  
Author(s):  
Edward A. Silver ◽  
Jinfa Cai
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Problem Posing ◽  
School Students ◽  
Complex Problems ◽  
Analysis Scheme ◽  
Mathematical Problems ◽  
Problem Description ◽  
Problem Solvers ◽  
The Relationship

The mathematical problems generated by 509 middle school students, who were given a brief written “story-problem” description and asked to pose questions that could be answered using the information, were examined for solvability, linguistic and mathematical complexity, and relationships within the sets of posed problems. It was found that students generated a large number of solvable mathematical problems, many of which were syntactically and semantically complex, and that nearly half the students generated sets of related problems. Subjects also solved eight fairly complex problems, and the relationship between their problem-solving performance and their problem posing was examined to reveal that “good” problem solvers generated more mathematical problems and more complex problems than “poor” problem solvers did. The multiple-step data analysis scheme developed and used herein should be useful to teachers and other researchers interested in evaluating students' posing of arithmetic story problems.

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.

Proportional Reasoning Word Problem Performance for Middle School Students With High-Incidence Disabilities (HID)

2019 ◽  
Vol 43 (3) ◽  
pp. 140-153
Author(s):  
Anne Brawand ◽  
Margaret E. King-Sears ◽  
Anya S. Evmenova ◽  
Kelley Regan
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Proportional Reasoning ◽  
Future Research ◽  
School Students ◽  
High Incidence ◽  
Worked Problems ◽  
Based Instruction ◽  
High Incidence Disabilities ◽  
Mastery Criteria

Schema-based instruction (SBI) was used to teach nine middle school students with high-incidence disabilities (HID) to solve proportional reasoning word problems. A multiple-baseline-across-groups design was used to determine student understanding of the SBI process. The design consisted of three phases including baseline, SBI process, and maintenance. Training of the SBI process with worked problems occurred between baseline and SBI process. Students’ performance was measured using a five-category rubric, under two conditions: solving problems with and without calculator use. Results indicated that all groups improved problem-solving performance and maintained improvement 4 weeks after instruction. Implications for revising the rubric’s mastery criteria and future research are described.

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