scholarly journals SEMIOTIC REASONING EMERGES IN CONSTRUCTING PROPERTIES OF A RECTANGLE: A STUDY OF ADVERSITY QUOTIENT

2020 ◽  
Vol 11 (1) ◽  
pp. 95-110 ◽  
Author(s):  
Christine Wulandari Suryaningrum ◽  
Purwanto Purwanto ◽  
Subanji Subanji ◽  
Hery Susanto ◽  
Yoga Dwi Windy Kusuma Ningtyas ◽  
...  
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Elementary Students ◽  
Mathematical Concept

Semiotics is simply defined as the sign-using to represent a mathematical concept in a problem-solving. Semiotic reasoning of constructing concept is a process of drawing a conclusion based on object, representamen (sign), and interpretant. This paper aims to describe the phases of semiotic reasoning of elementary students in constructing the properties of a rectangle. The participants of the present qualitative study are three elementary students classified into three levels of Adversity Quotient (AQ): quitter/AQ low, champer/AQ medium, and climber/AQ high. The results show three participants identify object by observing objects around them. In creating sign stage, they made the same sign that was a rectangular image. However, in three last stages, namely interpret sign, find out properties of sign, and discover properties of a rectangle, they made different ways. The quitter found two characteristics of rectangular objects then derived it to be a rectangle’s properties. The champer found four characteristics of the objects then it was derived to be two properties of a rectangle. By contrast, Climber found six characteristics of the sign and derived all of these to be four properties of a rectangle. In addition, Climber could determine the properties of a rectangle correctly.

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Elementary Students ◽  
Visual Learning ◽  
Control Group ◽  
Visual Thinking ◽  
Quasi Experimental ◽  
Student Skill ◽  
Mathematical Skill ◽  
The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

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 Strategies in public service interpreting

Interpreting ◽  
2017 ◽  
Vol 19 (1) ◽  
pp. 118-141 ◽  
Author(s):  
Marta Arumi Ribas ◽  
Mireia Vargas-Urpi
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Empirical Study ◽  
Present Article ◽  
Public Service ◽  
Video Recordings

Strategies have been far more widely researched in conference interpreting than in the interactional setting of public service interpreting (PSI), although studies of the latter by Wadensjö and other authors suggest a strategic rationale for certain types of rendition (especially non-renditions). The present article describes an exploratory, qualitative study, based on roleplay, to identify strategies in PSI: the roleplays were designed to incorporate a variety of ‘rich points’, coinciding with peak demands on the interpreter’s problem-solving capacities and therefore particularly relevant to empirical study of interpreting strategies. Five interpreter-mediators with the Chinese–Spanish/Catalan language combination were each asked to interpret three different dialogues, in which the primary participants’ input was a re-enactment of real situations. Analysis of the transcribed video recordings was complemented by a preliminary questionnaire and by retrospective interviews with the interpreters. Their strategies, classified according to whether the problems concerned were essentially linguistic or involved the dynamics of interaction, in some cases reflect priorities typically associated with intercultural mediation. The advantages and limitations of using ‘rich points’ and roleplays in the study of interpreting strategies are briefly discussed

scholarly journals PROFIL ANALOGICAL REASONING SISWA SMA

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Riyadhotus Sholihah
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Qualitative Study ◽  
Analogical Reasoning ◽  
Reasoning Ability ◽  
Research Subjects ◽  
Learning Methods ◽  
Reasoning Abilities ◽  
Two Sides ◽  
Analogous Reasoning

<p>Analogical reasoning is the ability to solve problems by finding similarities between two objects, namely source and target objects. The purpose of this study was to determine the analogical reasoning profile of students at SMA N 16 Semarang. This study is included in a qualitative study with data collection techniques used in surveys by working on analogical reasoning problems. The research subjects were 100 students of class X. The results found in this study were the category of analogical reasoning ability of students of SMA N 16 Semarang low with a frequency of 74 and a percentage of 73.6%. The low ability of analogical reasoning students is influenced by the lack of learning methods that encourage students in problem-solving using analogies, besides analogies have two sides if understood will facilitate students' understanding of concepts, but if it cannot be understood misconceptions occur so teachers rarely use analogous reasoning in explaining material abstract. Therefore it is necessary to have an understanding and experience of the teacher to build this ability by using learning methods that support analogical reasoning abilities.</p>

scholarly journals TYPICAL CLASS METHODS FOR SOLVING EQUATIONS AND INEQUALITIES WITH DIFFERENT STRUCTURES

2021 ◽  
Vol 58 (3) ◽  
pp. 53-62
Author(s):  
A.K. Alpysov ◽  
◽  
A.K. Seytkhanova ◽  
I.Sh. Abishova ◽  
◽  
...  
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematical Concept ◽  
Thinking Skills ◽  
Practical Application ◽  
Mathematical Concepts ◽  
Theoretical Substantiation ◽  
New Methods ◽  
General Article ◽  
Solving Equations

The article discusses the ways of developing skills and abilities to effectively solve problems when describing methods for solving equations and inequalities, clarifying theoretical knowledge, the basics of forming skills for practical application. The formation of mathematical concepts through solving problems in teaching mathematics opens the way to the development of mathematical thinking, the application of knowledge in practice, and the development of search skills. To master a mathematical concept, along with its definition, it is necessary to know its features and properties. This can be achieved primarily through problem solving and exercise. Problem solving is based on the development of new methods, the creation of algorithms, ways of developing practical skills in the methods and techniques mastered with the help of tasks.In addition, transforming equations and inequalities through the development of thinking skills helps to identify common or special properties in order to draw correct conclusions. Solving various problems, it shows what operations should be used to determine the situation in which a solution was found, and what features of the solution allow choosing the most effective methods. Thanks to the theoretical substantiation of the general article, it is possible to master convenient methods for solving equations and inequalities of various structures.

Why does problem-oriented mathematics education not succeed in an eighth grade? An insight in an empirical study

2019 ◽  
pp. 111-119
Author(s):  
Heike Hagelgans
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Empirical Study ◽  
Mathematics Teaching ◽  
Research Method ◽  
Eighth Grade ◽  
Specific Class ◽  
School Class ◽  
Teaching Concept ◽  
Research Findings

Based on current research findings on the possibilities of integration of problem solving into mathematics teaching, the difficulties of pupils with problem solving tasks and of teachers to get started in problem solving, this article would like to show which concrete difficulties delayed the start of the implementation of a generally problem-oriented mathematics lesson in an eighth grade of a grammar school. The article briefly describes the research method of this qualitative study and identifies and discusses the difficulties of problem solving in the examined school class. In a next step, the results of this study are used to conceive a precise teaching concept for this specific class for the introduction into problem-oriented mathematics teaching.

Powers and Patterns: Problem Solving with Calculators

1982 ◽  
Vol 30 (2) ◽  
pp. 42-44
Author(s):  
Glenda Lappan ◽  
Elizabeth Phillips ◽  
M. J. Winter
Keyword(s):  
Problem Solving ◽  
Mathematical Concept ◽  
School Mathematics ◽  
Mathematical Idea ◽  
Wide Spread ◽  
Problem Solving Skills ◽  
Problem Solving Strategies ◽  
Paper And Pencil

With the publication of An Agenda for Action: Recommendations for School Mathematics of the 1980s, the NCTM has emphasized its support for helping students to develop and use problem-solving skills. The challenge for the teacher is to provide opportunities for the development of the e skill while teaching mathematical concept that comprise the basic curriculum. With the wide-spread availability of calculators, teachers have a tool that can be used to expand the study of many basic mathematical idea to include the development of problem-solving strategies. Calculations that would be so time consuming as to be impractical if they were done with paper and pencil, can be quickly done with a calculator.

Elementary Students' Construction and Coordination of Units in an Area Setting

1996 ◽  
Vol 27 (5) ◽  
pp. 564-581 ◽  
Author(s):  
Anne Reynolds ◽  
Grayson H. Wheatley
Keyword(s):  
Problem Solving ◽  
Elementary Students ◽  
Fourth Grade ◽  
Mathematical Activity ◽  
Using Data ◽  
Measurement Setting

Much of students' numeric mathematical activity can be interpreted as the construction and coordination of units. This article reports evidence of construction and coordination of units in a measurement setting, using data gathered from 4 students during individual problem-solving sessions near the end of their fourth-grade year and augmented through knowledge gained with these students in the previous 2 years. Three students each developed different ways of solving the measurement task that reflected the construction and coordination of abstract units, whereas a fourth student did not. On the basis of this evidence we propose that the task of measuring 2-dimensional regions becomes possible when a student is able to construct iterable 2-dimensional units and coordinate those units.

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