STUDENTS’ GROWING UNDERSTANDING IN SOLVING MATHEMATICS PROBLEMS BASED ON GENDER: ELABORATING FOLDING BACK

Students’ previous knowledge at a superficial level is reviewed when they solve mathematical problems. This action is imperative to strengthen their knowledge and provide the right information needed to solve the problems. Furthermore, Pirie and Kieren's theory stated that the act of returning to a previous level of understanding is called folding back. Therefore, this descriptive-explorative study examines high school students' levels of knowledge in solving mathematics problems using the folding back method. The sample consists of 33 students classified into male and female groups, each interviewed to determine the results of solving arithmetic problems based on gender. The results showed differences in the level of students' understanding in solving problems. Male students carried out the folding back process at the level of image having, formalizing, and structuring. Their female counterparts conducted it at image-making, property noticing, formalizing, and observing. Subsequently, both participants were able to carry out understanding activities, including explaining information from a mathematical problem, defining the concept, having an overview of a particular topic, identifying similarities and differences, abstracting mathematical concepts, and understanding its ideas in accordance with a given problem. This study suggested that Pirie and Kieren's theory can help teachers detect the features of students’ understanding in solving mathematical problems.

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Students’ Creative Thinking Based on Motivation to Learn During Online Learning

E3S Web of Conferences ◽

10.1051/e3sconf/202132806010 ◽

2021 ◽

Vol 328 ◽

pp. 06010

Author(s):

Janet Trineke Manoy ◽

Astridtia Putri Junita Sari

Keyword(s):

Online Learning ◽

High School Students ◽

Creative Thinking ◽

Learning Motivation ◽

School Students ◽

Mathematics Problems ◽

Tenth Grade ◽

Mathematical Problems ◽

Good Learning ◽

Level Of Motivation

This research aims to analyze high school students’ creative thinking in solving mathematical problems based on learning motivation during online learning. This type of research is qualitative descriptive research. Five tenth grade students with different levels of learning motivation during online learning, each of which is a representative of the very good and good learning motivation group were chosen to be the subjects of this research. The instruments used in this research were an learning motivation questionnaire during online learning to measure the level of student learning motivation during online learning, mathematics problems to test students’ creative thinking, and interview guidelines. The data on the results of the learning motivation questionnaire during online learning were analyzed using the Likert scale, the data on the results of the creative thinking test were analyzed based on components of creative thinking fluency, flexibility, novelty and the interview data were analyzed using the Analysis Interactive method from Miles and Huberman. The results of this study indicate that not all students with very good levels of motivation during online learning meet the components of creative thinking fluency, flexibility, and novelty. Students with a good level of motivation during online learning meet the creative thinking component, namely fluency.

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Tipikal Gender dalam Mengkomunikasikan Penyelesaian Masalah Matematika SMP

Prisma Sains Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram ◽

10.33394/j-ps.v7i2.1964 ◽

2019 ◽

Vol 7 (2) ◽

Author(s):

Nuralam Nuralam ◽

Muhammad Yani

Keyword(s):

High School Students ◽

Problem Solving ◽

Gender Equality ◽

Communication Skills ◽

Mathematical Problem ◽

Female Students ◽

Male Students ◽

Mathematical Problem Solving ◽

Mathematical Communication ◽

Mathematical Problems

The emphasis of mathematics learning, especially students' communication skills, needs to be considered from gender equality in solving mathematical problems. This study aims to describe: 1) the potential mathematical communication skills of students based on gender; 2) gender equality in communicating mathematical problem solving; and 3) the suitability of the form of the model or the applied form to develop students' mathematical communication skills based on gender at school. This research is a descriptive qualitative research conducted on all junior high school students in Langsa with a purposive sampling technique of 283 students. The data were collected through mathematical communication skills and questionnaire tests which were analyzed descriptively using the concept of Miles and Huberman. The results showed that: 1) mathematical communication skills of female students were better than male students in solving mathematical problems; 2) mathematical communication skills of male students are better in suburban schools and female students are better in downtown schools; and 3) learning implementation plans are still limited in emphasizing mathematical communication skills and learning tends to be cooperative and individual. It is recommended that learning plans refer to developing mathematical communication skills that pay attention to students' gender equality in order to optimize mathematical problem solving.

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KAJIAN KEMAMPUAN KONEKSI MATEMATIK SISWA SMP DI KOTA BANDUNG PADA MATERI ARITMETIKA SOSIAL

JPMI (Jurnal Pembelajaran Matematika Inovatif) ◽

10.22460/jpmi.v1i6.p1079-1086 ◽

2018 ◽

Vol 1 (6) ◽

pp. 1079

Author(s):

Nur Hasanah ◽

Devi Yuliani ◽

Eva Dwi Minarti ◽

Euis Eti Rohaeti

Keyword(s):

High School ◽

High School Students ◽

Junior High School ◽

Junior High ◽

Real Life ◽

School Students ◽

Mathematical Concepts ◽

Mathematical Connections ◽

Mathematical Problems ◽

Mathematical Connection

The ability of mathematical connections is an essential skill that must be mastered by high school students, as it will help master understanding of meaningful concepts and help solve mathematical problems through the interrelationship between mathematical concepts and between mathematical concepts and concepts in other disciplines even with applications in real-life students. This study aims to examine the ability of mathematical connections of students in one junior high school in Bandung on Social Arithmetic materials. The method used in this study is descriptive qualitative, with the subject of research is 36 students of class VIII in one of the State Junior High School in Bandung. Instrument given in the form of description test as much as 3 problem each representing indicator ability and analyzed so that get data fulfillment indicator ability of mathematic connection. Based on the data analysis, the students 'mathematical connection ability is still low, so it is necessary to design the learning activities that can facilitate students' mathematical connection ability.

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The Power of Computational Modeling and Simulation for Learning STEM Content in Middle and High Schools

K-12 STEM Education ◽

10.4018/978-1-5225-3832-5.ch043 ◽

2018 ◽

pp. 916-950

Author(s):

Mahnaz Moallem ◽

Shelby P. Morge ◽

Sridhar Narayan ◽

Gene A. Tagliarini

Keyword(s):

Information Technology ◽

High School Students ◽

Simulation And Modeling ◽

School Students ◽

Mathematical Concepts ◽

Learning Conditions ◽

And Mathematics ◽

Computational Modeling And Simulation ◽

Level Of Understanding ◽

The Impact

Using Squeak Etoys to Infuse Information Technology (USeIT) was designed to offer expanded information technology experiences to 155 middle and high school students over a three-year period by exploiting the Squeak Etoys media authoring tool as a simulation and modeling environment. Through problem-solving activities and development of Squeak Etoys modeling projects, USeIT investigated the impact of Problem-Based Learning (PBL) and utilization of Squeak Etoys on student understanding of scientific and mathematical concepts. A design-based research method was used to collect data. The results revealed that when simulation and modeling are used under specific learning conditions, a deeper level of understanding of key science and mathematics concepts is observed. In addition, problem-based simulation tasks cognitively engaged students, particularly those who otherwise did not see the relevancy of STEM content in their lives. Less motivated students developed interests in STEM content and showed confidence in their abilities to learn mathematics and science.

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Creative Thinking Ability In Mathematics Problem Solving Reviewed by The Personality Type of Senior High School Students In Makassar City

Jurnal Daya Matematis ◽

10.26858/jdm.v9i2.22327 ◽

2021 ◽

Vol 9 (2) ◽

Author(s):

Ahmad Talib

Keyword(s):

High School Students ◽

Problem Solving ◽

Creative Thinking ◽

Mathematical Problem ◽

Personality Type ◽

Research Subjects ◽

School Students ◽

School Year ◽

Mathematical Problems ◽

The Subject

This research is a qualitative research with descriptive method. This study aims to describe the ability to think creatively based on the type of student personality, the type of choleric personality in solving mathematical problems. The research subjects were students in the odd semester of class XII IPA 1 SMA Negeri 22 Makassar, the 2019/2020 school year. This subject was chosen by giving a personality questionnaire to students. The data was collected using a mathematical problem solving test instrument on the number sequence material and interviews. The validity of the data was checked by using the triangulation method. The results showed: Students with choleric personality in solving mathematical problems. In question number 1, the subject had difficulty in finding the formula for the nth term. But the subject kept trying and the spirit of trying until finally found the correct formula for the nth term. The subject of the choleric personality type is also said to be able to fulfill the three indicators of creative thinking, namely fluency, flexibility, and novelty. In question number 2, the subject had difficulty finding many ways to solve the problem and only met one indicator of creative thinking, namely fluency.

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The Implementation of Mathematical Problem-Based Learning Model as an Effort to Understand the High School Students’ Mathematical Thinking Ability

International Education Studies ◽

10.5539/ies.v12n2p117 ◽

2019 ◽

Vol 12 (2) ◽

pp. 117 ◽

Cited By ~ 1

Author(s):

Sriyanti Mustafa ◽

Vernita Sari ◽

Baharullah Baharullah

Keyword(s):

High School ◽

High School Students ◽

Mathematical Thinking ◽

Mathematical Problem ◽

Problem Based Learning ◽

Learning Model ◽

Assignment Test ◽

School Students ◽

Thinking Ability ◽

Mathematical Problems

The ability to think mathematically includes many mental activities which involve the workings of the brain. To describe students’ mathematical thinking ability, one of the efforts that can be done is to apply the mathematical problem-based learning model. It involves students to solve a problem through scientific method stages, so that students can learn the knowledge related to the problem and also have the ability to solve the problem. This study aims to describe students’ mathematical thinking ability through Mathematical Problem-Based Learning Model.This type of research is qualitative. The subjects of the study were senior high school students in the city of Parepare. The data collections were conducted by observing the learning process in class and giving the assignment/test to the students. The collected data were then analyzed qualitatively. Based on the results of research and discussion it is concluded that the students ability to think have sequences in the activities of mathematical thinking with the application of mathematical problems-based learning model. Therefore, the students’ mathematical thinking ability is described as follows: (1) identification stage of the problem, (2) the grouping stages, and (3) drawing conclusions.

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The Power of Computational Modeling and Simulation for Learning STEM Content in Middle and High Schools

Advances in Early Childhood and K-12 Education - Improving K-12 STEM Education Outcomes through Technological Integration ◽

10.4018/978-1-4666-9616-7.ch007 ◽

2015 ◽

pp. 135-171 ◽

Cited By ~ 2

Author(s):

Mahnaz Moallem ◽

Shelby P. Morge ◽

Sridhar Narayan ◽

Gene A. Tagliarini

Keyword(s):

Information Technology ◽

High School Students ◽

Simulation And Modeling ◽

School Students ◽

Mathematical Concepts ◽

Learning Conditions ◽

And Mathematics ◽

Computational Modeling And Simulation ◽

Level Of Understanding ◽

The Impact

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POLYA’S STRATEGY: AN ANALYSIS OF MATHEMATICAL PROBLEM SOLVING DIFFICULTY IN 5TH GRADE ELEMENTARY SCHOOL

EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru ◽

10.17509/eh.v10i2.10868 ◽

2018 ◽

Vol 10 (2) ◽

pp. 140

Author(s):

Nunuy Nurkaeti

Keyword(s):

Elementary School ◽

Problem Solving ◽

Elementary School Students ◽

Mathematics Learning ◽

Mathematical Problem ◽

Descriptive Analysis ◽

Thinking Skills ◽

School Students ◽

Mathematical Concepts ◽

Mathematical Problems

Abstract:. Problem solving is one of ways to develop higher order thinking skills. Strategy of problem solving that can be developed in mathematics learning is Polya's strategy. This study aims to analyze the problem solving difficulties of elementary school students based on Polya strategy. To support this research,descriptive analysis is used on seven elementary school students . The results show that, the difficulty of mathematical problems solving of elementary school students consist of the difficulty of understanding the problem, determining the mathematical formula/concepts that is used, making connections between mathematical concepts, and reviewing the correctness of answers with questions. These happened because the problem presented is in a story problem, that is rarely studied by the students. Students usually solve mathematical problems in a form of routine questions, which only require answers in a form of algorithmic calculations. Abstrak: Pemecahan masalah adalah salah satu cara dalam mengembangkan kemampuan berpikir tingkat tinggi. Salah satu strategi pemecahan masalah yang dapat dikembangkan pada pembelajaran matematik adalah strategi Polya. Penelitian ini bertujuan menganalisis kesulitan pemecahan masalah siswa sekolah dasar berdasarkan strategi Polya. Untuk mendukung penelitian ini digunakan analisis deskriptif pada tujuh orang siswa sekolah dasar. Hasilnya menunjukkan bahwa, kesulitan pemecahan masalah matematik siswa sekolah dasar meliputi, kesulitan memahami masalah, menentukan rumus/konsep matematik yang digunakan, membuat koneksi antar konsep matematika, dan melihat kembali kebenaran jawaban dengan soal. Hal tersebut disebabkan, masalah yang disajikan berupa soal cerita yang jarang dipelajari siswa. Siswa biasanya menyelesaikan masalah matematik berupa soal rutin, yang hanya menuntut jawaban berupa perhitungan algoritmik.

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Understanding Concept Profile Distance Line to Line on space of Geometry High School Students Level IQ Normal in terms of Gender differences

Proceedings of the ICECRS ◽

10.21070/picecrs.v1i2.1440 ◽

2018 ◽

Vol 1 (2) ◽

Author(s):

Suprianto Suprianto

Keyword(s):

High School ◽

High School Students ◽

Qualitative Method ◽

Female Students ◽

Male Students ◽

Main Subject ◽

School Students ◽

Mathematical Concepts ◽

Significant Difference ◽

Better Than

Geometry in particular the concept of distance is part of the metamatic science that is widely applied in the real world. The purpose of this research is to know the profile of distance understanding especially students high school student with normal IQ level in terms of gender difference. The research method used is explorative qualitative method, where the researcher as the main subject in the research. To describe the concept of distance, a study of four aspects, namely: 1) understanding aspect, 2) representation aspect, 3) non sample aspect, 4) application aspect to calculate distance. The results obtained from the study, female students in terms of understanding the concept of distance from line to line better than male students, while for the other three aspects, there is no significant difference between male students and female students. The results of this study differ from the results of previous research, which states that male students are better than female students in understanding the mathematical concepts. This result can give implication about opinion and treatment learning process for matemathics theacer’s, that nothing diferences for capacity mathematics as specially about distance concept line to line between male and female students.

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“Bold Problem Solving”: A New Construct for Understanding Gender Differences in Mathematics

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc-2020-0136 ◽

2021 ◽

Vol 52 (1) ◽

pp. 12-61

Author(s):

Sarah Theule Lubienski ◽

Colleen M. Ganley ◽

Martha B. Makowski ◽

Emily K. Miller ◽

Jennifer D. Timmer

Keyword(s):

Gender Differences ◽

High School Students ◽

Problem Solving ◽

Middle School Students ◽

Gender Equity ◽

Mathematical Problem ◽

Self Report ◽

Mathematical Problem Solving ◽

School Students ◽

Mathematics Problems

Despite progress toward gender equity, troubling disparities in mathematical problem-solving performance and related outcomes persist. To investigate why, we build on recurrent findings in previous studies to introduce a new construct, “bold problem solving,” which involves approaching mathematics problems in inventive ways. We introduce a self-report survey of bold problem-solving orientation and find that it mediates gender differences in problem-solving performance for both high-achieving middle school students (n = 79) and a more diverse sample of high school students (n = 222). Confidence mediates the relation between gender and bold problem-solving orientation, with mixed results for mental rotation skills and teacher-pleasing tendencies as mediators. Overall, the new bold problem-solving construct appears promising for advancing our understanding of gender differences in mathematics.

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