scholarly journals Reading Mathematical Texts as a Problem-Solving Activity: The Case of the Principle of Mathematical Induction

2021 ◽  
Author(s):  
Ioannis Papadopoulos ◽  
Paraskevi Kyriakopoulou
Keyword(s):  
Secondary Education ◽  
Problem Solving ◽  
Conceptual Understanding ◽  
Mathematical Induction ◽  
Education Students ◽  
Mathematical Texts ◽  
Principle Of Mathematical Induction

Reading mathematical texts is closely related to the effort of the reader to understand its content; therefore, it is reasonable to consider such reading as a problem-solving activity. In this paper, the Principle of Mathematical Induction was given to secondary education students, and their effort to comprehend the text was examined in order to identify whether significant elements of problem solving are involved. The findings give evidence that while negotiating the content of the text, the students went through Polya’s four phases of problem solving. Moreover, this approach of reading the Principle of Mathematical Induction in the sense of a problem that must be solved seems a promising idea for the conceptual understanding of the notion of mathematical induction.

scholarly journals Kemampuan pemahaman membaca teks dan komunikasi matematik sebagai landasan dalam pemecahan masalah

2020 ◽  
Vol 3 (2) ◽  
pp. 68-76
Author(s):  
Neneng Maryani
Keyword(s):  
Problem Solving ◽  
Conceptual Understanding ◽  
International Research ◽  
Student Understanding ◽  
Research Articles ◽  
Learning Approaches ◽  
Mathematical Communication ◽  
Mathematical Text ◽  
Mathematical Problems ◽  
Mathematical Texts

This article is a review of international research articles that specifically emphasize the discussion of the ability to read mathematical texts and communicate mathematics as a basis for problem solving. The detailed descriptions include the criteria for understanding in reading a mathematical text; the effectiveness of language-based programs in school mathematics on student understanding; the use of learning approaches and media in building conceptual understanding and communication in solving mathematical problems; and strategies to build mathematical communication.

scholarly journals Investigation of the secondary education students' conceptual understanding levels and attitudes towards force and motion

2015 ◽  
Vol 5 (3) ◽  
pp. 291-312
Author(s):  
Ayşe Sert Çıbık ◽  
Sümeyye Bayram ◽  
Kevser Bezci
Keyword(s):  
Secondary Education ◽  
Conceptual Understanding ◽  
Attitude Scale ◽  
Education Students ◽  
9Th Grade ◽  
Force And Motion ◽  
Meaningful Relationship ◽  
Class Level ◽  
Medium Level ◽  
11Th Grade

The purpose of this study is to investigate the 9th, 10th and 11th grade of secondary education students' conceptual understanding levels and attitudes regarding Force and Motion and the change according to the variables of gender and class level. The research sample is composed of 110 students in a state school in Ankara. 'Force Concept Inventory Test' and 'Attitude Scale towards Force and Motion' were used as data collection tools in the research in which the descriptive method was used. Results of the research, it was seen that the students' conceptual understanding levels regarding this concept were low. The class level were investigated, both the conceptual understanding levels and attitudes of the 9th grade students were observed to be in better level in terms of mean scores than the levels of the others. Conceptual understanding levels of 9th grade students differ meaningfully when compared with other grades. There were meaningful differences in favor of the males in the change of the students' conceptual understanding levels regarding Force and Motion according to gender. There were meaningful differences regarding the attitude between the 9th and 11th grade students and these differences were in favor of the males. Attitude scores of the 10th grade students did not change according to the factor of gender. It was revealed that there was a meaningful relationship at a medium level in a positive way between the students' conceptual understanding levels and attitudes regarding Force and Motion without making any discrimination at the class level.

Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Antonios Bakolis ◽  
Dimitrios Stamovlasis ◽  
Georgios Tsaparlis
Keyword(s):  
Student Achievement ◽  
Problem Solving ◽  
Concept Mapping ◽  
Conceptual Understanding ◽  
Chemical Equilibrium ◽  
Concept Maps ◽  
Equilibrium Problems ◽  
Solution Process ◽  
Control Group ◽  
Long Term Memory

Abstract A crucial step in problem solving is the retrieval of already learned schemata from long-term memory, a process which may be facilitated by categorization of the problem. The way knowledge is organized affects its availability, and, at the same time, it constitutes the important difference between experts and novices. The present study employed concept maps in a novel way, as a categorization tool for chemical equilibrium problems. The objective was to determine whether providing specific practice in problem categorization improves student achievement in problem solving and in conceptual understanding. Two groups of eleventh-grade students from two special private seminars in Corfu island, Greece, were used: the treatment group (N = 19) and the control group (N = 21). Results showed that the categorization helped students to improve their achievement, but the improvement was not always statistically significant. Students at lower (Piagetian) developmental level (in our sample, students at the transitional stage) had a larger improvement, which was statistically significant with a high effect size. Finally, Nakhleh’s categorization scheme, distinguishing algorithmic versus conceptual subproblems in the solution process, was studied. Dependency of problem solving on an organized knowledge base and the significance of concept mapping on student achievement were the conclusion.

Making sense of sensemaking: using the sensemaking epistemic game to investigate student discourse during a collaborative gas law activity

2021 ◽  
Author(s):  
Kevin H. Hunter ◽  
Jon-Marc G. Rodriguez ◽  
Nicole M. Becker
Keyword(s):  
Problem Solving ◽  
Conceptual Understanding ◽  
Ideal Gas ◽  
Interactive Simulation ◽  
Structural Components ◽  
Student Discourse ◽  
Coding Scheme ◽  
Making Sense ◽  
Ideal Gas Law ◽  
The Ideal

Beyond students’ ability to manipulate variables and solve problems, chemistry instructors are also interested in students developing a deeper conceptual understanding of chemistry, that is, engaging in the process of sensemaking. The concept of sensemaking transcends problem-solving and focuses on students recognizing a gap in knowledge and working to construct an explanation that resolves this gap, leading them to “make sense” of a concept. Here, we focus on adapting and applying sensemaking as a framework to analyze three groups of students working through a collaborative gas law activity. The activity was designed around the learning cycle to aid students in constructing the ideal gas law using an interactive simulation. For this analysis, we characterized student discourse using the structural components of the sensemaking epistemic game using a deductive coding scheme. Next, we further analyzed students’ epistemic form by assessing features of the activity and student discourse related to sensemaking: whether the question was framed in a real-world context, the extent of student engagement in robust explanation building, and analysis of written scientific explanations. Our work provides further insight regarding the application and use of the sensemaking framework for analyzing students’ problem solving by providing a framework for inferring the depth with which students engage in the process of sensemaking.

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