scholarly journals Development of PISA Model Mathematical Problems on Space and Shape Content to Measure Problem Solving Ability Middle School Mathematics

2021 ◽  
Author(s):  
Yulia Siska Siahaan ◽  
Edy Surya ◽  
Pargaulan Siagian
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Measure Problem ◽  
Mathematical Problems

Expanding participation in problem solving in a diverse middle school mathematics classroom

2010 ◽  
Vol 22 (1) ◽  
pp. 91-118 ◽  
Author(s):  
Keith Weber ◽  
Iuliana Radu ◽  
Mary Mueller ◽  
Arthur Powell ◽  
Carolyn Maher
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Mathematics Classroom ◽  
Middle School Mathematics ◽  
School Mathematics

Flower Beds and Landscape Consultants: Making Connections in Middle School Mathematics

1995 ◽  
Vol 1 (5) ◽  
pp. 364-367
Author(s):  
Jim Hersberger ◽  
Bill Frederick
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Elementary Education ◽  
Middle School Mathematics ◽  
School Mathematics

For several years, the following problem has been presented in algebra and calculus classes, elementary education classes, and inservice sessions on problem solving:

Preservice Teachers' Mathematical Visual Implementation for Emergent Bilinguals

2018 ◽  
Vol 7 (1) ◽  
pp. 8-33 ◽  
Author(s):  
Ji-Yeong I ◽  
Jasmine Stanford
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Word Problem ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Emergent Bilinguals ◽  
Mathematical Problems ◽  
Intervention Session

Using visuals is a well-known strategy to teach emergent bilinguals (EBs). This study examined how preservice teachers (PSTs) implemented visuals to help EBs understand mathematical problems and how an innovative intervention cultivated PSTs' capability of using visuals for EBs. Four middle school mathematics PSTs were engaged in a _ eld experience with EBs to work on mathematical problems; during the _ eld experience, the PSTs received interventions. In one intervention session, the PSTs were asked to make sense of a word problem written in an unknown language with different visuals. After this intervention, they changed their use of visuals when modifying tasks for EBs. The results suggest that immersive experiences where PSTs can experience learning from the perspective of EBs helps PSTs implement mathematically meaningful visuals in a way that makes mathematical problems accessible to EBs.

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