scholarly journals DEAF STUDENT AND MENTAL ACT IN MATHEMATICS PROBLEM SOLVING

2020 ◽  
Vol 2 (1) ◽  
pp. 100-110
Author(s):  
La Ode Amril ◽  
Darhim ◽  
Dadang Juandi
Keyword(s):  
Problem Solving ◽  
Solution Method ◽  
Deaf Students ◽  
Special Schools ◽  
Design Data ◽  
Mathematics Problem Solving ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
Mathematics Problem

Mathematics has an important role in the cognitive development of deaf students. Through learning mathematics in schools, deaf students will explore and build knowledge, because literally mathematics is the parent of knowledge and human activities. One important aspect in learning mathematics is the ability to solve problems. Problem solving means engaging in a task for which the solution method is not known in advance. In order to find a solution, students must draw on their knowledge, and through this process, they will often develop new mathematical understandings.This study aims to analyze the mental act of deaf students in solving mathematical problems in fraction material. Respondents of 20 students were randomly selected from 3 special schools. This type of research is qualitative with a case study design. Data was collected through the instrument of problem solving abilities, interviews, and observations. Data were analyzed using grouded theory. The results of this study indicate that the mental act used by deaf students in solving mathematical problems is interpreting, explaining, inferring, and problem solving.

scholarly journals Nature of metacognition in a dynamic geometry environment

2015 ◽  
Vol 3 (5) ◽  
pp. 627-646
Author(s):  
Ana Kuzle
Keyword(s):  
Problem Solving ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Dynamic Geometry Environment ◽  
Mathematics Problem Solving ◽  
Managerial Decisions ◽  
Metacognitive Processes ◽  
Geometry Problem ◽  
Mathematics Problem

This case study examined the metacognitive processes of a preservice teacher when solving a nonroutine geometry problem in a dynamic geometry environment. The main purpose of the study was to uncover and investigate patterns of metacognitive processes and to understand what circumstances, situations, and interactions in a dynamic geometry environment promoted metacognitive behaviors. An adaptation of Schoenfeld’s (1981) model of episodes and executive decisions in mathematics problem solving, and the theory of instrumentation (Rabardel, 2001) was used to identify patterns of metacognitive processes in a dynamic geometry environment. During different phases of problem solving the participant engaged in different metacognitive behaviors whereas the dynamic geometry software supported strategies that are available and/or not available on paper and pen. The effectiveness of solution paths was dependent on the presence of managerial decisions, and well-orchestrated usage of different resources, both knowledge and technology. However, the results of the study call to question to which extent engagement in metacognitive behaviors is necessarily desirable or productive.

scholarly journals STUDENTS’ CRITICAL THINKING PROFILES IN SOLVING MATHEMATICAL PROBLEMS BADES ON ADVERSITY QUOTIENT (AQ)

MATHEdunesa ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 211-220
Author(s):  
NILA NURCAHYANING KUSUMAWARDANI ◽  
RADEN SULAIMAN
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Good Communication ◽  
Mathematics Problem Solving ◽  
Mathematical Problems ◽  
Processing Information ◽  
Thinking Process ◽  
Mathematics Problem

Critical thinking is a thinking process in processing information logically starti from understanding, analyzing, evaluating and making precise conclusions. Critical thinking indicators are clarification, assessment, inference, and strategy that referred to Jacob and Sam. Mathematics is designed to improve students' critical thinking in a solving problem. One of the factors that affect students' critical thinking in solving a problem is AQ. This research is descriptive study with qualitative approach. The aim is to describe critical thinking profile of climber, camper, and quitter students in solving mathematical problems. The subjects were three students of VIII grade junior high school who represented each AQ category and had good communication skills. The instrument used was the ARP questionnaire, mathematics problem solving tests, and interview guidelines. The results shows that students’ critical thinking profile in understanding the problem is climber and camper student do all indicators of critical thinking in the clarification phase. Quitter student is only able mentioning known and asked information. In devising a plan, climber student implements all indicators of assessment and strategy phase. Camper student implements all indicators in assessment phase, but do not discuss the possible steps in strategy phase. Quitter student does not do both assessment and strategy phase. In carrying out the plan, climber and camper students do all indicators of inference phase, while quitter student does not. In the step of looking back, only climber student who carries out evaluating steps that have been done. Keywords: Jacob and Sam’s critical thinking, mathematical problem solving, adversity quotient

scholarly journals Interactive Multimedia Based Mathematics Problem Solving to Develop Students’ Reasoning

2019 ◽  
Author(s):  
Mohammad Faizal Amir
Keyword(s):  
Problem Solving ◽  
Interactive Video ◽  
Mathematical Reasoning ◽  
Design Development ◽  
Mathematics Problem Solving ◽  
Implementation Evaluation ◽  
Learning Mathematics ◽  
Innovative Learning ◽  
Information And Communication ◽  
Mathematics Problem

The progress of information and communication technology demands lecturer of mathematics to make innovative learning based on IT while focusing the main goal in learning mathematics, i.e to create students who are skilled in solving problems and have good mathematical reasoning. Therefore, an interactive mathematical development based on problem solving is required. The model is developed using ADDIE (Analysis, Design, Development, Implementation, Evaluation). The data is analyzed using both Quantitative (as the main data) and qualitative (as supporting data). The results showed that interactive mathematical multimedia significantly improved the students' mathematical reasoning in terms of analyzing data, proposing allegations, verifying, drawing conclusions, and examining the validity of arguments. Students' responsiveness and motivation to learn mathematics is also positive because multimedia has interactive video display and complete material, while students feel that the learning process is not limited by space and time.

scholarly journals DESCRIPTION OF MATHEMATICS PROBLEM SOLVING ABILITY IN TERMS OF LEARNING STYLE

MaPan ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 280
Author(s):  
Ahmad Aas Syamsuadi ◽  
A. Aspar ◽  
Andi Alim Syahri
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Junior High School ◽  
Mathematical Problem ◽  
Visual Learning ◽  
Auditory Learning ◽  
Mathematics Problem Solving ◽  
Mathematical Problems ◽  
Mathematics Problem

This study aims to describe and determine students' abilities to solve mathematical problems that focus on visual and auditory learning styles. Subjects are eighth-grade students from junior high school in Bulukumba district. This research is descriptive qualitative, which seeks to determine and describe the mathematical problem solving ability in terms of student learning styles. Data is collected using questionnaires, tests, and interviews. The use of questionnaires describes visual learning styles and auditory learning styles. Two numbers of the test determine mathematics problem solving ability in Polya's step, and interviews confirm mathematics problem solving ability. The data analysis techniques are reduction, presentation, and verification. Based on the results, the first subject with a visual learning style can fulfill all the indicators of Polya's steps, but another one is just three indicators. The first subject with an auditory learning style can meet all Polya's steps, but the other can fulfill three indicators.

scholarly journals Pengembangan Kemampuan Pemecahan Masalah Matematis melalui Habit of Thinking Interdependently

2020 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Fevi Rahmadeni
Keyword(s):  
Problem Solving ◽  
Literature Review ◽  
Body Problem ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Mathematics Problem Solving ◽  
Learning Mathematics ◽  
Mathematics Problem ◽  
Development Of Students

Like the human body, problem solving is the heart of mathematics. Problem solving ability is a capital for students to develop and explore themselves further in mathematics learning. This article aim to explain the development of students' mathematical problem solving abilities through Habit of Thinking Interdependently (HTI). This type of research is literature review where the authors analyze and draw conclusions from several relevant references related to HTI. HTI the attitude of students towards learning mathematics in the form of the habit of thinking together in groups. The conclusions obtained indicate that students' mathematical problem solving abilities can be developed through HTI.

scholarly journals The description of students’ mathematical problem-solving skill and self-regulation

2017 ◽  
Vol 2 (1) ◽  
pp. 38
Author(s):  
Ani Nurwijayanti ◽  
Akhmad Jazuli ◽  
Erni Widyastuti
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Self Regulation ◽  
Mathematical Problem Solving ◽  
Term Result ◽  
Mathematics Problem Solving ◽  
Significant Difference ◽  
Mathematical Problems ◽  
Data Source ◽  
Mathematics Problem

<p class="Abstract">The research aimed to describe the students’ mathematics problem-solving skill and self-regulation in <em>SMP Negeri 8 Purwokerto</em> used Miles and Huberman’s model of cover reduction, serve, and conclusion. The data source of this research were eight graders of class F by using purposive sampling. The students grouped into three categories according to the mid-term result. The categories were: high, mediocre, and low scores. The data was collected using tests, questionnaire, interview, and documentation. This research concluded that the students’ mathematics problem-solving skill from those three categories was different. The high score students’ group had a better problem-solving skill compared to the students in the mediocre or the low categories. However, the self-regulation from these three groups did not have a significant difference. It was still at the developing level. Thus, it could be concluded that the students’ self-regulation did not affect the ability to solve mathematical problems.</p>

scholarly journals How did you solve it? – Teachers’ approaches to guiding mathematics problem solving

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Aura Kojo ◽  
Anu Laine ◽  
Liisa Näveri
Keyword(s):  
Problem Solving ◽  
Learning Theory ◽  
Mathematical Problem ◽  
Constructive Learning ◽  
Mathematics Problem Solving ◽  
Solution Strategies ◽  
Conclusion Section ◽  
Mathematics Problem ◽  
Reason Problem

This case study focuses on teachers’ actions during problem-solving lessons. The aim of this study was to find out how teachers guide students during mathematics problem-solving lessons: What kinds of questions do teachers ask? How do students arrive at solutions to problems? The dataset contained videotaped fourth-grade math lessons in which students solved a mathematical problem. The research reveals that teachers can guide students in numerous ways and possibly in ways that prevent students from searching for their own solution strategies. For this reason, problem-solving exercises alone are not sufficient for teaching students problem solving, as teachers must also be instructed in how to properly guide students. In the conclusion section, we discuss the types of questions that enable teachers to promote active learning in students, which should be the goal of instruction according to the constructive learning theory.

scholarly journals EJERCICIOS PARA FAVORECER LA COMPRENSIÓN DE PROBLEMAS MATEMÁTICOS EN LA EDUCACIÓN DE ADULTOS

2019 ◽  
Vol 4 (3) ◽  
pp. 145
Author(s):  
Luis Alberto Rodríguez Núñez ◽  
Michel Enrique Gamboa Graus
Keyword(s):  
Adult Education ◽  
Problem Solving ◽  
Practical Importance ◽  
Education Students ◽  
Problem Solving Skills ◽  
Knowing How ◽  
Mathematics Problem Solving ◽  
Palabras Clave ◽  
Learning Mathematics ◽  
Mathematical Problems

El desarrollo de habilidades para resolver problemas ha de estar en el foco de especial atención por la importancia que reviste desde el punto de vista práctico. La resolución de problemas ha sido uno de los grandes pilares del aprendizaje de las matemáticas porque implica, entre otras cosas, saber integrar de manera coherente y con comprensión objetos, definiciones, representaciones matemáticas y saber usar esas configuraciones para encontrar respuestas correctas. Con ese objetivo, en esta investigación se ofrecen ejercicios que favorezcan la comprensión en la resolución de problemas matemáticos en los estudiantes de la Educación de Adultos. Estos se elaboraron en función de las principales causas de las insuficiencias identificadas en el contexto educativo tunero. Estos se enfocaron en reconocer otros modos o vías para resolver problemas, en la identificación de sub-metas, las posibilidades de los estudiantes para esbozar, graficar o modelar lo planteado y en plantear el problema con sus propias palabras. Además, es destacable la incidencia de la escala y el producto informático aportados para aplicarlos al desarrollo de investigaciones, en función de la recopilación y análisis de datos referidos a conjuntos lo más numerosos posible, donde destacan la variabilidad y la incertidumbre. La investigación fue realizada en la Educación de Jóvenes y Adultos de la provincia de Las Tunas, según un muestreo estratificado proporcional para un nivel de confianza del 93% y un máximo de error permitido del 9%. Esta se implementó en las 17 Facultades Obrera y Campesina distribuidas en cada uno de los municipios tuneros. PALABRAS CLAVE: Matemática; resolución de problemas; educación de adultos. EXERCISES TO PROMOTE UNDERSTANDING OF MATHEMATICAL PROBLEMS IN ADULT EDUCATION ABSTRACT The development of problem-solving skills must be in the focus of special attention because of its practical importance. Problem solving has been one of the great pillars of learning mathematics because it involves, among other things, knowing how to integrate objects, definitions, mathematical representations in a coherent and comprehensible way and knowing how to use those settings to find correct answers. With this objective, this research offers exercises that favor understanding in the resolution of mathematical problems in Adult Education students. These were developed according to the main causes of the shortcomings identified in the educational context of Las Tunas. They focused on recognizing other ways of solving problems, identifying sub goals, the possibilities for students to sketch, graph or model the problem, and posing the problem in their own words. In addition, the incidence of the scale and the computer product contributed to apply them to the development of research, based on the collection and analysis of data referring to as many sets as possible, where variability and uncertainty stand out. The research was carried out in the Youth and Adult Education of the province of Las Tunas, according to a stratified proportional sampling for a confidence level of 93% and a maximum allowed error of 9%. This was implemented in the 17 Workers' and Farmers' Faculties distributed in each one of the municipalities of the province. KEYWORDS: Mathematics; problem solving; adult education.

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