scholarly journals Teacher’s instruction in the reflection phase of the problem solving process

2015 ◽  
Vol 3 (1) ◽  
pp. 55-68
Author(s):  
Meira Koponen
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematical Problem ◽  
Fifth Grade ◽  
Mathematical Problem Solving ◽  
Classroom Discussions ◽  
Reflection Phase ◽  
Mathematical Discussions ◽  
Wrong Direction ◽  
Problem Solving Process

Mathematical problem solving has a key part in developing students’ mathematical thinking. Yet in the Finnish primary school classrooms mathematics lessons are very traditional and have little room for problem solving and mathematical discussions. Although problem solving has been a part of the Finnish curriculum for a few decades, it is the teachers who seem to choose not to include problem solving in the classroom on a regular basis. In this article I take a look at three Finnish fifth grade teachers who took part in a study on problem solving. They each incorporated problem solving in their mathematics lessons approximately once a month, and in this study I focused on one of the problems – an open problem called “The Labyrinth”. In each lesson I chose to focus on the teachers’ instruction in the reflection phase of the problem solving process. When instructing individual students in the reflection phase and during whole-classroom discussions, the teacher has an opportunity to point out the important parts of the problem solving process, help the students make connections and recall key moments of the process. In the reflection phase there is an opportunity to reflect, review and analyze one’s solutions and make generalizations. In the Labyrinth problem the teacher’s own understanding of the solution was an important factor during the instruction and the whole-classroom discussion. If the teacher’s instruction was purely led by the students’ own discoveries and insights, some important points were left unexplored. The teacher can even lead the students to the wrong direction, if he or she hasn’t carefully thought through the solution of the problem beforehand. The problem solving lesson is not just about finding a suitable problem and presenting it to the students, but guiding the students in the process.

An Evaluation of a Process-Oriented Instructional Program in Mathematical Problem Solving in Grades 5 and 7

1984 ◽  
Vol 15 (1) ◽  
pp. 15-34 ◽  
Author(s):  
Randall I. Charles ◽  
Frank K. Lester
Keyword(s):  
Quantitative Analysis ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Instructional Program ◽  
Growth Patterns ◽  
Student Growth ◽  
Fifth Grade ◽  
Mathematical Problem Solving ◽  
Seventh Grade ◽  
Process Oriented

This paper provides an overview of a process-oriented instructional program and reports the results of an evaluation of that program. Twelve fifth-grade and 10 seventh-grade teachers implemented the Mathematical Problem Solving program for 23 weeks. Eleven fifth-grade and 13 seventh-grade teachers taught control classes. The experimental classes scored significantly higher than the control classes on measures of ability to understand problems, plan solution st rategies, and get correct results. Trend analyses showed different student growth patterns for the three measures of problem-solving performance. Data from interviews with teachers supported the results of the quantitative analysis and suggested that both students and teachers had changed positively with respect to attitudes toward problem solving. In addition, teachers gained confidence in their ability to teach problem solving.

scholarly journals Analisis Kemampuan Memecahkan Masalah Matematika Materi Debit Pada Kelas V Sekolah Dasar

2020 ◽  
Vol 2 (2) ◽  
pp. 107-116
Author(s):  
Vitta Putri Lestari ◽  
Bagus Ardi Saputro ◽  
Sukamto Sukamto
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Fifth Grade ◽  
Mathematical Problem Solving ◽  
Personal Problems ◽  
Effective Teaching Strategies ◽  
Minimum Score ◽  
Final Answer ◽  
Standard Limit ◽  
Math Problems

Mathematical problem solving is a method used to solve knowledge and ability problems related to calculation problems, both personal problems and group problems in everyday life. This research was conducted to determine how the ability of students in solving math problems in elementary schools on discharge material using tests. This research was a type of research that uses qualitative methods with descriptive types, where each result of this analysis will be more accurately and clearly expressed about the problem-solving abilities of students in solving problems. The subjects were 5 students of fifth grade of elementary school. Data collection was carried out through questionnaires, observation, documentation, and tests of mathematical problem-solving abilities as well as interview guides. This research showed that 0% of students experience errors at the question reading stage. 20% of students indicate the error lies in understanding the problem. 16% of students indicated the location of the error in the transformation problem. 24% of students showed the location of the error in the numeracy process skills and the biggest error was writing the final answer by 80%. From this study, there were 1 student who scored below the minimum score, 4 students had exceeded the predetermined standard limit for mathematics lessons. Based on this research, it can find out the locations of the students' mistakes so that it provides instructions for the teacher where the teacher can deploy effective teaching strategies to overcome them.

scholarly journals Analysis of Mathematical Problem Solving Capabilities : Impact of Improve and OSBORN Learning Models on Management Education

2020 ◽  
Vol 3 (1) ◽  
pp. 17-26
Author(s):  
Munifah Munifah ◽  
Windi Septiyani ◽  
Indah Tri Rahayu ◽  
Rahmi Ramadhani ◽  
Hasan Said Tortop
Keyword(s):  
Problem Solving ◽  
Design Method ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Sample Test ◽  
Problem Solving Process ◽  
The Impact

Objectives The ability to solve problems is to gain knowledge and motivation in the problem solving process of students. The researcher used the IMPROVE and OSBORN learning models to improve problem solving skills. The IMPROVE and OSBORN learning models emphasize the development of optimal mathematical skills and generate new ideas in the process of problem solving. This research is used to see the impact of the IMPROVE learning model and OSBORN learning model which is better in mathematical problem solving abilities. This research uses the Quasy Experimental Design method. Hypothesis testing uses an independent sample test. The conclusion of the study is the mathematical problem solving ability of students who use the IMPROVE learning model is better than the mathematical problem solving abilities of students who use the OSBORN learning model.

Writing About the Problem Solving Process to Improve Problem Solving Performance

2003 ◽  
Vol 96 (3) ◽  
pp. 185-187 ◽  
Author(s):  
Kenneth M. Williams
Keyword(s):  
Problem Solving ◽  
Mathematical Knowledge ◽  
Mathematical Problem ◽  
School Mathematics ◽  
Mathematical Problem Solving ◽  
National Council ◽  
Instructional Programs ◽  
Principles And Standards ◽  
Problem Solving Process ◽  
Problem Solvers

Problem solving is generally recognized as one of the most important components of mathematics. In Principles and Standards for School Mathematics, the National Council of Teachers of Mathematics emphasized that instructional programs should enable all students in all grades to “build new mathematical knowledge through problem solving, solve problems that arise in mathematics and in other contexts, apply and adapt a variety of appropriate strategies to solve problems, and monitor and reflect on the process of mathematical problem solving” (NCTM 2000, p. 52). But how do students become competent and confident mathematical problem solvers?

scholarly journals THE RELATIONSHIP BETWEEN FIFTH GRADE STUDENTS’ NUMBER SENSE AND MATHEMATICAL PROBLEM SOLVING

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Annisa Mutmainnah ◽  
Zetra Hainul Putra ◽  
Syahrilfuddin Syahrilfuddin
Keyword(s):  
Problem Solving ◽  
Quantitative Research ◽  
Number Sense ◽  
Mathematical Problem ◽  
Fifth Grade ◽  
Mathematical Problem Solving ◽  
Simple Correlation ◽  
Islamic School ◽  
Fifth Grade Students ◽  
The Relationship

This research was aimed to find the relationship between the fifth-grade students’ number sense and mathematical problem-solving. The participants of this study were 73 fifth grade students from a private Islamic school in Pekanbaru, Indonesia. This study applied a quantitative research method, namely a simple correlation. Instruments for measuring students’ number sense consist of 5 indicators; number concepts, multiple representations, effects of operations, equivalent expressions, and computing and counting strategies. While, the instruments to measure students’ problem-solving consist of 4 domains; numbers, fractions, geometry, and measurements. The results showed that there was a significant correlation between students’ number sense and mathematical problem-solving. After that, a correlation test was also conducted between each number sense indicator and each mathematical problem-solving domain. The indicator of computing and counting strategies has the highest correlation with measurement.

Digitally Capturing Student Thinking for Self-Assessment

2012 ◽  
pp. 127-144 ◽  
Author(s):  
Sheri Vasinda ◽  
Julie McLeod
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Teacher Assessment ◽  
Student Thinking ◽  
Mathematical Problem Solving ◽  
Self Assessment ◽  
Process Thinking ◽  
Problem Solving Process ◽  
Insight Into ◽  
Verbal Thinking

The continuing improvements and access to digital technology provide opportunities for capturing student thinking never considered or available in the past. Knowing the importance of thinking processes and understanding children’s resistance to writing them down, mathcasts were used as a way of supporting students during their problem solving. Mathcasts are screencaptures of students’ work and thinking as they write and talk about their thinking during mathematical problem solving. Viewers of the mathcast gain unique insight into the students’ problem solving process, thinking process, and mathematical conceptions or misconceptions. The authors found screencasts to be a good technological match with mathematical problem solving that provided a more powerful opportunity for both self-assessment and teacher assessment that was not available with traditional paper and pencil reflection. When students can revisit their verbal thinking several times throughout the year, they are equipped to self-assess in new, powerful and more reflective ways.

Sign in / Sign up

Export Citation Format

Share Document