scholarly journals Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies

2020 ◽  
Vol 12 (23) ◽  
pp. 10215
Author(s):  
Vlastimil Chytrý ◽  
Janka Medová ◽  
Jaroslav Říčan ◽  
Jiří Škoda
Keyword(s):  
Problem Solving ◽  
Self Efficacy ◽  
Primary Schools ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Significant Difference ◽  
Montessori Schools ◽  
Mathematical Problems ◽  
The Difference ◽  
And Performance

In research focused on self-efficacy it is usually teacher-related phenomena that are studied, while the main aspects related to pupils are rather neglected, although self-efficacy itself is perceived as a belief in one’s own abilities. Evidently, this strongly influences the behavior of individuals in terms of the goal and success in mathematical problem-solving. Considering that alternative teaching methods are based on the principle of belief in one’s own ability (mainly in the case of group work), higher self-efficacy can be expected in the pupils of teachers who use predominantly the well-working pupil-centered pedagogies. A total of 1133 pupils in grade 5 from 36 schools in the Czech Republic were involved in the testing of their ability to solve mathematical problems and their mathematical self-efficacy as well. Participants were divided according to the above criteria as follows: (i) 73 from Montessori primary schools, (ii) 332 pupils educated in mathematics according to the Hejný method, (iii) 510 pupils from an ordinary primary school, and (iv) 218 pupils completing the Dalton teaching plan. In the field of mathematical problem-solving the pupils from the Montessori primary schools clearly outperformed pupils from the Dalton Plan schools (p = 0.027) as well as pupils attending ordinary primary schools (p = 0.009), whereas the difference between the Montessori schools and Hejný classes was not significant (p = 0.764). There is no statistically significant difference in the level of self-efficacy of pupils with respect to the preferred strategies for managing learning activities (p = 0.781). On the other hand, correlation between mathematical problem-solving and self-efficacy was confirmed in all the examined types of schools. However, the correlation coefficient was lower in the case of the pupils from the classes applying the Hejný method in comparison with the pupils attending the Montessori schools (p = 0.073), Dalton Plan schools (p = 0.043), and ordinary primary schools (p = 0.002). Even though the results in mathematical problem-solving are not consistent across the studies, the presented results confirm better performance of pupils in some constructivist settings, particularly in the case of individual constructivism in the Montessori primary schools. The factors influencing lower correlation of self-efficacy and performance in mathematical problem-solving ought to be subject to further investigation.

scholarly journals Peran Efikasi Diri (Self Efficacy) terhadap Kemampuan Pemecahan Masalah Matematika

2018 ◽  
Vol 6 (1) ◽  
pp. 39 ◽  
Author(s):  
Somawati Somawati
Keyword(s):  
Problem Solving ◽  
Self Efficacy ◽  
Mathematical Problem ◽  
Learning Activities ◽  
Mathematical Problem Solving ◽  
High Concentration ◽  
Math Problem ◽  
Target Time ◽  
Mathematical Problems ◽  
Ability And Willingness

Mathematical problem solving ability is surely the must-have any students in doinga math problem that is abstract. But many of the students who have not been able to use the problem-solving ability in doing a math problem. Many of them assumed that mathematics is a difficult lesson, and it usually requires a high concentration oflearning math. So the efficacy of self (self efficacy) is in need of students to cope with these problems. Self-efficacy (self efficacy) refers to the belief that relates to the ability and willingness of a student to achieve and complete tasks and results of the study with the target time has been determined and self efficacy refers to the consideration of how big someone's beliefs about their ability to perform a number of learning activities and their ability to complete tasks. Students who have a good self-efficacy will be successful in theirlearning activities andcanperform academic duties smoothly likewise viceversa if the efficacy in low students then have students will quickly give up on any problems in dealing with. Hence the need for self-efficacy so that arise from the student is either the later will provide confidence in the ability of students in solving mathematical problems.

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 Mathematical Problem Solving Capabilities: Self-confidence, Self-efficacy, Emotional Intelligence, and Concept Understanding Ability

2020 ◽  
Vol 4 (3) ◽  
pp. 20-26
Author(s):  
Syaipul Amri ◽  
Wahyu Widada ◽  
Agus Susanta ◽  
Zamzaili Zamzaili
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Ability Test ◽  
Self Confidence ◽  
Mathematical Problems

Mathematics is a compulsory subject in all of Indonesian high school. Problem solving ability is a competency that must be possessed in learning mathematics. The purpose of this study was to examine the variables that affect the ability to solve mathematical problems. These variables are self confidence, self efficacy, emotional intelligence, and the ability to understand concepts. This is a survey research, with a sample of 100 people. The sample was selected by simple random technique from all high school students in Bengkulu City. There are five instruments of this research, namely a test of mathematical problem-solving ability, a concept comprehension ability test, and three questionnaires for self confidence, self efficacy, as well as an emotional intelligence questionnaire. Research data were analyzed through path analysis using SPSS and the Lisrel Application Program. The results of this study were the variables of self confidence, self efficacy, emotional intelligence, and the ability to understand concepts have a direct positive effect on the ability to solve mathematical problems. From this research, we conclude that the ability to solve mathematical problems through self-confidence, self-efficacy, emotional intelligence, and the ability to understand concepts students were in a good category.

scholarly journals Metacognitive Skills of Malaysian Students in Non-Routine Mathematical Problem Solving

2017 ◽  
Vol 31 (57) ◽  
pp. 310-322 ◽  
Author(s):  
Abdul Halim Abdullah ◽  
Sharifah Nurarfah S. Abd Rahman ◽  
Mohd Hilmi Hamzah
Keyword(s):  
Problem Solving ◽  
Empirical Studies ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Metacognitive Skills ◽  
Self Monitoring ◽  
Significant Difference ◽  
Mathematical Problems ◽  
Malaysian Students ◽  
The Impact

Abstract Metacognitive skills play an important role in solving mathematical problems. However, there is a lack of empirical studies on the role of metacognitive skills in solving mathematical problems, particularly non-routine ones. Therefore, this study was undertaken to identify students' metacognitive skills and the impact of such skills on non-routine mathematical problem solving. By using a quantitative method, a total of 304 students in Johor Bahru district were involved in the study. A Self-Monitoring Questionnaire (SMQ) and a mathematical test were used in data collection. Data were analysed using descriptive and inferential statistics such as frequency, percentage, mean, the Mann-Whitney U test, and the Kruskal-Wallis H test. Results showed that the level of the students' performance in solving non-routine mathematical problems was very low. There was also a significant difference in the metacognitive skills among students with different performance levels in solving non-routine mathematical problems, and we concluded that these metacognitive skills should be emphasised in this process.

scholarly journals INDUCTIVE-DEDUCTIVE LEARNING APPROACH TO DEVELOP STUDENTS’ MATHEMATICAL PROBLEM SOLVING SKILLS AND SELF EFFICACY

2018 ◽  
Vol 1 (2) ◽  
pp. 76
Author(s):  
Teguh Imam Agus Hidayat ◽  
Jozua Sabandar ◽  
Mumun Syaban
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Self Efficacy ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
School Students ◽  
Problem Solving Skills ◽  
Significant Difference

This study was a pretest-posttest designed control group experiment, aimed at reviewing the role of inductive-deductive approach on Islamic Junior High School students’ skills in mathematical problem solving and self efficacy. This research involved 56 grade eight students, a set of problem solving ability tests and a set of self efficacy scale. The result found that in the extent of mathematical problem solving skills and self efficacy, students who received problem solving-based learning achieved better quality than students who received conventional learning, either overall or based on the early mathematical ability (EMA). The interaction between learning and EMA in achieving and increasing problem solving skill showed no significant difference. Other than that, we found robust association between mathematical problem solving skills and self efficacy.

scholarly journals Pengaruh reciprocal teaching terhadap kemampuan pemecahan masalah matematis ditinjau dari self-efficacy siswa

2019 ◽  
Vol 14 (1) ◽  
pp. 71-79
Author(s):  
Melinda Chusnul Chotima ◽  
Yusuf Hartono ◽  
Nila Kesumawati
Keyword(s):  
Problem Solving ◽  
Self Efficacy ◽  
Random Sampling ◽  
Mathematical Problem ◽  
Simple Random Sampling ◽  
Reciprocal Teaching ◽  
Mathematical Problem Solving ◽  
Teaching Model ◽  
Seventh Grade ◽  
Significant Difference

Penelitian ini bertujuan untuk mendeskripsikan pengaruh model Reciprocal Teaching terhadap kemampuan pemecahan masalah matematis yang ditinjau dari self-efficacy siswa kelas VIII di SMP PGRI 11 Palembang. Penelitian ini menggunakan metode eksperimen dengan populasi siswa kelas VII. Teknik pengambilan sampel yang dilakukan adalah simple random sampling. Sampel penelitian adalah kelas VII.1 yang diberi perlakuan berupa pembelajaran menggunakan model Reciprocal Teaching dan kelas VII.2 yang diberi perlakuan berupa pembelajaran konvensional. Teknik pengumpulan data menggunakan posttest untuk mengukur kemampuan pemecahan masalah matematis siswa dan angket untuk mengukur self-efficacy siswa. Teknik analisis data yang digunakan adalah ANOVA dua jalur pada taraf signifikansi 5% (α = 0,05). Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan kemampuan pemecahan masalah matematis siswa antara kelas yang mendapat perlakuan berupa model Reciprocal Teaching dan kelas dengan pembelajaran konvensional. Terdapat perbedaan signifikan kemampuan pemecahan masalah matematis siswa ditinjau dari self-efficacy siswa, namun tidak terdapat pengaruh interaksi antara pembelajaran dan self-efficacy terhadap kemampuan pemecahan masalah matematis siswa kelas VII di SMP PGRI 11 Palembang. The effect of reciprocal teaching on mathematical problem-solving abilities in terms of students' self-efficacyAbstractThis research aimed to describe the effect of the Reciprocal Teaching model on mathematical problem-solving abilities in terms of the self-efficacy of seventh-grade students at SMP PGRI 11 Palembang, Indonesia. This research used an experimental method with a population was all seventh-grade students. The sampling technique used was simple random sampling. The research sample was class VII.1 which was treated in the form of learning using the Reciprocal Teaching model and class VII.2 which was treated in the form of expository learning. The data collection techniques used were a posttest to measure students’ mathematical problem-solving abilities and questionnaires to measure students’ self-efficacy. The data analysis technique used was two-way ANOVA at a significance level of 5% (α = 0.05). The results showed that there was a significant difference in students’ mathematical problem-solving abilities between the class that was treated in the form of Reciprocal Teaching models and class with conventional learning. There was a significant difference in students’ mathematical problem-solving abilities in terms of students’ self-efficacy, but there was no effect of interaction between learning and self-efficacy on the mathematical problem-solving abilities of seventh-grade students at SMP PGRI 11 Palembang.

scholarly journals PENDEKATAN METAKOGNITIF DALAM PEMBELAJARAN MATEMATIKA UNTUK PENCAPAIAN KEMAMPUAN KONEKSI DAN PEMECAHAN MASALAH MATEMATIK SISWA SMA

2014 ◽  
Vol 6 (2) ◽  
pp. 115 ◽  
Author(s):  
Desy Ayu Nurasyiyah
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Attitude Scale ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Learning Mathematics ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Mathematical Problems

Background of the investigation is the process involves the full awareness of the learning process is still lacking. As a result, the level of attainment of students' mathematical ability is still not meet the minimum level of mastery learning expected. Among the abilities are still lacking is the ability to connect and solving mathematical problems. This study implements mathematical learning with metacognitive approach and want to see its effect on the attainment of connection capability and mathematical problem solving. The purpose of this study was to see impact of learning mathematics with metacognitive approach to the attainments of students in connection and mathematical problem solving ability. as well as how the students' response to this study. The method used is the method Quasi-experimental when the design is the only post respons control group. Participants of this study were students of class X in High School, is located in  Bandung district. Instruments used in the research is a matter of post test connection and problem solving ability, then used also student attitude scale, students daily journal, observation and interview guides. Based on the results we concluded that there was no significant difference to the attainment of the connection and mathematical problem solving ability. Being from the results of the questionnaire, the students daily journal, observation and interviews showed a positive response to the learning of mathematics with metacognitive approach.

scholarly journals Students’ suspension of sense making in problem solving

ZDM ◽  
2021 ◽  
Author(s):  
Gemma Carotenuto ◽  
Pietro Di Martino ◽  
Marta Lemmi
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Word Problem ◽  
Word Problems ◽  
Mathematical Problem ◽  
Critical Issue ◽  
Mathematical Problem Solving ◽  
Sense Making ◽  
Mathematical Problems

AbstractResearch on mathematical problem solving has a long tradition: retracing its fascinating story sheds light on its intricacies and, therefore, on its needs. When we analyze this impressive literature, a critical issue emerges clearly, namely, the presence of words and expressions having many and sometimes opposite meanings. Significant examples are the terms ‘realistic’ and ‘modeling’ associated with word problems in school. Understanding how these terms are used is important in research, because this issue relates to the design of several studies and to the interpretation of a large number of phenomena, such as the well-known phenomenon of students’ suspension of sense making when they solve mathematical problems. In order to deepen our understanding of this phenomenon, we describe a large empirical and qualitative study focused on the effects of variations in the presentation (text, picture, format) of word problems on students’ approaches to these problems. The results of our study show that the phenomenon of suspension of sense making is more precisely a phenomenon of activation of alternative kinds of sense making: the different kinds of active sense making appear to be strongly affected by the presentation of the word problem.

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