scholarly journals POTENCIALIDADES DEL MÉTODO DE ENSEÑANZA JAPONÉS DE LAS MATEMÁTICAS EN LA ENSEÑANZA BÁSICA EN PORTOVIEJO

2018 ◽  
Vol 3 (3) ◽  
pp. 27
Author(s):  
José Grismaldo Pico Mieles ◽  
Yamilia Bárbara Cruz Álvarez ◽  
Gabriel García Murillo ◽  
Oscar Santiago Barzaga Sablón
Keyword(s):  
Problem Solving ◽  
Basic Education ◽  
Teaching Method ◽  
Comparative Method ◽  
Teaching Mathematics ◽  
Mathematical Methods ◽  
Theoretical Methods ◽  
Logical Method ◽  
Mathematical Problems ◽  
Simultaneous Implementation

El presente trabajo es un análisis metacognitivo, orientado al empleo de los métodos matemáticos japoneses de solución de problemas matemáticos en los escolares portovejenses. El conjunto de acciones y operaciones que la conforman propicia la implementación simultánea de diversas técnicas, fundamentalmente de naturaleza algorítmica, lógica y heurística para la solución de nuevos problemas. El estudio tiene como objetivo analizar la experiencia de la enseñanza de las matemáticas, según el método japonés e incorporar los aspectos más relevantes ajustados a la realidad de la enseñanza básica en Portoviejo. Los resultados que se exhiben son expresión del empleo de los siguientes métodos teóricos: la abstracción científica, el análisis – síntesis e inducción- deducción, el método histórico-lógico, el método comparativo y la modelación científica. PALABAS CLAVE: Metodología de las matemáticas; solución de problemas matemáticos; solución de problemas; didáctica de las matemáticas. POTENTIALITIES OF THE JAPANESE TEACHING METHOD OF MATHEMATICS FOR THE LEARNING OF MATHEMATICS IN BASIC EDUCATION IN PORTOVIEJO ABSTRACT The present work is a metacognitive analysis, oriented to the use of the Japanese mathematical methods of solving mathematical problems in the students of Portoviejo, by the faculty. The set of actions and operations that make it conducive to the simultaneous implementation of various techniques, fundamentally algorithmic nature, logic and heuristic for the solution of new problems. The aim of the study is to analyze the experience of teaching mathematics, according to the Japanese method, and to incorporate the most relevant aspects adjusted to the reality of basic education in Portoviejo. The results that are displayed are an expression of the use of the following theoretical methods: scientific abstraction, analysis - synthesis and induction - deduction, the historical-logical method, the comparative method and scientific modeling. KEYWORDS: Methodology of mathematics; solving mathematical problems; problem solving; mathematics didactics.

scholarly journals Development of Interside Dimensions in the Process of Teaching Mathematics to Future Architects

2020 ◽  
Vol 23 (1-2) ◽  
pp. 128-136
Author(s):  
Nikolay Puchkov ◽  
Tatyana Zabavnikova
Keyword(s):  
Educational Programs ◽  
Teaching Mathematics ◽  
Present Stage ◽  
Mathematical Methods ◽  
Educational Activities ◽  
Web Technologies ◽  
Digital Education ◽  
Mathematical Problems

The issues of development of intersubject communications at the present stage of the formation of digital education in the preparation of student architects are discussed. The idea of strengthening intersubject communications, mathematics and architecture is defended by a new meaningful replenishment of educational programs, mastering digitalization skills when solving mathematical problems by mathematical methods, and involving elements of competition implemented using Web technologies in educational activities.

scholarly journals The Effectiveness of a Program Based on Problem-Solving in Mathematical Problem Solving among Grade Ten Students

2021 ◽  
Author(s):  
Ahmed Al Kharusi ◽  
Adnan Al-Abed
Keyword(s):  
Problem Solving ◽  
Basic Education ◽  
Teaching Method ◽  
Mathematical Problem ◽  
Female Students ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Education School ◽  
And Control ◽  
Experimental Group

This study examined the impact of a program based on problem-solving in mathematical problem-solving among 10th grade students. The sample of this study consisted of (89) male and female students; Wadi Bani Kharous Basic Education School and Om Hakeem Basic Education School located in AlBatina South Governorate (Oman). The study followed the quasi-experimental research design with experimental group consisted of (48) students, and control group consisted of (41) students. The instructional materials of Polynomial and Algebraic Functions Unit and Trigonometric Functions Unit for Grade 10th were designed according to a program based on problem-solving. The problemsolving test was valid and reliable. The findings indicated that there were significant statistical differences in mathematical problem-solving test between the experimental and control group due to teaching method in favor of experimental group. The findings indicated that there were no significant statistical differences in mathematical problemsolving test between male and female students. The findings also indicated that there were statistical significance differences in mathematical problem-solving test due to the interaction between and teaching method and gender. The study recommended organizing training workshops for mathematics teachers to introduce programs based on problem solving, training them to build educational programs based on problem solving, and urging them to adopt it due to the positive impact it has shown in teaching mathematics.

scholarly journals Uma reflexão sobre resolução de problemas na formação de professores que ensinam Matemática

Revemop ◽  
2019 ◽  
Vol 1 (3) ◽  
pp. 458
Author(s):  
Flávia Sueli Fabiani Marcatto
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Basic Education ◽  
Learning Assessment ◽  
Teaching Mathematics ◽  
Mathematical Ideas ◽  
Problem Situations ◽  
Problem Solving Process ◽  
Teaching Learning

<p>Este artigo tem como objetivo a construção de uma perspectiva diferenciada sobre o ensino de Matemática por meio da resolução de problemas para professores e futuros professores. O estudo segue uma metodologia de investigação de natureza qualitativa e interpretativa. No desenvolvimento das ações, foram incentivados registros escritos em portfólios com ênfase no processo de resolução de problemas. Dois problemas foram selecionados para intervenções em turmas da Educação Básica. O processo estimulou-os a questionar suas próprias respostas, explorar ideias matemáticas, questionar o problema e seus modos de encontrar a solução, fazer generalizações e transformar um dado problema em novas situações-problema, adaptando-as para suas aulas. Isto evidencia uma concepção de ensino-aprendizagem obtida por via de ação reflexiva e compartilhada que constrói conhecimentos, aprimorando a formação inicial e continuada de professores de Matemática.</p><p><strong>Palavras-chave: </strong>Ensino-Aprendizagem-Avaliação por meio da Resolução de Problemas. Práticas de Discussão. Ações de professores de Matemática.</p><p><strong><br /></strong></p><p><strong>A reflection on problem solving in teacher education teaching Mathematics</strong></p><p align="center"> </p><p><strong>Abstract: </strong>This article aims to build a differentiated perspective on mathematics teaching by solving problems for teachers and future teachers. The study follows an investigation methodology of qualitative and interpretative nature. In the development of the actions, written records were encouraged in portfolios with an emphasis on the problem-solving process. Two problems were selected for interventions in basic education classes. The process stimulated them to question their own answers, explore mathematical ideas, question the problem and their ways of finding the solution, make generalizations, and transform a given problem into new problem situations, by adapting them to their classrooms. This shows a concept of teaching and learning obtained through reflexive and shared action that builds knowledge, improving the initial and continued formation of mathematics teachers.<strong></strong></p><p><strong>Keywords:</strong> Teaching-Learning-Assessment through Problem Solving. Discussion Practices. Actions of Mathematics teachers.</p><p><strong><br /></strong></p><p><strong>Una reflexión sobre la resolución de problemas en la formación de profesores que enseñan Matemáticas</strong></p><p align="center"> </p><p><strong>Resumen:</strong> Este artículo tiene como objetivo la construcción de una perspectiva diferenciada obre enseñanza de Matemáticas por medio de la resolución de problemas para profesores y futuros profesores. El estudio sigue una metodología de investigación de naturaleza cualitativa e interpretativa. En el desarrollo de las acciones se incentivaron registros escritos en portafolios con énfasis en el proceso de resolución de problemas. Dos problemas fueron seleccionados, para intervenciones en grupos de Educación Básica. El proceso estimuló a cuestionar sus propias respuestas, explorar ideas matemáticas, cuestionar el problema y sus maneras de encontrar la solución, hacer generalizaciones y transformar un determinado problema en nuevas situaciones-problema, adaptándolas a sus clases. Esto evidencia una concepción de enseñanza-aprendizaje obtenida por vía de acción reflexiva y compartida que construye conocimientos, perfeccionando la formación inicial y continuada de profesores de Matemáticas.<strong></strong></p><p><strong>Palavras chave: </strong>Enseñanza-Aprendizaje-Evaluación a través de la resolución de problemas. Prácticas de Discusión. Acciones de profesores de Matemáticas.</p>

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

LA ORIENTACIÓN FAMILIAR EN LA SOLUCIÓN DE PROBLEMAS Y EL ANÁLISIS DE RIESGO EN LA EDUCACIÓN DE LOS ESCOLARES

2018 ◽  
Vol 3 (5) ◽  
pp. 27
Author(s):  
Rovinson Yovanni Zambrano Zambrano ◽  
Oscar Santiago Barzaga Sablón
Keyword(s):  
Problem Solving ◽  
Risk Analysis ◽  
School Environment ◽  
Comparative Method ◽  
Educational Institution ◽  
Family Counseling ◽  
Theoretical Research ◽  
Deviant Behaviors ◽  
Deductive Method ◽  
Education Of Students

La vinculación entre la familia y la escuela es esencial para la educación de los estudiantes de cualquier institución educativa. Entre sus funciones más importantes se ubica, la prevención de las posibles conductas desviadas en el ámbito escolar. El presente estudio aborda el comportamiento de la función prevención y solución de problemas de la orientación familiar, desde el análisis de riesgo; al caracterizar su estado actual y proponer una estrategia para el perfeccionamiento de la orientación familiar, para ello se utilizaron fundamentalmente métodos teóricos de investigación como el método hipotético deductivo, la abstracción científica, el método comparativo, el enfoque sistémico estructural funcional y en calidad de complemento, el diagnóstico. Ellos permitieron arribar a los resultados que presentamos, el estudio es descriptivo y causal. Específicamente el análisis toma como estudio de caso las familias de los estudiantes de la unidad educativa “Cecilia Velázquez Murillo” de la ciudad de Jipijapa en el Ecuador. PALABRAS CLAVE: Orientación familiar; solución de problemas; riesgo en la familia.  FAMILY COUNSELING IN THE SOLUTION OF PROBLEMS FROM RISK ANALYSIS  ABSTRACT  The link between family and school is essential for the education of students of any educational institution. Among its most important functions is the prevention of possible deviant behaviors in the school environment. The present study addresses the behavior of the prevention and problem solving function of family counseling, from the risk analysis; by characterizing their current state and proposing a strategy for the improvement of family orientation, fundamentally theoretical research methods such as the hypothetical deductive method, scientific abstraction, the comparative method, the functional structural systemic approach and as a complement were used., the diagnosis. They allowed us to arrive at the results we present, the study is descriptive and causal. Specifically, the analysis takes as case study the families of the students of the educational unit "Cecilia Velázquez Murillo" of the city of Jipijapa in Ecuador. KEYWORDS: Orientation; problem solving; risk in the family.

IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
J. Navaneetha Krishnan ◽  
P. Paul Devanesan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Sample Survey ◽  
Survey Method ◽  
Teaching Mathematics ◽  
School Students ◽  
Problem Solving Strategies ◽  
Achievement In Mathematics

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.

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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