scholarly journals Frustration in mathematical problem-solving: A systematic review of research

2021 ◽  
Vol 1 (3) ◽  
pp. 157
Author(s):  
Kaitlin Riegel
Keyword(s):  
Systematic Review ◽  
Problem Solving ◽  
Cognitive Processes ◽  
Negative Emotions ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Negative Consequences ◽  
Positive Role ◽  
Support Of Research

<p style='text-indent:20px;'>Emotions are an integral part of problem-solving, but must emotions traditionally conceptualised as "negative" have negative consequences in learning? Frustration is one of the most prominent emotions reported during mathematical problem-solving across all levels of learning. Despite research aiming to mitigate frustration, it can play a positive role during mathematical problem solving. A systematic review method was used to explore how frustration usually appears in students during mathematical problem-solving and the typical patterns of emotions, behaviours, and cognitive processes that are associated with its occurrence. The findings are mixed, which informs the need for further research in this area. Additionally, there are theories and qualitative findings about the potential positive role of frustration that have not been followed up with empirical investigations, which illuminate how our findings about negative emotions may be limited by the questions we ask as researchers. With the support of research, I consider how educators may directly or indirectly address rethinking the role and consequences of frustration during problem-solving with their students.</p>

scholarly journals Examining Mathematical Problem-Solving Beliefs among Rwandan Secondary School Teachers

2021 ◽  
Vol 20 (7) ◽  
pp. 227-240
Author(s):  
Aline Dorimana ◽  
Alphonse Uworwabayeho ◽  
Gabriel Nizeyimana
Keyword(s):  
Problem Solving ◽  
Secondary School Teachers ◽  
Mathematics Classroom ◽  
Mathematical Problem ◽  
Real Life ◽  
Mathematical Problem Solving ◽  
Teachers Beliefs ◽  
Mathematical Problems ◽  
Teacher Professional

This study explored teachers' beliefs about mathematical problem-solving. It involved 36 identified teachers of Kayonza District in Rwanda via an explanatory mixed-method approach. The findings indicate that most teachers show a positive attitude towards advancing problem-solving in the mathematics classroom. However, they expose different views on its implementation. Role of problem-solving, Mathematical problems, and Problem-solving in Mathematics were identified as main themes. Problem-solving was highlighted as an approach that helps teachers use time adequately and helps students develop critical thinking and reasoning that enable them to face challenges in real life. The study recommends teacher professional development initiatives with their capacity to bring problem-solving to standard.

scholarly journals Mathematical Problem Solving: One Way to Prevent Dementia

2019 ◽  
Vol 8 (1) ◽  
pp. 10
Author(s):  
Jeremias Ivan ◽  
Rizky Nurdiansyah ◽  
Arli Aditya Parikesit
Keyword(s):  
Problem Solving ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Medical Condition ◽  
Mathematical Problem ◽  
Active Role ◽  
Mathematical Problem Solving ◽  
Common Medical Condition ◽  
Python Programming

 Introduction:Dementia is a common medical condition of older people which is marked by the decline of multiple cognitive abilities, such as memory and communication. Currently, there is no effective treatment for curing dementia, making prevention the most priority to this disease. Previous studies showed that cognitive ability training, such as mathematical problem solving, has a potential to slow down cognitive decline. The aim of this project is to create a simple yet interactive mathematical quiz as a way to train one’ cognitive ability and reduce the risk of getting dementia.Material and Methods: The quiz was created by using tkinter module and its built-in functions in Python programming language.Results:  The result showed that the quiz was simple but involved an active role of the user to input the answer. It also did not have certain time limit, preventing the user to feel rushed or burdened in doing the quiz. In addition, three different types of difficulty were provided to give a challenging atmosphere to the game. Conclusion:As a conclusion, this quiz provides a simple way for people to regularly train their cognitive skill, so the risk of getting dementia, especially in elderly stage, can be reduced.

Spatial Orientation Skill and Mathematical Problem Solving

1990 ◽  
Vol 21 (3) ◽  
pp. 216-229 ◽  
Author(s):  
Lindsay Anne Tartre
Keyword(s):  
Problem Solving ◽  
Spatial Orientation ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Individual Interviews ◽  
Mathematics Problems ◽  
Tenth Grade ◽  
Orientation Test

The purpose of this study was to explore the role of spatial orientation skill in the solution of mathematics problems. Fifty-seven tenth-grade students who scored high or low on a spatial orientation test were asked to solve mathematics problems in individual interviews. A group of specific behaviors was identified in geometric settings, which appeared to be manifestations of spatial orientation skill. Spatial orientation skill also appeared to be involved in understanding the problem and linking new problems to previous work in nongeometric settings.

Brief Report: Hints: An Aid to Diagnosis in Mathematical Problem Solving

1988 ◽  
Vol 19 (4) ◽  
pp. 358-361
Author(s):  
Donald A. Trismen
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Student Difficulties ◽  
Insight Into

The diagnosis of student difficulties in mathematical problem solving requires more than a knowledge of the kinds of problems that are correctly and incorrectly solved. Meaningful diagnosis requires insight into the faulty cognitive processes that lead to incorrect results.

scholarly journals Language and Context in Mathematical Problem Solving: A Threat to Students’ Performance and Assessment

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 252-263
Author(s):  
Dr. Muhammad Ilyas Mahmood ◽  
Mobashra Mobeen ◽  
Sajid Abbas
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
First Language ◽  
Learning Performance ◽  
Mathematical Problem Solving ◽  
Knowing That ◽  
Low Levels ◽  
Esl Learners

The study recognizes that word problems are the necessary part and a key component of mathematics education. Knowing that mathematics, language as a means, and the situation context are never separable, the study was designed to identify the effect of language (L1, L2) and the context on problem solving in mathematics for 2nd, 3rd, and 4th grader English as a second language (ESL) learners. For this, four achievement tests with possible variations of language and context were utilized as instrument to investigate three research questions. 867 students from three existing scenarios of school mathematics learning in Pakistan participated in the study. The data were analyzed through SPSS utilizing both descriptive as well as inferential methods. The results revealed that language and context have significant effect on problem solving. The study exposed that mathematical problem-solving assessments cannot be called valid if the factors of language and context are not taken into consideration. Learners’ first language was strongly recommended for teaching mathematics at low levels. This study will uniquely contribute to understanding and determining the due role of language in mathematics learning, performance, and assessments in all educational contexts.

scholarly journals THE ROLE OF CONTEXTUAL TEACHING AND LEARNING ON STUDENT’S PROBLEM SOLVING ABILITY AND DISPOSITION

2018 ◽  
Vol 1 (1) ◽  
pp. 31
Author(s):  
Rippi Maya ◽  
Siti Ruqoyyah
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Control Group Design ◽  
Low Level ◽  
Tenth Grade ◽  
Contextual Teaching

This study is a pre test-post test experimental control group design having a goal to analyze  the role of contextual teaching and learning (CTL)  on students’ mathematical problem solving ability  (MPSA) and disposition (MD). The study involved 40  tenth grade students of a Madrasah Alyah (MA), a mathematical problem solving test, a mathematical  disposition scale. The study found that on MPSA, its gain, and on MD, students getting treatment with CTL attained better grades than grades of students taught by conventional teaching. Even if, both students’ grades on MPSA were still at very low level, on MD,  first group students’ grade on MD  was at medium level and the second group students’ grade was at low level.  Many students still realized difficulty on compiling MPSA. The other findings, there was no association between MPSA and MD, but students performed good perception toward CTL approach.

scholarly journals THE EFFECT OF SELF-REGULATED LEARNING ON STUDENTS’ PROBLEM-SOLVING ABILITIES

2021 ◽  
Vol 10 (2) ◽  
pp. 927
Author(s):  
Sri Rahayuningsih ◽  
Muhammad Hasbi ◽  
Mulyati Mulyati ◽  
Muhammad Nurhusain
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Mixed Method ◽  
Mathematical Problem ◽  
Self Regulation ◽  
Mathematical Problem Solving ◽  
Self Regulated Learning ◽  
Mixed Method Design ◽  
Regulated Learning ◽  
Literacy Ability

Abstract The present study aimed to 1) investigate the effect of self-regulated learning on students’ mathematical problem-solving ability; 2) describe the cognitive processes carried out by students with low and high self-regulation and high problem-solving ability. This study employed an explanatory mixed-method design. Nineteen students at a private high school, in Makassar, Indonesia, were selected, in order to complete the questionnaire, mathematical problem-solving ability test. Of the 19 students, two were selected as research subjects representing problem-solving ability. The quantitative data were analyzed using descriptive statistics and inferential statistics, while the qualitative data analysis had to go through the following stages including, reduction, data display, and conclusion drawing. The results showed that 1) self-regulated learning had no effect on students’ mathematical ability; 2) the cognitive processes carried out by students with high self-regulation and high problem-solving ability included high literacy ability, high metacognitive awareness, being proactive yet inflexible; 3) the cognitive processes carried out by students with low self-regulation and high problem-solving ability included low literacy ability but showing more flexible attitudes. From this study, it can be concluded that problem-solving ability is not influenced by self-regulated learning, but by other factors such as the environment, cognitive ability and cognitive preparedness. Keywords: Problem-solving ability; self-regulated learning. Abstract Penelitian ini bertujuan untuk 1) menginvestigasi pengaruh self-regulated learning terhadap kemampuan pemecahan masalah matematis siswa; 2) mendeskripsikan proses kognitif yang dilakukan siswa dengan self-regulation rendah dan tinggi dan kemampuan pemecahan masalah tinggi. Penelitian ini menggunakan explanatory mixed-method design. Sembilan belas siswa sekolah menengah swasta, di Makassar, Indonesia, dipilih untuk mengisi angket tes kemampuan pemecahan masalah matematika. Dari 19 siswa tersebut, dipilih dua orang sebagai subjek penelitian yang mewakili kemampuan pemecahan masalah. Data kuantitatif dianalisis menggunakan statistik deskriptif dan statistik inferensial, sedangkan analisis data kualitatif melalui tahapan yaitu, reduksi data, menampilkan data, penarikan Kesimpulan. Hasil penelitian menunjukkan bahwa 1) self-regulated learning tidak berpengaruh terhadap kemampuan matematika siswa; 2) proses kognitif yang dilakukan siswa dengan self-regulated learning tinggi dan kemampuan pemecahan masalah tinggi meliputi kemampuan literasi tinggi, kesadaran metakognitif tinggi, proaktif namun tidak fleksibel; 3) Proses kognitif yang dilakukan siswa dengan self-regulated learning rendah dan kemampuan pemecahan masalah tinggi meliputi kemampuan literasi rendah tetapi menunjukkan sikap lebih fleksibel. Dari penelitian ini dapat disimpulkan bahwa kemampuan pemecahan masalah tidak dipengaruhi oleh self-regulated learning, melainkan oleh faktor lain seperti lingkungan, kemampuan kognitif, dan kesiapan kognitif. Keywords: Kemampuan pemecahan masalah, self-regulated learning. 

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