scholarly journals Constructing mental diagrams during problem-solving in mathematics

Pythagoras ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Vimolan Mudaly
Keyword(s):  
Problem Solving ◽  
A Priori ◽  
Real Life ◽  
First Year ◽  
Mental Images ◽  
Problem Solving Skills ◽  
Mathematics Problem Solving ◽  
Life Issues ◽  
Problem Solving Process ◽  
The Given

In mathematics, problem-solving can be considered to be one of the most important skills students need to develop, because it allows them to deal with increasingly intricate mathematical and real-life issues. Often, teachers attempt to try to link a problem with a drawn diagram or picture. Despite these diagrams, whether given or constructed, the student still individually engages in a private discourse about the problem and its solution. These discourses are strongly influenced by their a priori knowledge and the given information in the problem itself. This article explores first-year pre-service teachers’ mental problem-solving skills. The emphasis was not on whether they solved the problems, but rather on their natural instincts during the problem-solving process. The research shows that some students were naturally drawn to construct mental images during the problem-solving process while others were content to simply leave the question blank. The data were collected from 35 first-year volunteer students attending a second semester geometry module. The data were collected using task sheets on Google Forms and interviews, which were based on responses to the questions. An interpretive qualitative analysis was conducted in order to produce deeper meaning (insight). The findings point to the fact that teachers could try to influence how students think during the problem-solving process by encouraging them to engage with mental images.

scholarly journals English Language Problem-based Learning via user-generated 3D world Roblox Module: Need Analysis

2020 ◽  
Vol 1 ◽  
pp. 1-8
Author(s):  
Nor Hanim Mustaf ◽  
Nur Hafezah Hussein ◽  
Suria Baba
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Language Learning ◽  
English Language ◽  
Real Life ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Language Problem ◽  
Life Issues

This study aimed to explore the need of a user generated 3D world (Roblox) online game module in English Language Problem-based Learning for Malaysian university students. The researchers used observations, interview, and questionnaire distribution that were implemented to 60 university students studying English Language at Universiti Malaysia Kelantan, Malaysia as well as 4 English Language teachers in the university. The results indicated that the students agreed that learning English language by using Roblox online games was interactive, challenging, exciting and fun. The students also recommended that the activities in the English Language Roblox Module should be easily done and accessed in all platforms including mobile phone, table and computer. Teachers also pointed out that the narrative elements that involve critical thinking skills were needed in the module to help them fostering the students to imply their problem-solving skills related to real-life issues in the learning process. The implications of this study will be significant for the English Language Roblox module developer as the technique for promoting problem solving skills in English Language Learning and to enhance students’ awareness on real-life issues.

Proses Berpikir Kreatif Siswa Tipe Linguistik dalamPemecahan Masalah Biologi

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Imelda Aisah Sarip ◽  
Kamid Kamid ◽  
Bambang Hariyadi
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Creative Thinking ◽  
Research Data ◽  
Think Aloud ◽  
The Subject ◽  
Thinking Process ◽  
Problem Solving Process ◽  
The Given

The aim of this research is to describe creative thinking process of linguistic type student in biology problem solving. This research is conducted to linguistic intelligence type of subject at SMPN 6 Kota Jambi. SL the subject was selected based on the aim of the research. Data collection is conducted by interview and a modified think aloud method. Data is analyzed based on creative thinking process purposed by Polya.The result of this research shows that SL could find and arrange the given problems and collect data correctly and appropriately. The problem solving steps is done systematically to the end of problem solving process. The last steps problem solving, SL does checking while doing scratching to make sure that the written answers meet her need.

scholarly journals Improving students’ mathematical logical intelligence through the online-based integration of local wisdom of Sulapa Eppa Walasuji

2021 ◽  
Vol 12 (2) ◽  
pp. 283-294
Author(s):  
A. Nurannisa F.A ◽  
Andi Muhammad Irfan Taufan Asfar ◽  
Andi Muhamad Iqbal Akbar Asfar ◽  
Adji Syaifullah
Keyword(s):  
Problem Solving ◽  
Effect Size ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Real Life ◽  
Control Group ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Design Type

Mathematical logical intelligence is one of the skills that are needed in the 21st century related to mathematical problem-solving skills. The importance of this skill is not in line with the facts on the ground, where students are still weak in counting and using logic in problem solving. The purpose of this research is to improve students’ mathematical logical intelligence through the online-based integration of local wisdom of Sulapa Eppa Walasuji. Sulapa Eppa Walasuji is one of the Bugis-Makassar local wisdoms with a unique pattern, appropriate to be used as a medium for learning transformation of geometry. Through the integration of local wisdom, Sulapa Eppa Walasuji can create contextual mathematics learning, so that students can easily understand the material by connecting real-life concepts. This research includes experimental research with a quasi-experimental design of the nonequivalent control group design type. The research instrument used was a mathematical logical intelligence test consisting of five essay questions. The data analysis used is descriptive statistics with gain score and effect size testing. The results showed that the mathematical logical intelligence of experimental class students increased by 43.16 with the effective contribution of the r effect size being 0.910. This indicates that the online-based integration of Sulapa Eppa Walasuji can improve students’ mathematical logical intelligence. 

scholarly journals Developing science students’ metacognitive problem solving skills online

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Rowan W. Hollingworth ◽  
Catherine McLoughlin
Keyword(s):  
Problem Solving ◽  
New England ◽  
Design Guidelines ◽  
First Year ◽  
Online Environment ◽  
Metacognitive Skills ◽  
Science Students ◽  
Problem Solving Skills ◽  
Structured Problems ◽  
Reflective Skills

<span>Technology is increasingly being harnessed to improve the quality of learning in science subjects at university level. This article sets out, by incorporating notions drawn from constructivist and adult learning theory, a foundation for the design of an online environment for the acquisition of metacognitive problem solving skills. The capacity to solve problems is one of the generic skills now being promoted at tertiary level, yet for many learners problem-solving remains a difficulty. In addition, there are few instances of instructional design guidelines for developing learning environments to support the metacognitive skills for effective problem solving. In order to foster the processes of metacognitive skills explicitly in first year science students, we investigated areas where cognitive support was needed. The aim was to strengthen the metacognitive and reflective skills of students to assist them in adopting strategies and reflective processes that enabled them to define, plan and self monitor their thinking during problem solving. In tertiary science, both well-structured and ill-structured problems are encountered by students, thus a repertoire of skills must be fostered. A model for supporting metacognitive skills for problem solving is presented in the context of an online environment being developed at the University of New England.</span>

scholarly journals A Detailed Characterization of the Expert Problem-Solving Process in Science and Engineering: Guidance for Teaching and Assessment

2021 ◽  
Vol 20 (3) ◽  
pp. ar43
Author(s):  
Argenta M. Price ◽  
Candice J. Kim ◽  
Eric W. Burkholder ◽  
Amy V. Fritz ◽  
Carl E. Wieman
Keyword(s):  
Problem Solving ◽  
Disciplinary Knowledge ◽  
Science And Engineering ◽  
Detailed Characterization ◽  
Problem Solving Skills ◽  
Problem Solving Process

A study of the problem-solving process used by skilled practitioners across science, engineering, and medicine revealed that their process can be characterized by a set of 29 specific decisions. They select and use frameworks of disciplinary knowledge to make those decisions. This work will enable better assessment and teaching of problem-solving skills.

Effect of Mathematics Anxiety and Student Learning Styles on Ability to Solve Mathematics Problems of Class XI Madrasah Aliyah Negeri (MAN)

2020 ◽  
Vol 3 ◽  
pp. 561-563
Author(s):  
Ifada Novikasari ◽  
Slamet Pamuji ◽  
Muhammad Arsy Maulana
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Student Learning ◽  
Mathematics Anxiety ◽  
Problem Solving Skills ◽  
Significance Level ◽  
Mathematics Problem Solving ◽  
Mathematics Problems ◽  
Mathematics Problem ◽  
Student Learning Styles

The ability to solve mathematics problems is an ability needed in the learning process. Mathematic anxiety and student learning styles are among the factors that influence the success of mathematics problem-solving ability. By paying attention to mathematics anxiety and learning styles possessed by students, it is expected that the ability to solve mathematics problems will increase. This research is a field research type with an Ex Post Facto method and multiple linear regression statistical data analysis techniques. Data was collected through mathematics anxiety questionnaires, student learning style questionnaires, and mathematics problem-solving skills of students at Madrasah Aliyah level. The results show that (1) there is no significant effect of mathematics anxiety on the ability to solve mathematics problems with the tcount is 1.537 and the significance level is 0.126 ≥ 0.05. (2) there is a positive and significant effect of learning styles on the ability to solve mathematics problems with the value of tcount is 2.457 and a significance level of 0.015 <0.05.

Cognitive Functionality of Multimedia in Problem Solving

2008 ◽  
pp. 1233-1247
Author(s):  
Robert Zheng
Keyword(s):  
Information Retrieval ◽  
Problem Solving ◽  
Cognitive Load ◽  
Mental Representation ◽  
Cognitive Functions ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Problem Solving Skills ◽  
Teaching Problem ◽  
Problem Solving Process

Teaching problem solving can be a challenge to teachers. However, the challenge is oftentimes not due to a lack of skills on the part of learners but due to an inappropriate design of media through which the problem is presented. The findings of this study demonstrate that appropriately designed multimedia can improve learners’ problem solving skills because of the cognitive functions such media have in facilitating mental representation and information retrieval and maintenance, as well as reducing cognitive load during the problem solving process. Suggestions were made on how to apply interactive multimedia to teaching and learning.

VISOLE

2010 ◽  
pp. 185-206 ◽  
Author(s):  
Morris S.Y. Jong ◽  
Junjie Shang ◽  
Fong-Lok Lee ◽  
Jimmy H.M. Lee
Keyword(s):  
Problem Solving ◽  
Real Life ◽  
Computer Game ◽  
Design Strategy ◽  
Game Based Learning ◽  
Pedagogical Approach ◽  
Specific Knowledge ◽  
Problem Solving Skills ◽  
Subject Specific ◽  
Virtual Interactive

VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a constructivist pedagogical approach to empower computer game-based learning. This approach encompasses the creation of a near real-life online interactive world modeled upon a set of multi-disciplinary domains, in which each student plays a role in this “virtual world” and shapes its development. All missions, tasks and problems therein are generative and open-ended with neither prescribed strategies nor solutions. With sophisticated multi-player simulation contexts and teacher facilitation (scaffolding and debriefing), VISOLE provides opportunities for students to acquire both subject-specific knowledge and problem-solving skills through their near real-life gaming experience. This chapter aims to delineate the theoretical foundation and pedagogical implementation of VISOLE. Apart from that, the authors also introduce their game-pedagogy co-design strategy adopted in developing the first VISOLE instance—FARMTASIA.

scholarly journals Pre-Service Class Teacher’ Ability in Solving Mathematical Problems and Skills in Solving Daily Problems

2016 ◽  
Vol 6 (3) ◽  
pp. 32 ◽  
Author(s):  
Nahil M. Aljaberi ◽  
Eman Gheith
Keyword(s):  
High School ◽  
Problem Solving ◽  
Daily Life ◽  
Mathematical Problem ◽  
Service Class ◽  
Problem Solving Skills ◽  
Life Issues ◽  
Mathematical Problems ◽  
Academic Year ◽  
Class Teacher

<p>This study aims to investigate the ability of pre-service class teacher at University of Petrain solving mathematical problems using Polya’s Techniques, their level of problem solving skills in daily-life issues. The study also investigates the correlation between their ability to solve mathematical problems and their level of problem solving skills in daily-life issues. The study sample consisted of 65 female students majoring in class teacher. Data were collected using two questionnaires: the mathematical problem solving test which was developed by the researchers and daily life problem solving scale which was developed by (Hamdi, 1998). The findings indicate that students had high level skills in solving daily problems; there are no statistically significant differences in daily problem solving in relation to their academic year or high-school stream. Conversely, the findings also indicate weaknesses in students’ skills in solving mathematical problems, with no statistically significant differences among students in solving mathematical problems according to Polya’s problem solving steps. However, there were statistically significant differences in students’ performance in solving mathematical problems in relation to the mathematical topic, and in favor of measurements and algebra; in addition to statistically significant differences in students’ ability to solve mathematical problems in relation to academic year and high-school stream, but no correlation between students’ abilities in solving mathematical problems and those in solving daily problems.</p>

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