EXAMINATION OF SECONDARY SCHOOL 7TH GRADE STUDENTS' MATHEMATICAL THINKING AND PROBLEM SOLVING SKILLS ON RATIONAL NUMBERS

2021 ◽  
Vol 6 (15) ◽  
pp. 552-562
Author(s):  
Fatma Berna BENLİ ◽  
Kübra GÜRTAŞ

In our new education curriculum, it has been seen that it is no longer sufficient for students to learn only the achievements, unlike these gains, solution strategies that the student visualizes in his mind and designed by himself are also needed. Mathematical thinking, which is the process of obtaining new information completely different from the student's old knowledge and new knowledge, using it in the solution of the problem, and transforming that knowledge into new knowledge, has become extremely important. MEB asks students for deep mathematical thinking and problem solving skills in all questions they ask in the skill-based tests and student selection exam LGS. In this study, mathematical thinking and problem solving skills of middle school 7th grade students while solving problems will be examined. The research was applied to 241 students in 7 different secondary schools in the province of Bingöl in the Eastern Anatolia Region in the 2020-2021 academic year. In the study, it was investigated by quantitative and qualitative methods whether the mathematical thinking and problem solving skills of the students on rational numbers are related to gender, whether they had pre-school education and daily reading time. In the research, the SPSS 25 package program was used in the analysis of quantitative data, and in the analysis of qualitative data by examining the process steps in the answers from the students. As a result of the research, a statistically significant difference was found between male and female students, and this difference is in favor of female students. According to the findings obtained from the research, no statistically significant difference was found between the students who had and did not have pre-school education. Secondary school 7th grade students’ mathematical thinking and problem solving skills are related to their daily reading time. According to the results, students who read for an hour a day are more successful than students who read for fifteen minutes a day.

2017 ◽  
Vol 51 (4) ◽  
pp. 354-372 ◽  
Author(s):  
Arzu Deveci Topal ◽  
Esra Çoban Budak ◽  
Aynur Kolburan Geçer

Purpose The purpose of this paper is to identify the effects of algorithm teaching on the problem-solving skills of deaf-hard hearing students. Design/methodology/approach In this research, a pre-test and post-test problem-solving scale was applied to the single group (16 deaf-hard hearing students at a secondary school level) that had received algorithm education. Pre-test and post-test results were compared in order to see whether there was a significant difference among students in terms of their problem-solving attitudes. Students’ levels of performing the applications were examined through observation forms and their opinions about algorithm teaching were received. Findings As a result of the research, it was determined that implemented algorithm teaching had a significant effect on improving the problem-solving skills of the students. Originality/value Scratch training can be administered as either a compulsory or an optional course for hearing students as the Scratch programme offers the opportunity of teaching algorithmic reasoning with games, making the courses entertaining and giving students the chance to create their own designs which helps to improve their creative problem-solving skills and their motivation accordingly. Scratch teaching can be beneficial in developing students’ problem-solving behaviours and creativity.


2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Mohd Hasan ◽  
Salahuddin Khan

The present research study aims to examine the academic achievement of secondary school students in relation to gender differences. The study was carried out on a sample of 100 male and female students studying in class IXth of Aligarh District, U.P. India. Two self developed tools were applied which finally analysed by applying Mean, SD, t-Test and Pearson‟s Coefficient Correlation (r). Results revealed a significant difference between male and female students in English achievement scores and also no significant difference was found between English and Mathematics achievement scores of IXth grade male students. Results also revealed low positive correlation between English and Mathematics achievement of male students of IXth grade and moderate positive correlation between English and Mathematics achievement of female students of IXth grade. The results suggested to the need of motivation and encouragement for enhancing academic achievement scores of male and female students.


2021 ◽  
Vol 9 (2) ◽  
pp. 208
Author(s):  
Nurul Atqiya ◽  
Dibyaratna Sy. ◽  
M. Pathurrozi ◽  
Sentot Kusairi

This research aimed to identify differences in problem solving skill between male and female students. The research subjects were 50 students (21 male and 29 female) who were taken by random sampling technique from two high schools in Malang. The research instrument was adapted from problem solving instruments of Maries & Singh (2018). The data was analyzed by statistic descriptive and Kruskall Wallis test (p-value <0.05). The results showed that overall, there was no significant difference between male and female students (p-value>0.05). However male students performed better than female students on preparing the action (p-value<0.05). The results of this research can be a consideration and input for practitioners of education to improve the quality of education, especially in Indonesia.


2018 ◽  
Vol 10 (3-2) ◽  
Author(s):  
Shanthi Tamilselvam ◽  
Johari Surif

This study aims to evaluate the suitability of the Scenario Based Learning Module (SBL), which has been designed in the topic of Problem Solving Models. The study also aims to examine the advantages of SBL in universities and secondary education levels.  In addition, this study was conducted to find out the barriers and constraints in the designated SBL.  Lecturers from a university and a secondary school participated in this study which is conducted as an interview.  The interview is aimed to gather information on the suitability and features of the module, as well as the advantages and obstacles in the SBL module.  The data obtained from the interviews are qualitatively analyzed through the transcription process.  The findings show that the modules are designed to be practiced at university level among students. The findings also show that the module has many advantages in terms of understanding the learning content, thinking skills and problem solving skills, social and collaborative skills and intrinsic motivation of students.  Additionally, obstacles and constraints that exist in SBL are also discussed. This study benefits from the perspective of providing information on the suitability, advantages and obstacles of SBL for the Problem Solving course in Chemistry Education.  In fact, university lecturers and secondary school teachers can take this study as a reference for SBL applications in teaching and learning.  University students can also benefit from the SBL module designed and the results of this study.


Author(s):  
William Enrique Poveda Fernández

RESUMENEn este artículo se analizan y discuten las ventajas y oportunidades que ofrece GeoGebra durante el proceso de resolución de problemas. En particular, se analizan y documentan las formas de razonamiento matemático exhibidas por ocho profesores de enseñanza secundaria de Costa Rica, relacionadas con la adquisición y el desarrollo de estrategias de resolución de problemas asociadas con el uso de GeoGebra. Para ello, se elaboró una propuesta de trabajo que comprende la construcción y la exploración de una representación del problema, y la formulación y la validación de conjeturas. Los resultados muestran que los profesores hicieron varias representaciones del problema, examinaron las propiedades y los atributos de los objetos matemáticos involucrados, realizaron conjeturas sobre las relaciones entre tales objetos, buscaron diferentes formas de comprobarlas basados en argumentos visuales y empíricos que proporciona GeoGebra. En general, los profesores usaron estrategias de medición de atributos de los objetos matemáticos y de examinación del rastro que deja un punto mientras se arrastra.Palabras claves: GeoGebra; Resolución de problemas; pensamiento matemático. RESUMOEste artigo analisa e discute as vantagens e oportunidades oferecidas pelo GeoGebra durante o processo de resolução de problemas. Em particular, as formas de raciocínio matemático exibidas por oito professores do ensino médio da Costa Rica, relacionadas à aquisição e desenvolvimento de estratégias de resolução de problemas associadas ao uso do GeoGebra, são analisadas e documentadas. Para isso, foi elaborada uma proposta de trabalho que inclui a construção e exploração de uma representação do problema, e a formulação e validação de conjecturas. Os resultados mostram que os professores fizeram várias representações do problema, examinaram as propriedades e atributos dos objetos matemáticos envolvidos, fizeram conjecturas sobre as relações entre esses objetos e procuraram diferentes formas de os verificar com base em argumentos visuais e empíricos fornecidos pelo GeoGebra. Em geral, os professores utilizaram estratégias para medir os atributos dos objetos matemáticos e para examinar o rasto que um ponto deixa enquanto é arrastado.Palavras-chave: GeoGebra; Resolução de problemas; pensamento matemático. ABSTRACTThis article analyzes and discusses the advantages and opportunities offered by GeoGebra during the problem-solving process. In particular, the mathematical reasoning forms exhibited by eight secondary school teachers in Costa Rica, related to the acquisition and development of problem solving strategies associated with the use of GeoGebra, are analyzed and documented. The proposal was developed that includes the elements: construction and exploration of a representation of the problem and formulation and validation of conjectures. The results show that teachers made several representations of the problem, examined the properties and attributes of the mathematical objects involved, made conjectures about the relationships between such objects, and sought different ways to check them based on visual and empirical arguments provided by GeoGebra. In general, the teachers used strategies to measure the attributes of the mathematical objects and to examine the trail that a point leaves while it is being dragged.Keywords: GeoGebra; Problem Solving; Mathematical Thinking.


2021 ◽  
Vol 29 ◽  
Author(s):  

The aim of the current research is to identify the extent to which secondary school physics teachers possess the skills to solve physical problems and to identify the differences in their physical problem solving skills according to the gender variables. The research identified physics teachers in secondary schools affiliated with the Directorate of Education in Al-Diwaniyah, for the academic year 2020-2021, and the sample size was (160) teachers who were randomly selected, and by reviewing some studies that dealt with physical problem solving skills, such as the study of (Islami et al., 2018). and study (Prasetyo, 2020). It was found that these studies share a number of points with the current research, but they did not provide a tool for measuring physical problem solving skills. Therefore, the researcher designed a scale of physical problem solving skills, which consisted of (32) items. After the exploratory application, the validity and stability of the study tool was confirmed by appropriate methods, and the correlation of the item’s degree with the total score was calculated, and after applying the test to the sample, the data was processed statistically, as the researcher used the equation of the t-test for one sample to verify that physics teachers possess the skills of solving Physical problems, and the results showed that teachers of physics possess the skills to solve physical problems, and the statistical method was used to verify the differences in the skills of solving physical problems according to gender variables (male and female), and the results showed that there are differences in favor of (male) and the researcher recommended in the light of Results Preparing special training programs by the Ministry of Education to develop physical problem solving skills among physics teachers, and suggested the need to focus on the diversity of solving processes based on physical problem solving skills.


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