scholarly journals Mathematics Teachers’ Perceptions about Problem-Solving: The case of Ghana

2019 ◽  
Vol 13 ◽  
pp. 1-18
Author(s):  
Ernest Ampadu
Keyword(s):  
Professional Development ◽  
High School ◽  
Problem Solving ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Teaching And Learning ◽  
Senior High School ◽  
Cape Coast ◽  
Problem Solving Skills ◽  
Problem Solving Strategies

Most students experience different levels of difficulties in learning mathematics. TIMSS results have shown that most students in Ghana do not perform well in higher level tasks designed to assess applications and non-routine problems. This study, therefore, aimed at examining Ghanaian Junior and Senior High School mathematics teachers problem-solving strategies and their professional development needs about problem-solving. 114 mathematics teachers from 28 Junior High School (JHS) and Senior High School (SHS) in the Cape Coast Metropolis took part in the study. Quantitative and qualitative data were collected using a semi-structured questionnaire. The results from the study show that although teachers appreciate the importance of problem-solving in improving mathematics teaching and learning, there has not been the needed problem-solving training to support teachers in this regard. The researcher, therefore, argue that despite the numerous advantages associated with problem-solving strategy of teaching and learning, continuous professional development training for teachers should be paramount in our quest for helping students develop problem solving skills. Ghanaian JHS and SHS students can be in a disadvantageous position as they compete with their peers from other countries in international comparison examinations if our teachers are not given the needed support to become proficient in the use of problem-solving strategies in the classrooms.

scholarly journals Profile of Students’ Problem Solving Skills and the Implementation of Assisted Guided Inquiry Model in Senior High School

2020 ◽  
Vol 1 (1) ◽  
pp. 52-62
Author(s):  
Muslimah Cindikia ◽  
Hainur Rasyid Achmadi ◽  
Binar Kurnia Prahani ◽  
Saiyidah Mahtari
Keyword(s):  
High School ◽  
Problem Solving ◽  
Senior High School ◽  
Virtual Laboratory ◽  
Guided Inquiry ◽  
Problem Solving Skills ◽  
Problem Solving Strategies ◽  
Preliminary Research ◽  
Problem Solving Strategy ◽  
Solving Strategy

The purpose of this research to analyze profile students’ problem solving skill and the implementation of assisted guided inquiry at senior high school. The type of research is used the preliminary research method with data collection techniques such as tests and questionnaires. The data are obtained, analyzed descriptively qualitatively. The results of this study show that only a few students can work on the material using problem-solving strategies (A-Assessing the problem (identifying principles to be used in problem-solving), C-create a drawing (translating words in the form of pictures containing about problem-solving instructions), C-conceptualize strategy (outlining the steps that will be used in solving the problem), E-executing the solution (applying the formula to solve the problem by the steps) and finally S-scrutinize the result (giving a level of confidence and give a reason) in solving dynamic electricity problems. Totally of the students, five students had low problem-solving skills, and 25 students who had moderate problem-solving skills. Totally of the students, five students had low problem-solving skills, and 25 students who had moderate problem-solving skills. The lowest problem-solving strategy value is at point S (scrutinize the result). Implementation of learning models provided is not ideal so that it causes students to be less active so that problem-solving skills are lacking and no laboratory supports the learning process. Students are not introduced to the existence of a virtual laboratory (PhET) as a laboratory replacement. So to improve students' problem-solving skills required appropriate learning methods.

scholarly journals Improving Senior High School Students’ Physics Problem-solving Skills Through Investigated Based Multiple Representation (IBMR) Learning Model

2021 ◽  
Vol 2 (1) ◽  
pp. 42-53
Author(s):  
Dyah Ayu Setyarini ◽  
Zainal Arifin Imam Supardi ◽  
Elok Sudibyo
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Learning Model ◽  
Senior High School ◽  
Average Score ◽  
School Students ◽  
Problem Solving Skills ◽  
Post Test ◽  
Senior High School Students

This research aims to improve senior high school students’ physics problem-solving skills through learning used IBMR learning model. This research was a pre-an experimental study with a one-group pre-test and post-test design. The Methods of data collection used validation and test. The materials used to teach were valid category by two experts and can be used to practice physics problem-solving skills. The average post-test score physics problem-solving ability was 73.24 with an N-gain of 0.59 was classified as moderate. The success of IBMR learning model-based devices in practicing problem-solving abilities can be seen in the increase in the average score in each indicator of problem-solving abilities. The indicator of understanding the problem had the highest post-test average score of 94.58 with an N-gain of 0.89 in the high category. The problem-solving indicator had the lowest posttest average score was 58.22 with N-gain 0.39 and mean that it was the moderate category. Based on the results study, it can be concluded that the learning used by IBMR learning model can practice the ability to solve physics problems on heat material and its displacement. Learning with the IBMR learning model was expected to train students in solving physics problems. The stages in the IBMR learning model can help students

Real World Use of Scientific Concepts: Integrating Situated Cognition with Explicit Instruction

1998 ◽  
Vol 65 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Russell Gersten ◽  
Scott Baker
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Real World ◽  
Explicit Instruction ◽  
Situated Cognition ◽  
Contextual Learning ◽  
Problem Solving Skills ◽  
Problem Solving Strategies

This article presents a conceptual framework for refining instruction in science for students with disabilities. We review the concept of situated cognition as a way to address difficulties students have in retention and generalization, a perennial issue in special education. If a goal for students is real world use of problem-solving strategies, students must have opportunities for contextual learning. The proposed framework suggests that integration of explicit instruction in critical concepts, with cognitively based approaches that emphasize problem-solving skills on real world tasks may allow students with disabilities to be successful The implications this framework has in terms of policy, professional development, and the creation of learning environments that promote retention and transfer are discussed.

scholarly journals Analysis of Students’ Multiple representation-based Problem - solving Skills

2020 ◽  
Vol 6 (1) ◽  
pp. 99
Author(s):  
Army Al Islami Ali Putra ◽  
Nonoh Siti Aminah ◽  
Ahmad Marzuki
Keyword(s):  
High School ◽  
Problem Solving ◽  
Senior High School ◽  
Multiple Representation ◽  
Problem Solving Skills ◽  
Research Instrument ◽  
School Problem ◽  
Quantitative Descriptive ◽  
Descriptive Method

This study aims to analyze the profile of students’ problem - solving skills based on multiple representation in senior high school. Problem - solving skills in solving multiple representation are very important in learning Physics. The subjects of this study were 101 students of class XII MAN 1 Ngawi. The method used in this research was quantitative descriptive method. Indicators of the problem - solving abilities that were used included approaches, visuals, applications, and procedures. The types of representation in this research instrument were verbal, figures, graphic and mathematic. The results showed that the problem - solving skills related to the indicator of approach with the form of multiple representation questions got percentages of 36% (verbal), 42% (figural), 24% (graphical), and 43% (mathematical). The visual indicators showed the percentages of 44, 29, 38, and 0 for verbal, figural, graphical, and mathematical respectively. Then the indicators of procedures obtained 36% for the verbal, 30% for the figures, 35% for the graphics, and 0% for the mathematics. Thus, it can be concluded that problem - solving skills possessed by students are different in terms of the percentage each indicator got in the multiple representation test.

scholarly journals Perceived Use of Assessment by Beginning and Experienced SHS Mathematics Teachers in Two Districts in the Central Region of Ghana

2021 ◽  
Vol 9 (3) ◽  
pp. 140-156
Author(s):  
Daniel Gbormittah ◽  
Daniel Kofi Nkum ◽  
Japhet Kwesi Osiakwan
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Central Region ◽  
Teaching And Learning ◽  
Senior High School ◽  
Integrate Assessment ◽  
Assessment Practices ◽  
High School Mathematics ◽  
Significant Difference ◽  
Use Of Assessment

The role of assessment in the teaching and learning of Mathematics cannot be underestimated. Therefore, efficacious teaching and learning of Mathematics must be driven by effective use of assessment. This study, therefore, sought to investigate the Use of assessment (practices) of Beginning and Experienced SHS Mathematics teachers in two selected districts in the central region of Ghana. In this study, Assessment Practices means what SHS teachers use assessment to do in the teaching and learning of Mathematics under the auspices of a school. A sample of 160 SHS Mathematics teachers was used in this study. These were made up of 92 Beginning and 68 Experienced SHS Mathematics teachers. The instrument used in this study was a questionnaire. The questionnaire was administered to the 92 Beginning and 68 Experienced SHS Mathematics teachers in the two districts in the Central Region of Ghana. The design used in this study was a cross-sectional survey. Data collected from the respondents were analyzed using frequencies, percentages, means, and standard deviations. An independent sample t-test was used to test whether there exists a significant difference in the assessment practices of the Beginning and Experienced SHS Mathematics teachers. It was found out that the majority (87 out of 92) of the Beginning Senior High School Mathematics teachers do not either frequently or always integrate assessment in the teaching and learning of Mathematics. It was also found out that the majority (60 out of 68) of the Experienced Senior High School Mathematics teachers also do not either frequently or always integrate assessment in the teaching and learning of Mathematics. They rather see classroom assessment as an additional activity that mainly comes at the end of the teaching-learning process. The study also revealed a significant difference in the assessment practices of Beginning SHS Mathematics teachers and that the Experienced SHS Mathematics teachers in the two districts. Based on the findings, it was recommended among other things that In-service training should be organized for both the Experienced SHS Mathematics teachers and the Beginning SHS Mathematics teachers to help them bridge the gap that exists between their practices.

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