Student Perceptions of Relatedness among Mathematical Verbal Problems

1979 ◽  
Vol 10 (3) ◽  
pp. 195-210 ◽  
Author(s):  
Edward A. Silver
Keyword(s):  
Problem Solving ◽  
Student Perceptions ◽  
Mathematical Problem ◽  
Mathematical Structure ◽  
Mathematical Ability ◽  
Verbal Abilities ◽  
General Ability ◽  
Eighth Grade Students ◽  
Partial Correlations ◽  
The Relationship

Two studies investigated the relationship between students' perceptions of mathematical problem relatedness and their performance on tests of verbal and mathematical ability. A total of 156 eighth-grade students partitioned collections of mathematical verbal problems into disjoint subsets whose problems they judged to be mathematically related. The extent to which a person sorted problems on the basis of mathematical structure was significantly related to the individual's problem-solving ability as well as other mathematical and verbal abilities. Furthermore, partial correlations analysis indicated that the relationship remained significant even when the effects of general ability variables such as IQ were controlled.

scholarly journals The Relationship between Students’ Learning Interest and Students’ Problem-Solving Skill of Eighth-Grade Students in Learning Mathematics

2020 ◽  
Vol 4 (2) ◽  
pp. 70-80
Author(s):  
Anggun Siska Hamidah ◽  
Desyarti Safarini TLS
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Eighth Grade ◽  
Mathematical Problem Solving ◽  
Correlational Research ◽  
Learning Mathematics ◽  
Eighth Grade Students ◽  
Learning Interest ◽  
The Relationship

This study aims to determine the relationship between students’ learning interests and students’ problem-solving skill of eighth-grade students in learning mathematics. Correlational research design is applied in this study whether to determine the relationship between the two variables. The sample consists of 43 eighth-grade students at one of Junior High School in Jakarta academic year 2019/2020. In general, the eighth-grade students dominate at an average level of students’ learning interest and students’ problem-solving skill with a percentage of 79.07% and 72.09%, respectively. Based on the SPSS analysis, it is obtained that  was 0.405, which describe a relationship between students’ learning interest and students’ problem-solving skill of eighth-grade students in learning mathematics. The students’ learning interest and students’ problem-solving skill have a moderate positive correlation. Since the data are collected online, there will be factors that can be considered as factors that influence students’ mathematical problem-solving skill. Thus, the students’ learning interest can explain about 16.4% of the total variation in the students’ mathematical problem-solving skill.

scholarly journals Mathematics teachers’ knowledge for teaching problem solving

2015 ◽  
Vol 3 (1) ◽  
pp. 19-36 ◽  
Author(s):  
Olive Chapman
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Mathematical Problem ◽  
Research Literature ◽  
Mathematical Problem Solving ◽  
Knowledge For Teaching ◽  
General Ability ◽  
Mathematics Knowledge ◽  
Teaching Problem ◽  
Problem Solvers

In recent years, considerable attention has been given to the knowledge teachers ought to hold for teaching mathematics. Teachers need to hold knowledge of mathematical problem solving for themselves as problem solvers and to help students to become better problem solvers. Thus, a teacher’s knowledge of and for teaching problem solving must be broader than general ability in problem solving. In this article a category-based perspective is used to discuss the types of knowledge that should be included in mathematical problem-solving knowledge for teaching. In particular, what do teachers need to know to teach for problem-solving proficiency? This question is addressed based on a review of the research literature on problem solving in mathematics education. The article discusses the perspective of problem-solving proficiency that framed the review and the findings regarding six categories of knowledge that teachers ought to hold to support students’ development of problem-solving proficiency. It concludes that mathematics problem-solving knowledge for teaching is a complex network of interdependent knowledge. Understanding this interdependence is important to help teachers to hold mathematical problem-solving knowledge for teaching so that it is usable in a meaningful and effective way in supporting problem-solving proficiency in their teaching. The perspective of mathematical problem-solving knowledge for teaching presented in this article can be built on to provide a framework of key knowledge mathematics teachers ought to hold to inform practice-based investigation of it and the design and investigation of learning experiences to help teachers to understand and develop the mathematics knowledge they need to teach for problem-solving proficiency.

scholarly journals Analisis Kemampuan Pemecahan Masalah Siswa Berdasarkan Kemampuan Awal Matematika

2020 ◽  
Vol 9 (1) ◽  
pp. 119-130
Author(s):  
Mulia Suryani ◽  
Lucky Heriyanti Jufri ◽  
Tika Artia Putri
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Mathematical Ability ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Class Viii ◽  
High Ability Students

AbstrakRendahnya kemampuan pemecahan masalah matematika siswa menyebabkan siswa kurang mampu menyelesaikan soal yang bersifat non rutin dan siswa masih kurang mengembangkan ide dan kemampuan yang dimilikinya. Penelitian ini bertujuan untuk mengetahui kemampuan pemecahan masalah matematika siswa melalui model Problem Based Learning berdasarkan Kemampuan Awal Matematika (KAM) siswa. Metode penelitian yang digunakan adalah kualitatif. Hasil penelitian ini menunjukkan bahwa kemampuan pemecahan masalah matematika siswa melalui model Problem Based Learning menjadi lebih baik. Sampel dalam penelitian ini adalah siswa kelas VIII-7 SMP Negeri 12 Padang yang terdiri dari 32 orang. Siswa yang awalnya berkemampuan rendah meningkat menjadi siswa berkemampuan sedang dengan peningkatan sebesar 75 %. Siswa yang awalnya tergolong berkemampuan sedang meningkat menjadi siswa berkemampuan tinggi sebesar 26 %. Siswa sudah mampu 1) memahami masalah, 2) menyusun rencana penyelesaian, 3) melaksanakan penyelesaian, dan 4) mengecek kembali jawaban. Analysis of Students' Problem Solving Abilities Based on Early Mathematical Ability AbstractThe lack of students' mathematical problem-solving skills causes students to be less able to solve problems that are non-routine and students are still lacking in developing their ideas and abilities. This study aims to determine students 'mathematical problem-solving abilities through the Problem Based Learning model based on students' Early Mathematical Ability (KAM). The research method used is qualitative. The results of this study indicate that students' mathematical problem-solving abilities through the Problem Based Learning model are better. The sample in this study were students of class VIII-7 Middle School 12 Padang consisting of 32 people. Students who were initially low-skilled increased to moderate-capable students with an increase of 75%. Students who were initially classified as capable were increasing to high-ability students by 26%. Students can 1) understand the problem, 2) draw up a settlement plan, 3) carry out the solution, and 4) re-check the answers.

scholarly journals THE RELATIONSHIP BETWEEN MATHEMATICAL PROBLEM SOLVING ABILITY AND SELF-EFFICACY

2019 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Laila Nailah Zamnah
Keyword(s):  
Problem Solving ◽  
Self Efficacy ◽  
Mathematical Problem ◽  
Rank Correlation ◽  
Mathematical Problem Solving ◽  
Questionnaire Data ◽  
Spearman Rank Correlation ◽  
Spearman Rank ◽  
Vocational High Schools ◽  
The Relationship

This research aims to analyze the relationship between student self-efficacy and mathematical problem solving ability. The research was conducted in class XI at one of the Vocational High Schools in Ciamis. The instrument used in this research was a test of mathematical problem solving ability and self-efficacy scale questionnaire. Data analysis using correlation analysis with Spearman Rank correlation. The results showed that there was a relationship between students' self-efficacy with students' mathematical solving ability

scholarly journals ANALISIS SELF CONFIDENCE TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMK PADA MATERI BARISAN DAN DERET

2018 ◽  
Vol 7 (2) ◽  
pp. 171
Author(s):  
Zenal Muh Ramdan ◽  
Liana Veralita ◽  
Euis Eti Rohaeti ◽  
Ratni Purwasih
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Test Analysis ◽  
Ability Test ◽  
Problem Solving Skills ◽  
Self Confidence ◽  
Relationship Of ◽  
The Relationship ◽  
Academic Year ◽  
Confidence Scale

This study aims to determine the relationship between self confidence on the mathematical problem-solving abilities of students of SMK on the sequence and series material. The method in this research is descriptive qualitative. The place of research conducted at SMK Al-Ibrohimiyah Cianjur academic year 2018/2019 class XII Administration Offices with the number of 17 students. The instruments in this research are self confidence scale questionnaire and math solving ability test. Analysis of data used in this study using SPSS 21.00 with product moment analysis to measure the relationship of self confidence to the ability of problem solving mathematically. Based on the calculation, the result of data analysis shows that there is a correlation coefficient (r) of 0.784 with p = 0,000 (p <0.01) which means there is a significant positive relationship between self confidence on the ability of problem solving mathematically. This means that self confidence covering the aspects that exist in it can be used as a predictor to measure the ability of problem solving mathematically, the higher the self confidence of students, the students have good problem solving skills, otherwise the lower the students' self confidence, the students has a poor problem solving ability.

scholarly journals Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving

2021 ◽  
Vol 6 (3) ◽  
pp. 239-259
Author(s):  
Alper Yorulmaz ◽  
Hümeyra Uysal ◽  
Halil Çokçaliskan
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Metacognitive Awareness ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Primary School Teachers ◽  
Metacognitive Awareness Inventory ◽  
The Relationship

Metacognitive awareness is a variable that is thought to affect beliefs in  problem solving. When the literature is examined, it is seen that the studies mostly focus on metacognitive awareness and problem solving skills. Therefore, the aim is to determine pre-service primary school teachers’ metacognitive awareness and beliefs in mathematical problem solving. In this study, it is thought that it will contribute to the researches that will be carried out regarding the investigation of the relationship between metacognitive awareness and beliefs about problem solving and its implementation with pre-service primary school teachers. The study, designed as the correlational survey model, included a total of 284 pre-service primary school teachers attending a university in the Aegean Region of Turkey. The data were collected with the “Metacognitive Awareness Inventory” and the “Scale of Beliefs about Mathematical Problem Solving”. In the analysis, descriptive statistics, difference test, correlation and regression analyses were used. As a result, the pre-service primary school teachers’ metacognitive awareness was found to be high and their beliefs about mathematical problem solving were found to be medium. While metacognitive awareness was found to be not varying significantly by gender, beliefs about mathematical problem solving were found to be varying significantly by gender in favor of the male pre-service teachers. Moreover, a medium and significant correlation was found between metacognitive awareness and beliefs about mathematical problem solving. It was also found that metacognitive awareness explained 13% of the variance in the dependent variable of beliefs about mathematical problem solving.

scholarly journals ANALISIS KESULITAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI KEMAMPUAN DISPOSISI MATEMATIS SISWA

2019 ◽  
Vol 2 (1) ◽  
pp. 65-76
Author(s):  
Sofie Dinia ◽  
Astri Yuliani Nurhafifah ◽  
Mayasari Mayasari ◽  
Siti Patimah ◽  
Wahyu Hidayat
Keyword(s):  
Qualitative Research ◽  
Student Achievement ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Ability ◽  
Average Score ◽  
Mathematical Problem Solving ◽  
Ability Test ◽  
Problem Solving Skills ◽  
12Th Grade

The purpose of this study was to study and analyze students' problems in problem-solving skills seen from their mathematical disposition level of the students on 12th grade class of  SMA IT Fithrah Insani. Method of this study is descriptive- qualitative research. From 35 students, there were three students taken as samples, consisting of a student with high disposition mathematical ability (T), a student with medium disposition mathematical ability (S), and a student with low disposition mathematical ability (R). The result of the study shows that there is a difference in the average score of students in each level of the mathematical disposition towards the conclusion of the students’ mathematical problem-solving ability test (ANOVA Test-One way). Following up on these differences, researchers identified student achievement and misconceptions on each mathematical problem-solving indicators. The results of the study show that all the student with high and medium disposition mathematical ability could not fulfill the indicators of the ability of mathematical problem solving, such as (1) understand the problem, (2) recheck the answer while all the student with low disposition mathematical ability could not fulfill all indicator of the ability of mathematical problem solving.

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