Coordinate Geometry: A Powerful Tool for Solving Problems

1990 ◽  
Vol 83 (4) ◽  
pp. 264-268
Author(s):  
Stanley F. Taback
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
School Mathematics ◽  
Mathematical Problem Solving ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
Mathematics Standards ◽  
Problem Situations ◽  
Coordinate Geometry

In calling for reform in the teaching and learning of mathematics, the Curriculum and Evaluation Standards for School Mathematics (Standards) developed by NCTM (1989) envisions mathematics study in which students reason and communicate about mathematical ideas that emerge from problem situations. A fundamental premise of the Standards, in fact, is the belief that “mathematical problem solving … is nearly synonymous with doing mathematics” (p. 137). And the ability to solve problems, we are told, is facilitated when students have opportunities to explore “connections” among different branches of mathematics.

Technology Tips: A Mathematical Look at a Free Throw Using Technology

1996 ◽  
Vol 89 (9) ◽  
pp. 774-779
Author(s):  
Charles Vonder Embse ◽  
Arne Engebretsen
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Mathematics Curriculum ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Mathematical Concepts ◽  
Evaluation Standards ◽  
Free Throw ◽  
Problem Situations ◽  
Real World Problem

Technology can be used to promote students' understanding of mathematical concepts and problem-solving techniques. Its use also permits students' mathematical explorations prior to their formal development in the mathematics curriculum and in ways that can capture students' curiosity, imagination, and interest. The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) recommends that “[i]n grades 9–12, the mathematics curriculum should include the refinement and extension of methods of mathematical problem solving so that all students can … apply the process of mathematical modeling to real-world problem situations” (p. 137). Students empowered with technology have the opportunity to model real-world phenomena and visualize relationships found in the model while gaining ownership in the learning process.

A Visual Approach to Solving Mixture Problems

1996 ◽  
Vol 89 (2) ◽  
pp. 108-111
Author(s):  
Albert B. Bennett ◽  
Eugene Maier
Keyword(s):  
Mathematical Modeling ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Multiple Representations ◽  
School Mathematics ◽  
Mathematical Problem Solving ◽  
Evaluation Standards ◽  
Conceptual Understandings ◽  
Visual Approach

In the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), the 9–12 standards call for a shift from a curriculum dominated by memorization of isolated facts and procedures to one that emphasizes conceptual understandings, multiple representations and connections, mathematical modeling, and mathematical problem solving. One approach that affords opportunities for achieving these objectives is the use of diagrams and drawings. The familiar saying “A picture is worth a thousand words” could well be modified for mathematics to “A picture is worth a thousand numbers.” As an example of visual approaches in algebra, this article uses diagrams to solve mixture problems.

scholarly journals PERBEDAAN PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING DI KELAS X SMA NEGERI 2 PEMATANGSIANTAR

2020 ◽  
Vol 1 (2) ◽  
pp. 85-96
Author(s):  
Winmery Lasma Habeahan
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Equation System ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Contextual Approach ◽  
Control Group Design ◽  
Contextual Teaching ◽  
The Difference

The purpose of this study was to determine the differences in the improvement of students' mathematical problem-solving abilities with the Contextual Teaching and Learning approach in the material of the two-variable linear equation system in class X SMA Negeri 2 Pematangsiantar. This study used an experimental method with the aim of being in accordance with the previous statement to determine the difference in students' mathematical problem-solving abilities with a contextual approach and an expository approach, with a randomized pretest-posttest control group design. The average increase in problem-solving abilities in the control class was 0.1688 while the increase in problem-solving abilities in the experimental class was 0.0085. By using the t-test (SPSS), with a value of Fcount = 10.907 and a significant level of 0.05, a significant probability is obtained 0.002 <0.05, it can be concluded that there is a difference in normalized gain or an increase in problem-solving ability with conventional and contextual approaches. Based on the average gain of the control and experimental classes, the increase in the control class using the conventional approach is higher than the experimental class with the contextual approach. The difference in increasing problem-solving abilities in conventional classrooms is possible due to differences in students' entry-level abilities, which can be seen in the average pretest of each class.

Problem Solving: Is More Than Solving Problems

1998 ◽  
Vol 4 (1) ◽  
pp. 20-25
Author(s):  
Michael G. Mikusa
Keyword(s):  
Problem Solving ◽  
Correct Answer ◽  
Mathematical Problem ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Students First ◽  
Mathematics Class ◽  
General Goals ◽  
Problem Solvers

The curriculum and evaluation Standards for School Mathematics (NCTM 1989) states that one of its five general goals is for all students to become mathematical problem solvers. It recommends that “to develop such abilities, students need to work on problems that may take hours, days, and even weeks to solve” (p. 6). Clearly the authors have not taught my students! When my students first encountered a mathematical problem, they believed that it could be solved simply because it was given to them in our mathematics class. They also “knew” that the technique or process for finding the solution to many problems was to apply a skill or procedure that had been recently taught in class. The goal for most of my students was simply to get an answer. If they ended up with the correct answer, great; if not, they knew that it was “my job” to show them the “proper” way to go about solving the problem.

What Is in the Daily News? Problem-Solving Opportunities!

1999 ◽  
Vol 5 (7) ◽  
pp. 390-394
Author(s):  
Robyn Silbey
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Daily News ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
The Everyday ◽  
Everyday World ◽  
Real World Problems

In An Agenda for Action, the NCTM asserted that problem solving must be at the heart of school mathematics (1980). Almost ten years later, the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) stated that the development of each student's ability to solve problems is essential if he or she is to be a productive citizen. The Standards assumed that the mathematics curriculum would emphasize applications of mathematics. If mathematics is to be viewed as a practical, useful subject, students must understand that it can be applied to various real-world problems, since most mathematical ideas arise from the everyday world. Furthermore, the mathematics curriculum should include a broad range of content and an interrelation of that content.

A Modeling Perspective on the Teaching and Learning of Mathematical Problem Solving

2008 ◽  
Vol 10 (3) ◽  
pp. 293-304 ◽  
Author(s):  
Nicholas G. Mousoulides ◽  
Constantinos Christou ◽  
Bharath Sriraman
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving

scholarly journals Analisis Kemampuan Pemecahan Masalah Matematis pada Materi Kubus dan Balok di SMP

2021 ◽  
Vol 10 (1) ◽  
pp. 141-152
Author(s):  
Hermawati Hermawati ◽  
Jumroh Jumroh ◽  
Eka Fitri Puspa Sari
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Data Collection ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Learning Activities ◽  
Mathematical Problem Solving ◽  
Analysis Technique ◽  
Data Collection Technique ◽  
Academic Year

AbstrakKemampuan pemecahan masalah tidak lepas dari kegiatan belajar mengajar pada umumnya karena keberhasilan seseorang terhadap sesuatu yang dihadapi tidak lepas dari matematika. Penelitian ini bertujuan untuk mengetahui kemampuan pemecahan masalah matematis peserta didik kelas IX di SMP Negeri 15 Palembang. Sampel pada penelitian ini di ambil secara acak yaitu peserta didik kelas IX.1 berjumlah 31 peserta didik yang dilakukan di SMP Negeri 15 Palembang tahun Pelajaran 2019/2020. Teknik pengumpulan data menggunakan soal tes berbentuk uraian materi bangun ruang (kubus dan balok). Teknik analisis data dalam penelitian ini adalah deskriptif kuantitatif. Dari hasil analisis data dan pembahasan maka dapat disimpulkan bahwa kemampuan pemecahan masalah matematis peserta didik dikategorikan rendah.  Analysis of Mathematical Problem-Solving Ability on Cubes and Blocks in Junior High SchoolAbstractThe ability to solve problems cannot be separated from teaching and learning activities in general because one's success in something that is faced cannot be separated from mathematics. This study aims to determine the mathematical Problem-solving abilities of grade IX students at SMP Negeri 15 Palembang. The sample in this study was taken randomly. namely students of class IX.1, totaling 31 students which were conducted at SMP Negeri 15 Palembang for the 2019/2020 academic year. The data collection technique used test questions in the form of a description of the material (cubes and cuboids). The data analysis technique in this research is descriptive quantitative. From the results of data analysis and discussion, it can be concluded that the students' mathematical Problem-solving ability is categorized as low.

scholarly journals The Relationship between Problem-Solving Ability and Students' Characters Based on Islamic Perspectives

2019 ◽  
Vol 4 (2) ◽  
pp. 203-214
Author(s):  
Syamsul Huda ◽  
Muhammad Syahrul ◽  
Mu'min Firmansyah ◽  
Rahmi Ramadhani ◽  
Andika Eko Prasetiyo
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Gender Factor

The purpose of this study was to analyze the mathematical problem-solving ability and characters of students who were taught using problem-based learning and ordinary learning based on Islamic perspectives. The instrument used in this study was a test of problem-solving ability and a students’ character questionnaire. This research was a quasi-experimental research with pre-test and post-test control group design. The sample of this research was 84 students from Private Islamic School in Medan, North Sumatera, by using a purposive sampling technique. The data in this research was declared homogenous and normal after being tested using the Levene’s Test and Kolmogorov-Smirnov Test. The hypothesis analyzes used was the Two Way-ANOVA test assisted by SPSS 25. The result showed that there was an improvement in mathematical problem-solving ability and students' characters through problem-based learning based on Islamic perspectives. However, there was no interaction between students' gender and problem-solving ability and character improvement based on Islamic perspectives. The gender factor in problem-based learning was not related to students’ cognitive and affective aspects. Each student with any gender had difference characters, especially related to Islamic perspectives. This research-proven that problem-based learning model had an important role in teaching and learning, and it can be used to improve students' mathematical and character problem-solving ability.

Sign in / Sign up

Export Citation Format

Share Document