Promoting Problem Solving across Geometry and Algebra by Using Technology

2005 ◽  
Vol 98 (9) ◽  
pp. 599-603
Author(s):  
A. Kursat Erbas ◽  
Sarah D. Ledford ◽  
Chandra Hawley Orrill ◽  
Drew Polly
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Teacher Support ◽  
Original Problem ◽  
Mathematical Thinking ◽  
School Students ◽  
And Algebra ◽  
Insight Into ◽  
Mathematics Problem

Technology is a powerful tool in assisting students in problem solving by allowing for multiple representations. It is particularly effective when students are encouraged to explore a single mathematics problem with multiple technologies. Using technology allows students to be creative in their problem-solving techniques, look at data in a variety of ways, and see the viability of their answers, all of which may lead to a better understanding of mathematics. The vignette offered in this article provides insight into ways to solve open-ended problems by using multiple technologies. Although the series of events described is hypothetical, the original problem is familiar and the authors' collective experiences with such tasks and high school students indicates that the students are able to explore problems in ways that demonstrate and extend their mathematical thinking when they have appropriate teacher support.

Metacognition of Junior High School Students in Mathematics Problem Solving Based on Cognitive Style

2021 ◽  
Vol 17 (1) ◽  
pp. 134
Author(s):  
Sutama ◽  
Sofyan Anif ◽  
Sabar Narimo ◽  
Djalal Fuadi ◽  
Diana Purwita Sari ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Cognitive Style ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Mathematics Problem Solving ◽  
Mathematics Problem

The main target of the current study is to explain the metacognition of junior high school students with Field Independent (FI) and Field Dependent (FD) cognitive styles in mathematics problem-solving. It should be noted that the statistical population of this study was all junior high school students in the Sragen regency in the 2018/2019 academic year. To reach the research purpose, different instruments such as the cognitive style tests, the problem-solving exercises, and the interview guidance were used. Data analysis was carried out by data collection, data reduction, data presentation, and conclusion. The results indicated that the students who have field-independent cognitive style had high self-confidence that they were able to solve the problem correctly, able to do planning steps, able to make important decisions for themselves, so they can solve the problem properly. Students with FD cognitive style are completely confident that their answer is correct, but they have not yet clarified the steps they need to solve their problems and have not yet focused on their shortcomings in mathematics problem solving, so their task results in mathematics problem-solving incorrectness answer.   Keywords: Cognitive style; Mathematics problem solving; Metacognition

scholarly journals Metacognition Profile of Vocational High School Students in Mathematics Problem Solving Based on Logical Thinking Skills

2021 ◽  
Vol 13 (2) ◽  
pp. 1027-1037
Author(s):  
Mu'jizatin Fadiana ◽  
Andriani Andriani
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Logical Thinking ◽  
Vocational High School ◽  
School Students ◽  
Mathematics Problem Solving ◽  
The Subject ◽  
Abstract Operation ◽  
Mathematics Problem

This study describes the profile of vocational high school students' metacognitive abilities in mathematics problem solving based on their logical thinking abilities. This research was conducted using descriptive research methods with a qualitative approach. The data was collected using a logical thinking ability test and problem-solving test and. Three students were selected who met different logical thinking stages: the abstract operation stage, the transition stage, and the concrete operational stage. The results showed the subject of the abstract operation stage fulfilled the metacognition stage by re-describing the given problem, knowing the relationship between what was known and what was asked, working on the problem by writing down what was known and asked and entering into the formula and also checking the answer. Transition stage subjects fulfill the metacognition stage by describing initial information and instructions, performing problem-solving steps, and counting to check completed work. The subject of concrete operations fulfills the metacognition stage by stating information and instructions that are non-specific and detailed. The subject has not been able to state the proper steps to ensure the information's conformity with the problem, and the subject sees what is done by calculating.

scholarly journals ANALISIS KESULITAN SISWA SMA DALAM PEMECAHAN MASALAH MATEMATIKA KELAS XII IPA DI KOTA YOGYAKARTA

2015 ◽  
Vol 2 (1) ◽  
pp. 28 ◽  
Author(s):  
Ayu Aji Wedaring Tias ◽  
Dhoriva Urwatul Wutsqa
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Random Sampling ◽  
Qualitative Approach ◽  
School Students ◽  
Mathematics Problem Solving ◽  
Mathematics Problem ◽  
Yogyakarta City ◽  
Senior High School Students

Penelitian ini bertujuan untuk mendeskripsikan letak kesulitan siswa yang dominan dan faktor-faktor kesulitan yang dialami siswa SMA dalam memecahkan masalah matematika. Penelitian ini termasuk penelitian deskriptif dengan pendekatan kuantitatif dan kualitatif. Subjek penelitian ini adalah 94 siswa SMA Negeri di Kota Yogyakarta yang berasal dari tiga sekolah dengan kategori tinggi, sedang, dan rendah. Pemilihan subjek penelitian dilakukan dengan stratified proportional random sampling. Pengumpulan data dilakukan dengan menggunakan dokumen, tes, dan wawancara. Analisis data dilakukan dengan metode analisis deskriptif kualitatif dengan pendekatan kuantitatif dan kualitatif yang memberikan gambaran mengenai letak dan faktor kesulitan siswa. Hasil penelitian menunjukkan bahwa kesulitan matematika siswa terletak pada kesulitan mengingat fakta 1,77%, kesulitan memahami fakta 3,54%, kesulitan menerapkan fakta 3,54%, kesulitan menganalisis fakta 10,18%, kesulitan mengingat konsep 1,33%, kesulitan memahami konsep 13,27%, kesulitan menerap-kan konsep 11,95%, kesulitan menganalisis konsep 4,42%, kesulitan memahami prosedur 7,52%, kesulitan menerapkan prosedur 15,49%, kesulitan menganalisis prosedur 16,37%, kesulitan mengingat konsep visual-spasial 1,33%, kesulitan memahami visual-spasial 3,54%, kesulitan menerapakan visual-spasial 3,10%, dan kesulitan menganalisis visual-spasial 2,65%. Faktor-faktor kesulitan yang dialami siswa SMA dalam memecahkan masalah matematika kelas XII program IPA yakni: siswa kurang teliti, tergesa-gesa dalam mengerjakan soal, lupa, kurang waktu untuk mengerjakan soal, cepat menyerah, terkecoh, dan cemas. Kata Kunci: analisis kesulitan, pemecahan masalah matematika, kemampuan pemecahan masalah   AN ANALYSIS OF SENIOR HIGH SCHOOL STUDENTS’ DIFFICULTIES IN MATHEMATICS PROBLEM SOLVING BASED AT GRADE XII OF SCIENCE PROGRAM IN YOGYAKARTA CITY Abstract This research aims to describe the locations of the difficulties and the factors of the difficulties faced by Senior High School students in mathematics problem solving in Yogyakarta City. This research is descriptive supported by the quantitative and qualitative approach. The subject of this research was 94 grade XII students of senior high schools in Yogyakarta City. The sample was established from three different schools grouped in the three categories namely high, middle, and low category. The subjects of this research were selected by using the stratified proportional random sampling. The data were collected from the documents and the result of the test and interviews. The data analysis was done by using the qualitative descriptive analysis method with quantitative and qualitative approach that figure out the types and factors of students’ difficulties. The research result suggests that mathematics difficulty locations faced by the research subjects are fact remembering difficulty 3.54%, fact analyzing difficulty 10.18%, concept remembering difficulty 1.33%, concept understanding difficulty 13.27%, concept applying difficulty 11.95%, concept analyzing difficulty 4.42%, procedure understanding difficulty 7.52%, procedure applying difficulty 15.49%, procedure analyzing difficulty 16.37%, visual-spasial concept remembering difficulty 1.33%, visual-spasial understanding difficulty 3.54%, visual-spasial applying difficulty 3.10%, dan visual-spasial analyzing difficulty 2.65%. The factor that make the student difficult in mathematics problem solving was external factor, which is: student that carelessness, answering the question in a hurry, forgetfullness, and having a time limit in doing the work, easily giving up, getting decieved, and being worried. Keywords: analysis of difficulties, mathematics problem solving, problem solving skill

IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
J. Navaneetha Krishnan ◽  
P. Paul Devanesan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Sample Survey ◽  
Survey Method ◽  
Teaching Mathematics ◽  
School Students ◽  
Problem Solving Strategies ◽  
Achievement In Mathematics

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.

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