One Fish, Two Fish, Red Fish, Blue Fish

2017 ◽  
Vol 23 (6) ◽  
pp. 338-339
Author(s):  
James Russo ◽  
Toby Russo
Keyword(s):  
Problem Solving ◽  
Mathematical Concepts ◽  
Diverse Range ◽  
Blue Fish ◽  
Mathematical Problems

Read the classic Dr. Seuss book One Fish, Two Fish, Red Fish, Blue Fish with your class and get students to engage with these associated mathematical problems. The problems cover a diverse range of key mathematical concepts. Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6.

Problem solving with the Sneetches

2016 ◽  
Vol 23 (5) ◽  
pp. 282-283
Author(s):  
James Russo ◽  
Toby Russo
Keyword(s):  
Problem Solving ◽  
Multiple Solutions ◽  
Mathematical Concepts ◽  
Mathematical Problems

Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6. In this issue, teachers read the classic Dr. Seuss book The Sneetches and other stories with their class and get students to engage with these associated mathematical problems. The problems, many of which are open-ended or contain multiple solutions or solution pathways, cover a range of mathematical concepts.

scholarly journals POLYA’S STRATEGY: AN ANALYSIS OF MATHEMATICAL PROBLEM SOLVING DIFFICULTY IN 5TH GRADE ELEMENTARY SCHOOL

2018 ◽  
Vol 10 (2) ◽  
pp. 140
Author(s):  
Nunuy Nurkaeti
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
School Students ◽  
Mathematical Concepts ◽  
Mathematical Problems

Abstract:. Problem solving is one of ways to develop higher order thinking skills. Strategy of problem solving that can be developed in mathematics learning is Polya's strategy. This study aims to analyze the problem solving difficulties of elementary school students based on Polya strategy. To support this research,descriptive analysis is used on seven elementary school students . The results show that, the difficulty of mathematical problems solving of elementary school students consist of the difficulty of understanding the problem, determining the mathematical formula/concepts that is used, making connections between mathematical concepts, and reviewing the correctness of answers with questions. These happened because the problem presented is in a story problem, that is rarely studied by the students. Students usually solve mathematical problems in a form of routine questions, which only require answers in a form of algorithmic calculations. Abstrak: Pemecahan masalah adalah salah satu cara dalam mengembangkan kemampuan berpikir tingkat tinggi. Salah satu strategi pemecahan masalah yang dapat dikembangkan pada pembelajaran matematik adalah strategi Polya. Penelitian ini bertujuan menganalisis kesulitan pemecahan masalah siswa sekolah dasar berdasarkan strategi Polya. Untuk mendukung penelitian ini digunakan analisis deskriptif pada tujuh orang siswa sekolah dasar. Hasilnya menunjukkan bahwa, kesulitan pemecahan masalah matematik siswa sekolah dasar meliputi, kesulitan memahami masalah, menentukan rumus/konsep matematik yang digunakan, membuat koneksi antar konsep matematika, dan melihat kembali kebenaran jawaban dengan soal. Hal tersebut disebabkan, masalah yang disajikan berupa soal cerita yang jarang dipelajari siswa. Siswa biasanya menyelesaikan masalah matematik berupa soal rutin, yang hanya menuntut jawaban berupa perhitungan algoritmik.

scholarly journals KEMAMPUAN KONEKSI MATEMATIS SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT

MATHEdunesa ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 241-250
Author(s):  
Jumrotul Mafulah ◽  
Siti Maghfirotun Amin
Keyword(s):  
Problem Solving ◽  
Mathematical Concepts ◽  
Mathematical Connections ◽  
Response Profile ◽  
Mathematical Problems ◽  
The Right ◽  
Relationship Of ◽  
The Relationship ◽  
Different Levels ◽  
Mathematical Connection

Mathematical connection ability is one of the abilities needed in solving mathematical problems. In solving problems, each student has a different way of solving it. This is due to the variety of intelligence that the students possess. This intelligence is known as Adversity Quotient (AQ). There are three levels of AQ namely climbers, campers, and quitters. This study aimed to describe the students' mathematical connections ability in solving mathematical problems related to their AQ. This research is a descriptive study with a qualitative approach carried out in Class IX of MTs Negeri Gresik consisting of three students who have different levels of AQ. The research instrument used consisted of the Adversity Response Profile (ARP) questionnaire, problem solving Test, and interview guidelines. The results of this study indicate that: at the stage of understanding the problem, climbers and campers students could retell with their language different from quitters students who change the language of questions with different meanings, at the stage of preparing a plan, climbers students understand the relationship of problems with mathematical concepts and life everyday and plan quite coherently and clearly while students campers and quitters understand the relationship of problems with mathematical concepts and everyday life and plan quite well, at the stage of implementing the plan, climbers and campers students could find the right answers while students quitters find the answers that are not yet correct, in the stage of looking back, climbers students do the checking again so that they could give the right conclusions while the campers and quitters students do not do the checks again but could provide conclusions that are quite precise. Keywords: Mathematical connection ability, mathematical problems, problem solving, adversity quotient 

scholarly journals Penyelesaian Soal Limit Fungsi Trigonometri dengan Solusi Cepat pada siswa SMA

2020 ◽  
Vol 3 (1) ◽  
pp. 40-45
Author(s):  
Iin Ariyanti ◽  
Nafisa Nur Zaqiyah
Keyword(s):  
Problem Solving ◽  
Multiple Choice ◽  
Limit Problem ◽  
Trigonometric Function ◽  
Mathematical Concepts ◽  
Multiple Choice Tests ◽  
Mathematical Problems ◽  
Practice Questions ◽  
Short Time ◽  
Math Problems

The purpose of this service is to help students deal with the shortage of time when working on multiple choice math problems, especially in the trigonometric function limit material. This activity was carried out on April 24, 2019 at SMAN 1 Tamban, Barito kuala, South Kalimantan, attended by 25 students as participants. The implementation of this activity consists of opening and introduction, explanation and application of problem solving, then practice questions and gift giving, as well as closing and group photos. The material for the quick solution of trigonometric function limit problem solving consists of trigonometric limits using the spruck rules, trigonometric limits using the delete rules of "evil" cosines, and trigonometric limits using the "good" cosine change rules. In the midst of community service activities, the service team appealed to students to prioritize understanding of mathematical concepts in solving mathematical problems. Quick solutions are recommended to be used only on multiple choice tests and force students to solve problems in a short time. Overall, this activity went well and smoothly and without significant obstacles.

scholarly journals The impact of 3CM model within blended learning to students' creative thinking ability

2020 ◽  
Vol 10 (1) ◽  
pp. 32
Author(s):  
Wahyudi Wahyudi ◽  
S.B Waluya ◽  
Waluya Suyitno ◽  
Isnarto Isnarto
Keyword(s):  
Problem Solving ◽  
Blended Learning ◽  
Prospective Teachers ◽  
Creative Thinking ◽  
Mathematical Problem ◽  
Thinking Skills ◽  
Mathematical Concepts ◽  
Post Test ◽  
Mathematical Problems ◽  
The Impact

Creating an enjoyable atmosphere and fostering creativity are the two most required components in learning mathematics. Hence, creativity would enable students to formulate something new. In addition, creativity is one of the most important and highest competencies in Bloom’s latest taxonomy. Furthermore, it is necessary to be possessed by everyone including prospective teachers. Not only for producing products in the form of objects, but the term creative also refers to problem solving in mathematic problems. This research is conducted to obtain a detail description regarding the impact of 3CM learning model among blended learning toward the enhancement of students’ creative thinking skills in mathematical problem solving. To achieve this goal, a pre-experimental design with one group pre-test post-test design pattern is chosen. Creative thinking skills are measured by test techniques and are emulated with observation techniques. Observations were performed when students worked on the test. The impact of 3CM learning with blended learning seen from test results paired sample T tests with the help of SPSS program a that are acquired from close ended questionnaire techniques. The results show that the average of pre-test is 60.51 and the average of post-test is 75.96. As for the results of paired T tests is the test got sig value (2-tailed) 0.000, and hence there was a significant gap among the results of pre-test and post-test. All of these results imply that 3CM learning within blended learning is undoubtedly able to increase students’ creativity in solving mathematical problems. This is due to the learning situation and activities which push students to do systematic thinking. It was started by criticizing the enchanting contextual problems, creating creative products based on particular mathematical concepts, and ended by having meaningful reflection.

scholarly journals Problem-solving ability of primary school teachers based on Polya's method in Mataram City

2019 ◽  
Vol 14 (2) ◽  
pp. 139-149
Author(s):  
Mohammad Archi Maulyda ◽  
Vivi Rachmatul Hidayati ◽  
Awal Nur Khalifatur Rosyidah ◽  
Iva Nurmawanti
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Mathematics Teachers ◽  
Research Subjects ◽  
School Teachers ◽  
Mathematical Concepts ◽  
Problem Solving Skills ◽  
Primary School Teachers ◽  
Learning Mathematics ◽  
Mathematical Problems

Problem-solving is an important competency that must be owned by students. Problem-solving skills can facilitate students in understanding, connecting, and using mathematical concepts. Even so, mistakes in solving mathematical problems are still made by students. One reason is the lack of habituation of problem-solving in learning mathematics. Teachers who have good problem-solving skills will find it easier to teach and do an activity about problem-solving in learning mathematics. The purpose of this study is to describe the problem-solving ability of primary school teachers based on Polya’s method. This research method is descriptive-qualitative. The research subjects were primary mathematics teachers who taught in Mataram City, Indonesia. Each research subject solved three mathematical problems correctly and the problem-solving process will be analyzed based on Polya's method. The results obtained are teachers from city and suburb schools doing three indicators, namely identifying information on the problem, carrying out the procedure according to plan, and doing calculations correctly. Indicators of problem-solving that are not done are writing problem questions, making mathematical models, and writing final conclusions.Kemampuan Pemecahan Masalah Guru Sekolah Dasar Berdasarkan Metode Polya di Kota MataramAbstrakPemecahan masalah adalah salah satu kompetensi yang cukup penting. Kemampuan pemecahan masalah dapat memudahkan siswa dalam memahami, menghubungkan, dan menggunakan konsep-konsep matematika. Meskipun begitu, kesalahan dalam pemecahan masalah matematika masih dilakukan oleh siswa. Salah satu sebabnya adalah kurangnya pembiasan pemecahan masalah pada pembelajaran matematika di sekolah. Guru yang memiliki kemampuan pemecahan masalah yang baik, akan lebih mudah mengajarkan dan membiasakan pemecahan masalah pada pembelajaran matematika di sekolah. Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan pemecahan masalah pada guru SD di Kota Mataram. Metode penelitian ini adalah deskriptif-kualitatif. Subjek penelitian adalah guru matematika SD yang mengajar di pusat dan pinggiran Kota Mataram. Masing-masing subjek penelitian menyelesaikan tiga masalah matematika dengan benar dan akan dianalisis proses penyelesaian masalahnya berdasarkan metode Polya. Hasil yang didapatkan adalah guru dari sekolah kota dan pinggiran melakukan tiga indikator, yakni mengidentifikasi informasi pada masalah, melakukan prosedur penyelesaian sesuai rencana, dan melakukan perhitungan dengan benar. Indikator penyelesaian masalah yang tidak dilakukan adalah  menuliskan pertanyaan masalah, membuat model matematika, dan menuliskan kesimpulan akhir.

Thinking in Action and Beyond

2018 ◽  
Author(s):  
Terezinha Nunes
Keyword(s):  
Hard Of Hearing ◽  
Inverse Relation ◽  
Teaching Approaches ◽  
Multiplicative Reasoning ◽  
Mathematical Concepts ◽  
Logical Organization ◽  
The World ◽  
Mathematical Problems ◽  
Addition And Subtraction ◽  
Learning By Imitation

Before children learn to use language, they learn about the world in action and by imitation. This learning provides the basis for language acquisition. Learning by imitation and thinking in action continue to be significant throughout life. Mathematical concepts are grounded in children’s schemas of action, which are action patterns that represent a logical organization that can be applied to different objects. This chapter describes some of the conditions that allow deaf or hard-of-hearing (DHH) children to learn by imitation and use schemas of action successfully to solve mathematical problems. Three examples of concepts that can be taught by observation and thinking in action are presented: the inverse relation between addition and subtraction, the concepts necessary for learning to write numbers, and multiplicative reasoning. There is sufficient knowledge for the use of teaching approaches that can prevent DHH children from falling behind before they start school.

scholarly journals Students’ suspension of sense making in problem solving

ZDM ◽  
2021 ◽  
Author(s):  
Gemma Carotenuto ◽  
Pietro Di Martino ◽  
Marta Lemmi
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Word Problem ◽  
Word Problems ◽  
Mathematical Problem ◽  
Critical Issue ◽  
Mathematical Problem Solving ◽  
Sense Making ◽  
Mathematical Problems

AbstractResearch on mathematical problem solving has a long tradition: retracing its fascinating story sheds light on its intricacies and, therefore, on its needs. When we analyze this impressive literature, a critical issue emerges clearly, namely, the presence of words and expressions having many and sometimes opposite meanings. Significant examples are the terms ‘realistic’ and ‘modeling’ associated with word problems in school. Understanding how these terms are used is important in research, because this issue relates to the design of several studies and to the interpretation of a large number of phenomena, such as the well-known phenomenon of students’ suspension of sense making when they solve mathematical problems. In order to deepen our understanding of this phenomenon, we describe a large empirical and qualitative study focused on the effects of variations in the presentation (text, picture, format) of word problems on students’ approaches to these problems. The results of our study show that the phenomenon of suspension of sense making is more precisely a phenomenon of activation of alternative kinds of sense making: the different kinds of active sense making appear to be strongly affected by the presentation of the word problem.

The Interplay Between Mathematical and Computational Thinking in Primary School Students’ Mathematical Problem-Solving Within a Programming Environment

2021 ◽  
pp. 073563312097993
Author(s):  
Zhihao Cui ◽  
Oi-Lam Ng
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Computational Thinking ◽  
Programming Environment ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Block Based

In this paper, we explore the challenges experienced by a group of Primary 5 to 6 (age 12–14) students as they engaged in a series of problem-solving tasks through block-based programming. The challenges were analysed according to a taxonomy focusing on the presence of computational thinking (CT) elements in mathematics contexts: preparing problems, programming, create computational abstractions, as well as troubleshooting and debugging. Our results suggested that the challenges experienced by students were compounded by both having to learn the CT-based environment as well as to apply mathematical concepts and problem solving in that environment. Possible explanations for the observed challenges stemming from differences between CT and mathematical thinking are discussed in detail, along with suggestions towards improving the effectiveness of integrating CT into mathematics learning. This study provides evidence-based directions towards enriching mathematics education with computation.

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