scholarly journals Las emociones experimentadas por los participantes en una competición matemática de resolución de problemas

2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 73-100
Author(s):  
Nélia Amado ◽  
Susana Carreira
Keyword(s):  
Problem Solving ◽  
Help Seeking ◽  
Positive Emotions ◽  
Mathematical Problem ◽  
Mathematical Activity ◽  
Successful Performance ◽  
Learning Mathematics ◽  
Mathematical Experience ◽  
El Sistema ◽  
Mathematics Research

Las emociones aún son insuficientemente investigadas cuando se estudia la experiencia de los jóvenes estudiantes, principalmente en el que concierne a las emociones positivas que implican en la actividad de resolución de problemas. Por otro lado, hay muchos estudios que se relacionan con las dificultades, la ansiedad, la resistencia y la pasividad, a menudo asociadas con el fracaso en las matemáticas. La investigación ha mostrado que la actividad matemática no puede verse estrictamente cognoscitiva y libre de emociones; en el contrario, el sistema afectivo juega un rol central en el aprendizaje de las matemáticas.En este artículo, presentamos resultados de un proyecto de investigación llevado a cabo en el contexto empírico de las competiciones matemáticas inclusivas que se realizan a través de Internet: SUB12 y SUB14. Se presentan y analizan datos de un cuestionario a los participantes, entrevistas abiertas y correos electrónicos intercambiados durante las competiciones. Las conclusiones del estudio señalan que los estudiantes experimentan fuertes emociones positivas, a saber, entusiasmo, alegría, disfrute, orgullo y felicidad, asociadas a un desempeño exitoso en la resolución de problemas matemáticos, como era de esperar. Los resultados también muestran que las emociones negativas frente a ladificultad y el fracaso tienden a ser emociones suaves que parecen ser transitorias y se convierten en emociones positivas. Explicamos estos resultados en función de las características específicas del entorno cultural de estos concursos, es decir, fomentando la búsqueda de ayuda, proporcionando comentarios positivos y dando a los participantes la oportunidad de mejorar. Emotions are still under-researched when exploring the mathematical experience of young students, particularly in what concerns the positive emotions involved in problem solving. On the other hand, there are many studies that deal with difficulties, anxiety, rejection and passivity, often associated with failure in mathematics. Research has shown that mathematical activity cannot be viewed as a strictly cognitive operation in which emotions are not involved; on the contrary, affective systems play a central role in learning mathematics. In this article, we present results from an empirical research project conducted in the context of inclusive mathematical competitions carried out through the Internet: SUB12 and SUB14. Data from a questionnaire, open-ended interviews, and e-mails exchanged during the competitions are presented and analysed. The conclusions of the study reveal students experienced strong positive emotions, namely enthusiasm, joy, enjoyment, pride and happiness, associated with a successful performance in mathematical problem solving, as could be expected. The results also show that negative emotions when it comes to facing difficulty and failure tend to be soft emotions that seem to be transient and turn into positive emotions. We explain these results based on the specific characteristics of the cultural environment of these competitions, namely encouraging help-seeking, providing positive feedback and giving the participants the chance to improve.

An Investigation of African American Students' Mathematical Problem Solving

1998 ◽  
Vol 29 (2) ◽  
pp. 143-163 ◽  
Author(s):  
Carol E. Malloy ◽  
M. Gail Jones
Keyword(s):  
African American ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Strategy Selection ◽  
Mathematics Students ◽  
Learning Mathematics ◽  
8Th Grade ◽  
Highly Correlated ◽  
Problem Solvers ◽  
Analytic Reasoning

In this study we examined the problem-solving characteristics, strategy selection and use, and verification actions of 24 African American 8th-grade students. Students participated in individual, talk-aloud problem-solving sessions and were interviewed about their problem solutions and attitudes about learning mathematics. Students displayed approaches attributed to African American learners in the literature, regularly using holistic rather than analytic reasoning; their display of confidence and high self-esteem did not appear to be related to success. Students' problem-solving actions matched previously reported characteristics of good mathematical problem solvers: successful use of strategies, flexibility in approach, use of verification actions, and ability to deal with irrelevant detail. Success was highly correlated with strategy selection and use and moderately correlated with verification actions.

Assessing Students' Mathematical Problem Posing

2005 ◽  
Vol 12 (3) ◽  
pp. 129-135
Author(s):  
Edward A. Silver ◽  
Jinfa Cai
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Scientific Investigation ◽  
Problem Posing ◽  
Intellectual Activity ◽  
Mathematical Inquiry ◽  
Mathematical Problem Posing ◽  
Mathematics Research

Posing problems is an intellectual activity that is crucially important in mathematics research and scientific investigation. Indeed, some have argued that problem posing, as a part of scientific or mathematical inquiry, is usually at least as important as problem solving (Einstein and Infeld 1938; Hadamard 1945).

scholarly journals Meningkatkan Kemampuan Pemecahan Masalah Matematis Kelas XI SMA Istiqomah Bandung Menggunakan Pembelajaran Berbasis Masalah

2018 ◽  
Vol 4 (1) ◽  
pp. 45
Author(s):  
Asep Wildan ◽  
Chandra Novtiar
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Average Score ◽  
Mathematical Problem Solving ◽  
Learning Mathematics ◽  
Classroom Action Research ◽  
Written Test ◽  
Research Show

In purpose of learning mathematics exist one aspect must be improved is mathematical problem solving ability. But in fact, a level of students’ ability in pertained to weak. A trigonometry is one of the material which is quite difficult understood students XI grade in SMA ISTIQOMAH Bandung. It is need to be held a solution in learning that is using Problem Based Learning (PBL). This research using the method classroom action research with two cycles, which each cycles has two meetings. At the end of each cycle, students are given a written test in the form of a description. The result of research, show an increase on the mathematical problem solving ability by applying PBL. Seen from the results of the average score on each cycle, pre-cycle results with a score 37, in cycle one the score becomes 69 (42,30%), and in cycle two the score becomes 77 (69,23%).

Meningkatkan Kemampuan Pengajuan Masalah Serta Penyelesaian Masalah Matematika Melalui Pembelajaran Berbasis Masalah Pada Mahasiswa Jurusan Pendidikan Matematika STKIP “Tapanuli Selatan” Padang Sidempuan

2014 ◽  
Vol 3 (2) ◽  
pp. 165-172
Author(s):  
Sinar Depi Harahap
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Strong Association ◽  
Mathematics Problems ◽  
New Information ◽  
Learning Mathematics ◽  
Before And After ◽  
Mathematical Problems ◽  
Mathematical Relationships ◽  
Math Problems

Learning mathematics should be able to improve the abilityand creativity in learning mathematics, especially in solving mathematical problems. To improve theability of anappropriate learning need sand learning mathematical problem submissionis in accordance with the needs of students in facilitating the completion of (solution) of the mathematical problem significantly. To obtain data submission capability math problem students, the research for mulated the problemas follows: (a) How does the ability filing math problems before and after the learning seen from the stage before and during problem solving?,(b) How is the level of complexity of the questions asked of students according to the structure of language and mathematical relationships?, (c) how associations filing capability math problems with the ability of the settlement (solving) the mathematical problem?.To answer this problem conducted experimental research on mathematics semester students majoringin STKIP "Tapanuli Selatan" Padangsidimpuan. Results showed that (a) the ability of the student submission mathematical problemsseen from the stage before and during the settlement of problems inproblem-based learningis quite good, as shown by the large percentage of math questions that can be solved either with new information and without any new information. (b) Differences filing capabilities grade math problems and problem-based learning class conventional learningis significant. (c) the ability filing math problems with the ability of the settlement (solving) the strong association of students of mathematics problems.

scholarly journals Pengembangan Kemampuan Pemecahan Masalah Matematis melalui Habit of Thinking Interdependently

2020 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Fevi Rahmadeni
Keyword(s):  
Problem Solving ◽  
Literature Review ◽  
Body Problem ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Mathematics Problem Solving ◽  
Learning Mathematics ◽  
Mathematics Problem ◽  
Development Of Students

Like the human body, problem solving is the heart of mathematics. Problem solving ability is a capital for students to develop and explore themselves further in mathematics learning. This article aim to explain the development of students' mathematical problem solving abilities through Habit of Thinking Interdependently (HTI). This type of research is literature review where the authors analyze and draw conclusions from several relevant references related to HTI. HTI the attitude of students towards learning mathematics in the form of the habit of thinking together in groups. The conclusions obtained indicate that students' mathematical problem solving abilities can be developed through HTI.

scholarly journals Mathematical Mystery in a Cultural Game

2020 ◽  
Vol 10 (6) ◽  
pp. 64
Author(s):  
Mustafa Gök
Keyword(s):  
Descriptive Analysis ◽  
Structured Interview ◽  
Research Data ◽  
Mathematical Activity ◽  
Recording Device ◽  
Eastern Anatolia ◽  
Mathematical Relationship ◽  
Learning Mathematics ◽  
Mathematical Experience

This study described the mathematical depth in a mathematical activity carried out in a village in Turkey’s Eastern Anatolia Region. This activity presented in the context of the game reflects a cultural situation of doing mathematics over time. In this context, it can identify as a study of ethnomathematics. Therefore, the cultural game was introduced first, and then the mathematical depth behind this game was uncovered in all its aspects. Finally, the mathematical relationship behind the game was analysed in terms of mathematics education. The case study, as one of the qualitative research methods, was used in the study. The participants of the study consist of 1 person who knows, transmits, and teaches the cultural game. The game process and semi-structured interview that constituted the research data were recorded with a camera and a voice recording device. Descriptive analysis was used in the analysis of the interview. Findings of the study suggest that the cultural game is played without considering its mathematical depth, but that there is a rich mathematical depth behind it. The results also indicate that such games offer an effective way for adults learning mathematics. On the other hand, the study revealed that there could be different ways of thinking between school mathematics and ethnomathematics. It is thought that synthesizing mathematics with games that include ethnomathematics has the potential to provide students at diverse levels with an excellent mathematical experience.

scholarly journals PERILAKU PEMECAHAN MASALAH SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA KONTEKSTUAL DITINJAU DARI KECEMASAN MATEMATIKA

MATHEdunesa ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 145-154
Author(s):  
Olivia Khufyatul Adhimah ◽  
Rooselyna Ekawati ◽  
Dini Kinati Fardah
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Mathematical Problem ◽  
Direct Translation ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
The Difference ◽  
Final Answer ◽  
Problem Solving Behavior

Problem solving behavior make further information about behavior of students to understand contextual mathematical problems and their solutions. The different behaviors shown by students to each other shows how to steps, abilities, and understanding of students in solving contextual mathematical problems. It is important for students and teachers to know the problem solving behaviors in order to improve understanding and ability to solve contextual mathematical problems. Mathematics anxiety can influence students in soling mathematical problems. Given the importance of students problem solving behavior in learning mathematics, teachers need to know students problem solving behavior in solving contextual mathematical problems based on mathematics anxiety. This study investigate problem solving behavior of students with low and high mathematical anxiety in solving contextual mathematical problems. Subjects in this study were four students of Junior High School, consists each of the two students from each mathematics anxiety group, low and high. Four students were given contextual mathematical problem solving test to investigate about problem solving behavior. Classification of students mathematics anxiety levels is determined through the mathematics anxiety questionnaire score of each student. The results of this research showed that students problem solving behavior with high mathematics anxiety were categorized in Direct Translation Approach-proficient (DTA-p) dan Direct Translation Approach-not proficient (DTA-np) category. Students behavior with low mathematics anxiety were categorized in the category of Meaning Based Approach-justification (MBA-j). The difference in problem solving behavior from two categories of mathematics anxiety is in re-reading the problem, linking concepts, deciding strategies, using context in calculations and final answer, and providing an explanation at each step of the solution. Students problem solving behavior with low mathematics anxiety was better than students problem solving behavior with high mathematics anxiety.

scholarly journals A Description of The Student’s Problem Solving Ability Based on Personality Tendency

2017 ◽  
Author(s):  
Rina Oktaviyanthi ◽  
Yani Supriani
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Positive Attitudes ◽  
Individual Personality ◽  
Learning Mathematics ◽  
Psychology Theory ◽  
Questionnaire Research ◽  
The Individual

Educational psychology theory assumed that personality is an integration of the whole traits, abilities, and motivations of the individual, including temperament, attitudes, opinions, beliefs, emotional responses, character, and morals. Personality tendencies are non-cognitive characteristics possessed by each individual, in this case is student. Knowing and understanding the personality characteristics of the students is a step that needs to be done by teacher because each student has a different way and respond to access information. This study focuses on the tendency of the student's personality and its implications on mathematical problem solving skills. The purpose of the study is to describe how students with individual personality tendencies do mathematical problem solving. By knowing overview of positive attitudes on each personality tendencies associated with mathematical problem solving skills, the teacher as the facilitator will get references to any forces that appear on each personality tendencies and may be used as consideration in designing learning mathematics. Subjects in this study were students aged 15-18 years (student of class XI) Manyar SMAN 1 Gresik, East Java. The approach used in this study is a qualitative approach with descriptive exploratory method. The instruments used to collect data are tests and questionnaire research. For additional guidance interviews are used as well. The results of the study showed that of the four personality tendencies studied, students tended Melancholy personality fulfilled all indicators mathematical problem solving skills.(This preprint has been presented in "International Seminar on Education (ISE) 2014", Universitas Sultan Ageng Tirtayasa (UNTIRTA), Serang, Banten, Indonesia, May 3, 2014 and has been printed published in ISE Proceedings)

scholarly journals Pemecahan Masalah Matematika Siswa Al-Fityan School Gowa ditinjau dari Gender

2020 ◽  
Vol 12 (2) ◽  
pp. 38-48
Author(s):  
Andi Aras ◽  
Sartika Arifin ◽  
Fawziah Zahrawati B
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Female Students ◽  
Male Students ◽  
Mathematical Problem Solving ◽  
Research Subjects ◽  
Learning Mathematics ◽  
Ability Tests ◽  
Level Of Thinking ◽  
Academic Year

Problem solving is the highest level of thinking which students need in learning mathematics. This study aims to describe students' mathematical problem solving abilities in terms of gender’s perspective. The research subjects consisted of four students of Class X at SMAIT Al-Fityan School Gowa in the 2018/2019 academic year, consisting of two male students and two female students. The research phase begins with the selection of research subjects determined based on equivalent problem solving ability tests. After selecting the subject, the next phase is giving assignment problem solving, quadratic equations, and interviews. The validity of the data is done by using triangulation of sources by twice interviews, giving tests to students who are different but have the same ability and the same sex in order to produce consistent data. The results showed that female students had better mathematical problem-solving abilities compared to male students based on Polya Steps: 1) understanding the problem, 2) planning the solution, 3) solving the problem, and 4) looking back at the answers.

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