scholarly journals Insight into an Structural Similarity in Stage of Similar Mathematical Problem Solving Process

2011 ◽  
Vol 50 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Young-Bae Jun ◽  
Eun-Hwan Roh ◽  
Jeong-Gi Kang
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Structural Similarity ◽  
Mathematical Problem Solving ◽  
Problem Solving Process ◽  
Insight Into

Digitally Capturing Student Thinking for Self-Assessment

2012 ◽  
pp. 127-144 ◽  
Author(s):  
Sheri Vasinda ◽  
Julie McLeod
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Teacher Assessment ◽  
Student Thinking ◽  
Mathematical Problem Solving ◽  
Self Assessment ◽  
Process Thinking ◽  
Problem Solving Process ◽  
Insight Into ◽  
Verbal Thinking

The continuing improvements and access to digital technology provide opportunities for capturing student thinking never considered or available in the past. Knowing the importance of thinking processes and understanding children’s resistance to writing them down, mathcasts were used as a way of supporting students during their problem solving. Mathcasts are screencaptures of students’ work and thinking as they write and talk about their thinking during mathematical problem solving. Viewers of the mathcast gain unique insight into the students’ problem solving process, thinking process, and mathematical conceptions or misconceptions. The authors found screencasts to be a good technological match with mathematical problem solving that provided a more powerful opportunity for both self-assessment and teacher assessment that was not available with traditional paper and pencil reflection. When students can revisit their verbal thinking several times throughout the year, they are equipped to self-assess in new, powerful and more reflective ways.

scholarly journals Analysis of Mathematical Problem Solving Capabilities : Impact of Improve and OSBORN Learning Models on Management Education

2020 ◽  
Vol 3 (1) ◽  
pp. 17-26
Author(s):  
Munifah Munifah ◽  
Windi Septiyani ◽  
Indah Tri Rahayu ◽  
Rahmi Ramadhani ◽  
Hasan Said Tortop
Keyword(s):  
Problem Solving ◽  
Design Method ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Sample Test ◽  
Problem Solving Process ◽  
The Impact

Objectives The ability to solve problems is to gain knowledge and motivation in the problem solving process of students. The researcher used the IMPROVE and OSBORN learning models to improve problem solving skills. The IMPROVE and OSBORN learning models emphasize the development of optimal mathematical skills and generate new ideas in the process of problem solving. This research is used to see the impact of the IMPROVE learning model and OSBORN learning model which is better in mathematical problem solving abilities. This research uses the Quasy Experimental Design method. Hypothesis testing uses an independent sample test. The conclusion of the study is the mathematical problem solving ability of students who use the IMPROVE learning model is better than the mathematical problem solving abilities of students who use the OSBORN learning model.

Brief Report: Hints: An Aid to Diagnosis in Mathematical Problem Solving

1988 ◽  
Vol 19 (4) ◽  
pp. 358-361
Author(s):  
Donald A. Trismen
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Student Difficulties ◽  
Insight Into

The diagnosis of student difficulties in mathematical problem solving requires more than a knowledge of the kinds of problems that are correctly and incorrectly solved. Meaningful diagnosis requires insight into the faulty cognitive processes that lead to incorrect results.

Writing About the Problem Solving Process to Improve Problem Solving Performance

2003 ◽  
Vol 96 (3) ◽  
pp. 185-187 ◽  
Author(s):  
Kenneth M. Williams
Keyword(s):  
Problem Solving ◽  
Mathematical Knowledge ◽  
Mathematical Problem ◽  
School Mathematics ◽  
Mathematical Problem Solving ◽  
National Council ◽  
Instructional Programs ◽  
Principles And Standards ◽  
Problem Solving Process ◽  
Problem Solvers

Problem solving is generally recognized as one of the most important components of mathematics. In Principles and Standards for School Mathematics, the National Council of Teachers of Mathematics emphasized that instructional programs should enable all students in all grades to “build new mathematical knowledge through problem solving, solve problems that arise in mathematics and in other contexts, apply and adapt a variety of appropriate strategies to solve problems, and monitor and reflect on the process of mathematical problem solving” (NCTM 2000, p. 52). But how do students become competent and confident mathematical problem solvers?

scholarly journals Assessment Tests in the Mathematics Teaching Guides in Spain. Analysis of the Content Blocks and the Treatment of Arithmetic Word Problems

2021 ◽  
Vol 11 (6) ◽  
pp. 305
Author(s):  
Raúl Tárraga-Mínguez ◽  
Julio Tarín-Ibáñez ◽  
Irene Lacruz-Pérez
Keyword(s):  
Problem Solving ◽  
Mathematics Teaching ◽  
Mathematical Problem ◽  
Theoretical Framework ◽  
Assessment Tools ◽  
Mathematical Tasks ◽  
Mathematical Problem Solving ◽  
Assessment Tests ◽  
Assessment Of Competence ◽  
Problem Solving Process

The teaching guides that complement textbooks have key importance in the assessment of competence in problem solving, because these materials contain the assessment tools that teachers frequently use to quantify the achievements of their students. In this paper, we set two aims: to analyze which curriculum contents are given priority in the assessment tests of the teaching guides; and to check to what extent these tests assess the steps of the mathematical problem solving process. For this, an analysis of the initial and final assessment tests of six Spanish publishers was conducted. The results show that the distribution of mathematical tasks by type of content does not fully conform to the theoretical framework proposed by TIMSS. In addition, only one of the six publishers considered the problem-solving process as evaluable.

scholarly journals An error analysis in the early grades mathematics – a learning opportunity?

2014 ◽  
Vol 4 (1) ◽  
pp. 19 ◽  
Author(s):  
Roelien Herholdt ◽  
Ingrid Sapire
Keyword(s):  
Problem Solving ◽  
Error Analysis ◽  
Large Scale ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Analysis Method ◽  
Problem Solving Skills ◽  
Scale Error ◽  
And Control ◽  
Insight Into

<p>Error analysis is the study of errors in learners’ work with a view to looking for possible explanations for these errors. It is a multifaceted activity involving analysis of correct, partially correct and incorrect processes and thinking about possible remediating strategies. This paper reports on such an analysis of learner tests. The tests were administered as part of the evaluation of an intervention project that aimed to teach mathematical problem solving skills to grade 1-4 learners. Quantitative error analysis was carried out using a coding sheet for each grade. A reliability coefficient was found for each test, as were item means and discrimination indexes for each item. The analysis provided some insight into the more common procedural and conceptual errors evidenced in the learners’ scripts. Findings showed similar difficulties across intervention and control schools and highlighted particular areas of difficulty. The authors argue that this analysis is an example of large-scale error analysis, but that the analysis method could be adopted by teachers of grades 1-4.</p>

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