Key factors for successful solving of mathematical word problems in fifth-grade learners

Kavkler, Marija; Magajna, Lidija; Babuder, Milena Košak

doi:10.5114/hpr.2014.42787

Cited by 4 publications

(4 citation statements)

References 24 publications

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“…So, Mushlihah Rohmah, Sugeng Sutiarso, Lampung University [9] focused their attention on studying the types of mistakes that students make while solving math problems. Slovenian scholars Kavkler, M., Magajna, L. and Kosak Babuder, M. [10] investigated the differences in the solving of mathematical word problems by students with MLD (mathematical learning difficulties) and successful solvers of MWP (mathematical word problem). Mary Hegarty, Richard E. Mayer, and Christopher A. Monk, University of California [11] studied the problem of understanding the text of mathematical problems.…”

Section: The Process Of Solving Mathematical Word Problemsmentioning

confidence: 99%

Mathematical Word Problems That Contain a Constant in the Course of Mathematics of Primary School in Ukraine

Скворцова

Оnoprienko

Romanyshyn

2021

jpnu

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The article is devoted to the research of the place of the mathematical word problems in the course of mathematics of primary school in Ukraine. The researchers define the results in the study of solving math problems, find out the essence of the process of solving math problems, form primary school students’ ability to solve math problems that contain a constant. Among the mentioned are to find the fourth proportional, do the proportional division and find the unknown number by two differences. The paper deals with the organization of educational research of students in order to identify common and distinctive features of the mathematical structures of these types of math problems and their influence on the method of solution. Based on the methodological system of teaching primary school learners to solve math problems by S. Skvortsova, taking into account the essence of the concept of “ability to solve math problems” and the methodical system of forming the ability to solve certain types of math problems, it has been proposed a system of drilling activities for the generalization of mathematical structures and methods of solving math problems that contain a constant value.

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Section: The Process Of Solving Mathematical Word Problemsmentioning

confidence: 99%

Mathematical Word Problems That Contain a Constant in the Course of Mathematics of Primary School in Ukraine

Скворцова

Оnoprienko

Romanyshyn

2021

jpnu

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“…The importance of mathematical knowledge in this technological time is recognised globally, for it is a tool for developing a rational personality (Kavkler et al, 2014). Problem-solving is widely acknowledged as a pivotal skill that nurtures critical thinking, logical reasoning, and the practical application of mathematical principles (Polya, 1945;Schoenfeld, 1985).…”

Section: Introductionmentioning

confidence: 99%

“…Hence underscoring the necessity of prioritising the thorough teaching and learning of its core concepts. Drawing upon this particular viewpoint and the scholarly research conducted by Kavkler et al (2014), which has systematically demonstrated the benefits of the subject, it is justifiable to argue that providing young pupils with a comprehensive comprehension of mathematics continues to be of utmost importance. This responsibility should be embraced by all educators in the field.…”

Section: Introductionmentioning

confidence: 99%

Junior High School Mathematics Teachers’ Perceived Knowledge of Problem-Solving and Practices of Teaching Mathematics Through Problem-Solving in the Tamale Metropolis

Alhassan,

Kwakye,

Essuman

et al. 2024

East Afr. j. educ. stud.

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This study focused on public JHS mathematics teachers’ perceived knowledge about problem-solving and the extent to which mathematics teachers employed problem-solving strategies. The sequential explanatory research design was adopted for this research. The study sample consists of eighty-six JHS mathematics teachers in the Tamale metropolis. Means and standard deviations were used to analyse the quantitative data. The thematic analysis was done on the qualitative data after it was transcribed. The results demonstrated that even though JHS mathematics teachers have good knowledge about problem-solving, they moderately used problem-solving instructional strategies in their lessons and highly used task-based instruction and cooperative learning strategies. Therefore, the researcher recommends a new paradigm of training teachers on problem-solving strategies for public JHS mathematics instruction. The headteachers must ensure that mathematics teachers are supervised and motivated to use problem-solving methods to enhance students’ academic performance in mathematics

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“…This world, for some time, now has put so much emphasis on science and technology. Kavkler, Magajna and Babuder (2014) have postulated that mathematics in this technological era become an essential tool for developing rational human personality. That is, mathematical knowledge develops in people critical thinking for most especially life and career decisions.…”

Section: Introductionmentioning

confidence: 99%

Gender Differences in Attitudes and Achievement in Mathematics among Ghanaian JHS Students

Householder

2020

IJE

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Students’ learning and performance in mathematics is affected by several factors, including students’ attitude. This paper aims to understand the gender differences in attitude toward mathematics and mathematics achievement. A descriptive survey design was used, and the participants consisted of 360 Junior High School students. Two instruments, semi-structured questionnaire and students test scores were used. The results revealed that, in general, both female and male students held positive attitudes towards mathematics, and there was no significant difference in attitudes between genders toward mathematics. However, the results established that there was a significant difference in achievement. It was recommended that to achieve sustainable development goal 4, teachers, parents, and educational authorities should develop creative and innovative ways of helping students, especially female students to build self-confidence in the learning of mathematics.

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Key factors for successful solving of mathematical word problems in fifth-grade learners

Cited by 4 publications

References 24 publications

Mathematical Word Problems That Contain a Constant in the Course of Mathematics of Primary School in Ukraine

Mathematical Word Problems That Contain a Constant in the Course of Mathematics of Primary School in Ukraine

Junior High School Mathematics Teachers’ Perceived Knowledge of Problem-Solving and Practices of Teaching Mathematics Through Problem-Solving in the Tamale Metropolis

Gender Differences in Attitudes and Achievement in Mathematics among Ghanaian JHS Students

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