Mathematical Problem Solving in Singapore Schools

Kaur, Berinderjeet; Har, Yeap Ban

doi:10.1142/9789814277228_0001

Cited by 24 publications

(22 citation statements)

References 8 publications

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“…Singapore mathematics curriculum gives as much importance to the time spent on problem solving activities as the problem types to be solved in the lesson. In this country, from the first years of primary school to the end of high school, the subject starts to be taught with exercise type problems and realistic problems follow when the subject has been understood (Kaur & Yeap, [97]). When realistic problems were tackled in lessons, they were considered within the context of mathematical modeling.…”

Section: Introductionmentioning

confidence: 99%

Examining the Mathematical Modeling Processes of Primary School 4th-Grade Students: Shopping Problem

Ulu¹

2017

ujer

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The purpose of this study is to identify primary school students' thinking processes within the mathematical modeling process and the challenges they encounter, if any. This is a basic qualitative research study conducted in a primary school in the city of Kütahya in the academic year of 2015-2016. The study group of the research was composed of 22 students at 4th-grade who were selected with criterion sampling which is a purposive sampling method. The study data were collected with the clinical interview method and reported using the content analysis. It was consequently found that the students constituted two groups as those who provided a realistic solution and those who could not. There were more students who could not provide a realistic solution. Those who couldn't provide realistic solution tried to construct the mental representation of real situation through literal comprehension, which became insufficient in revealing the hidden situations involved in the problem text. Not noticing the hidden actions in the text led them to form a mathematical equation without structuring the problem and thus their solutions were unrealistic. Those who could provide realistic solutions, on the other hand, decide their operations within the context of the characters, time, place and relation between the events in the problem, which enabled the mental representation of the problem text to be critical reading and inferential comprehension focused as well as literal comprehension focused and thus allowed the students to reveal the hidden situations in the text. Accordingly, students posed new problems by gathering the required extra information according to these hidden situations and went for the real model. Thus, analyzing the problem situation is various contexts, students solved according to multiple conditions. It was also seen that students with realistic solutions utilized the validation process to determine the consistencies and inconsistencies of their solutions in real life context while those with unrealistic solutions utilized it to check their operations.

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Section: Introductionmentioning

confidence: 99%

Examining the Mathematical Modeling Processes of Primary School 4th-Grade Students: Shopping Problem

Ulu¹

2017

ujer

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“…Ross ve Kennedy (1990) kavramsal gelişim için seçilen problemin türünün önem taşıdığını belirtmiş, Baki ve Kartal (2004), Kaur ve Yeap, (2009);Teong (2000) ve Polya (1990) ise aynı tür yani rutin problemlerden ziyade farklı türde yani rutin olmayan problemlerin öğrenci gelişimine daha fazla katkı sağlayacağını vurgulamışlardır. Rutin olmayan problemlerin çözümü için işlem becerileri yeterli olmayıp, aynı zamanda verilerin organize edilmesi, sınıflandırma, ilişkileri görme, gerçek hayata uyarlama, problem çözme stratejileri gibi düşünmeyi gerektiren süreçler öne çıkmaktadır (Altun, 2005;Yazgan, 2007).…”

Section: Elemeunclassified

“…Rutin olmayan problemlerin çözümü için işlem becerileri yeterli olmayıp, aynı zamanda verilerin organize edilmesi, sınıflandırma, ilişkileri görme, gerçek hayata uyarlama, problem çözme stratejileri gibi düşünmeyi gerektiren süreçler öne çıkmaktadır (Altun, 2005;Yazgan, 2007). Kaur ve Yeap (2009) ise iki problem türünün de eğitimin farklı aşamalarında yararlı olduğunu; konu ilk öğrenilirken rutin, öğrenildikten sonra kavramsallaştırma için rutin olmayan problemlerden yararlanılması gerektiğini belirtmişlerdir.…”

Section: Elemeunclassified

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The Effect of Comprehension and Problem Solving Strategy Training on 5th Graders’ Non-Routine Problem Solving Success

Ulu¹,

Tertemiz²,

Peker³

2016

Afyon Kocatepe University Journal of Social Sciences

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“…Suatu situasi dikatakan masalah bagi seseorang jika ia menyadari keberadaan situasi tersebut, mengakui bahwa situasi tersebut memerlukan tindakan dan tidak dengan segera dapat menemukan pemecahannya (Newell & Simon, 1972;Yee, 2002;Hamzah, 2003;Dindyal, 2009;Kaur & Yeap, 2009). Masalah adalah sesuatu yang membutuhkan tindakan, tetapi sulit atau pun membingungkan (Schoenfeld, 1992).…”

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Situation-Based Learning Untuk Meningkatan Kemampuan Creative Problem Solving Matematis Siswa Sd

Isrok’atun

Tiurlina

2014

Mimbar-SD

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Mathematical Problem Solving in Singapore Schools

Cited by 24 publications

References 8 publications

Examining the Mathematical Modeling Processes of Primary School 4th-Grade Students: Shopping Problem

Examining the Mathematical Modeling Processes of Primary School 4th-Grade Students: Shopping Problem

The Effect of Comprehension and Problem Solving Strategy Training on 5th Graders’ Non-Routine Problem Solving Success

Situation-Based Learning Untuk Meningkatan Kemampuan Creative Problem Solving Matematis Siswa Sd

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