Mathematics Teachers’ Knowledge of Student Thinking and Its Evidences in Their Instruction

Çelik, Aytuğ Özaltun; Güzel, Esra Bukova

doi:10.22342/jme.8.2.4144.199-210

Cited by 5 publications

(5 citation statements)

References 5 publications

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“…Therefore, learning grounded in real-world contexts can foster the development of students' analytical and problem-solving skills. Moreover, effective mathematics education should empower students to cultivate their mathematical thinking skills, enabling them to tackle problems and grasp mathematical concepts (Çelik & Güzel, 2017).…”

Section: What-if Questionmentioning

confidence: 99%

Designing area of circle learning trajectory based on “what-if” questions to support students’ higher-order thinking skills

Payadnya,

Prahmana,

et al. 2023

j. math. educ.

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The study material on circle areas is contextually oriented and aids students in comprehending their surrounding environment. Higher-order thinking skills are imperative for the success of circular learning, as they help students grasp concepts holistically and solve concept problems. "What-if" questions can enhance students' higher-order thinking skills through problem-solving activities, fostering critical and creative thinking. However, applying "what-if" questions is limited to serving as problem-posing triggers, resulting in minimal variation in the material. Therefore, this study aims to design a learning trajectory for the area of circles based on "what-if" questions to enhance students' higher-order thinking skills. This research also addresses the gap by utilizing "what-if" questions to construct and evaluate circle area learning activities. We employed design research as the research method, conducted in three stages: preliminary design, experimental design, and retrospective analysis. The results demonstrated that the designed learning trajectory enhanced higher-order thinking skills in various aspects. Students exhibited critical thinking and profound analysis when working on worksheets and addressing the provided problems. Moreover, students showcased creative and divergent thinking abilities, enabling them to generate alternative problem solutions. Furthermore, optimizing technology usage and emphasizing reasoning in learning should be augmented to enhance student motivation and foster innovative learning.

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Section: What-if Questionmentioning

confidence: 99%

Designing area of circle learning trajectory based on “what-if” questions to support students’ higher-order thinking skills

Payadnya,

Prahmana,

et al. 2023

j. math. educ.

View full text Add to dashboard Cite

show abstract

“…It is hard to pick the words that easy for students to understand so that students' thoughts in problem solving are triggered. Celik & Guzel (2017) states that teachers' knowledge of student thinking is important in understanding and supporting students. Teachers that understand students' thinking most likely having better knowledge to identify the difficulties experienced by students.…”

Section: Challenges On Presenting Non-routine Problems To Studentsmentioning

confidence: 99%

Challenges of Mathematics Learning with Heuristic Strategies

Rosyada

Retnawati

2021

ajpm

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Problem solving is an essential aspect of students' mathematical activities. This ability could practice by using heuristic strategies in learning. Besides, these are assured to be able to promote metacognitive skills. In the implementation, teachers faced several challenges. This research aims to describe the challenges of teachers in implementing learning with heuristic strategies. This research is a descriptive qualitative. Participants of this research were 12 junior high school mathematics teachers from 12 high schools in the Special Region of Yogyakarta and Central Java. Data collection was taken by questionnaire and added with documentation. Data were analyzed using the Miles and Huberman stage-data reduction, data display, and drawing conclusion/verification. The data then validated using triangulation technique. The results revealed that some of teacher has already implement heuristic strategy in the learning process, but unable to define the heuristic strategy correctly. In its implementation, teachers experience several obstacles. These obstacles were found in providing non-routine problems to students, solving problems by students, and in discussions conducted to solve problems.

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“…When the students already have an interest in the subject, any strategies, methods, or techniques used by the teachers will be accepted and will be easier for the students to apply [21]. Teachers could use many tools to attract student attention [22]. Some of these methods are elaborated further below:…”

Section: Attract Student Interestmentioning

confidence: 99%

Teaching Strategies for Mathematical Problem-Solving through the Lens of Secondary School Teachers

Ishak¹,

Osman²,

Wei³

et al. 2021

TEM Journal

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Many studies have been conducted on problem-solving but only a small number of studies emphasized the strategies of teaching problem-solving. This paper explores the teaching strategies for mathematical problem-solving in a secondary school in Johor, Malaysia. It involves a qualitative study in which a semi-structured interview was conducted with mathematics teachers. Data were analyzed using a sixstep thematic analysis. The results can be viewed from three contexts of findings, namely the teaching strategies, the problems faced by teachers, and the solutions to overcome the problems. The findings revealed that there are teachers who have implemented personal teaching strategies, namely the Easy-Maths Model and the Cut-Stop-Solve Model to effectively teach mathematical problem-solving. The findings also explained some problems in teaching mathematical problem-solving, whereby students’ weaknesses in basic mathematics emerged as the main drawback. This study provides useful information to teachers on the different strategies for teaching mathematical problem-solving.

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Mathematics Teachers’ Knowledge of Student Thinking and Its Evidences in Their Instruction

Cited by 5 publications

References 5 publications

Designing area of circle learning trajectory based on “what-if” questions to support students’ higher-order thinking skills

Designing area of circle learning trajectory based on “what-if” questions to support students’ higher-order thinking skills

Challenges of Mathematics Learning with Heuristic Strategies

Teaching Strategies for Mathematical Problem-Solving through the Lens of Secondary School Teachers

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