Pre-service elementary mathematics teachers’ use of strategies in mathematical problem solving

Avcu, Seher; Avcu, Ramazan

doi:10.1016/j.sbspro.2010.12.321

Cited by 21 publications

(13 citation statements)

References 2 publications

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“…Thus, increased cognitive effort is required to understand the given and goal states as well as how to move successfully between the two. Within mathematics education, non-routine problems are often seen as more important, because they demand the application of a variety of strategies (Avcu and Avcu 2010;Jurdak 2006;Lester 2013).…”

Section: Mathematical Problem Typesmentioning

confidence: 99%

ABC problem in elementary mathematics education: Arithmetic before comprehension

Boote

2016

J Math Teacher Educ

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Mathematical habits of prospective teachers affect problem comprehension and success and expose their beliefs about mathematics. Prospective elementary teachers (PSTs) (n = 121) engaged in a problem solving activity each week in class. Data were collected from PSTs enrolled in an undergraduate elementary mathematics methods course at a Southeastern State University over multiple semesters (six semesters, seven classes). PSTs' solution methods for one intentionally misleading mathematics problem were analyzed using a convergent parallel mixed methods content analysis. Two-thirds of PSTs misunderstood the problem scenario and directly translated numbers from the problem text. PSTs who answered correctly used a problem model strategy to comprehend the scenario and were more likely to use multiple models, draw a diagram, and draw a diagram before using another model. However, a large number of PSTs who answered incorrectly also used multiple models and drew diagrams. Self-correction was not common (8 of 121), because their equations did not provide feedback or support comprehension. Three kinds of imprecision also affected problem comprehension and were evident in both correct and incorrect solutions. Intentionally misleading problems helped PSTs see consequences of their mathematical habits and highlighted the importance of sense making and precision when creating problem models.

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Section: Mathematical Problem Typesmentioning

confidence: 99%

ABC problem in elementary mathematics education: Arithmetic before comprehension

Boote

2016

J Math Teacher Educ

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“…Jika masalah dapat diselesaikan hari ini dengan memahami prosedur penyelesaiannya, maka bukan masalah lagi untuk hari esok. Memecahkan masalah adalah proses menerapkan pengetahuan yang telah diperoleh sebelumnya ke dalam situasi baru yang belum dikenal (Avcu & Avcu, 2010, p.1283.…”

Section: Pemecahan Masalahunclassified

Pengembangan Perangkat Pembelajaran Dengan Penemuan Terbimbing Untuk Meningkatkan Kemampuan Pemecahan Masalah

Khomsiatun¹,

Retnawati

2015

J. ris. pendidik. mat

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AbstrakPenelitian ini bertujuan untuk menghasilkan perangkat pembelajaran pada materi bangun segitiga dan segi empat dengan penemuan terbimbing untuk meningkatkan kemampuan pemecahan masalah pada Kompetensi Dasar "Menghitung keliling dan luas bangun segitiga dan segi empat serta menggunakannya dalam pemecahan masalah" yang layak digunakan dalam proses pembelajaran. Penelitian ini merupakan penelitian dan pengembangan menggunakan model Plomp. Pengembangan yang dilakukan dengan 5 tahap yaitu: (1) analisis permasalahan, (2) rancangan, (3) realisasi, (4) implementasi, (5) evaluasi. Subjek uji coba dalam penelitian ini adalah kelas VII SMP Negeri 1 Patuk Gunungkidul dengan 32 siswa. Instrumen pengumpulan data yang digunakan adalah lembar validasi perangkat, lembar kepraktisan perangkat, dan tes. Data yang dikumpulkan berupa data tentang kualitas produk yang dikembangkan yaitu kevalidan, kepraktisan, dan keefektifan. Penelitian ini menghasilkan perangkat pembelajaran pada Kompetensi Dasar "Menghitung keliling dan luas bangun segitiga dan segiempat serta menggunakannya dalam pemecahan masalah" yang telah memenuhi kriteria valid, praktis, dan efektif.Kata Kunci: perangkat pembelajaran, penemuan terbimbing, pemecahan masalah DEVELOPING TEACHING AND LEARNING KITS THROUGH GUIDED DISCOVERY TO AbstractThis research is aimed to produce a learning kits material of triangle and square shape through guided inquiry to improve a problem solving competence on the basic competence of "counting the circle and the width of the triangle and square shape and use it to solve problem" which is appropriate to use in a process of teaching and learning activity. This research is a developing research which uses the Plomp model. The development is done through 5 phases, i.e. (1) Problem analysis, (2) designing, (3) realization, (4) implementation, (5) evaluation. Subjects of trial-test in this research are the seven grade students of SMP Negeri Patuk 1 Gunungkidul, 32 students. The instruments of collecting data used are; validity observation sheet, practicality sheet, and test instruments. Data collected are data about the product quality which is developed, i.e. validity, practicality, and effectivity. This research produced the instrument of teaching and learning on the basic competence of "counting the circle and the width of the triangle and square shape and use it to solve problem" which fulfils the valid, practical and effective criterion.

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“…Previous findings showed that Mathematics is still a difficult subject for students at the higher education higher education due to mathematics low performance in problemsolving abilities [16], [17]. In this sense, problem-solving for students means finding the result of a mathematical question and facing new conditions, and finding flexible, effective, and elegant solutions to those conditions [18], [19]. Therefore, the ability to solve mathematical problems in preparation for the Society 5.0 era requires Interactive Mobile development.…”

Section: Introductionmentioning

confidence: 99%

Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Problem-solving Skill

Arifin

Sholeh

Hafiz

et al. 2021

Int. J. Interact. Mob. Technol.

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The research aimed to develop interactive multimedia based on scientific inquiry to improve student mathematics problem-solving as a provision for the era of Society 5.0. The research method used is the Agile Method, which is a software development method. This study involved 120 students from the first, second, to third years who were programming mathematics-related subjects at the Madrasah Ibtidaiyah Teacher Education department, Universitas Muhammadiyah Sidoarjo. The results of the development of Interactive Mobile Mathematics Inquiry (IMMI) were valid and proven to improve student problem-solving abilities. In particular, this increase is significant in planning and implementing student plans for a problem. The significance is due to the training in the inquiry aspects during the use of IMMI. The implication of this research in the field of educational technology is that IMMI can be a preliminary study and a pioneer for lecturers, experts, and practitioners to use and further develop IMMI to improve students' mathematical problem-solving skills at the tertiary level more broadly as preparation for media availability following the values of technological advances in the future Society 5.0 era.

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Pre-service elementary mathematics teachers’ use of strategies in mathematical problem solving

Cited by 21 publications

References 2 publications

ABC problem in elementary mathematics education: Arithmetic before comprehension

ABC problem in elementary mathematics education: Arithmetic before comprehension

Pengembangan Perangkat Pembelajaran Dengan Penemuan Terbimbing Untuk Meningkatkan Kemampuan Pemecahan Masalah

Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Problem-solving Skill

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