Problem types used in math lessons: the relationship between student achievement and teacher preferences

Güven, Bülent; Aydın-Güç, Funda; Özmen, Zeynep Medine

doi:10.1080/0020739x.2015.1136438

Cited by 14 publications

(11 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…According to the results of the study, the teachers employed a number of strategies as part of problem-solving processes, as with the large number of studies that note the utilization of problems to facilitate the use of different strategies (Guven et al, 2016;Ishada, 2002;Özmen et al, 2012). The current study adds to the literature by identifying the strategies employed during the problem-solving processes in mathematics lessons.…”

Section: Discussionmentioning

confidence: 99%

An investigation of the use of specific problem-solving strategies by mathematics teachers in lessons

Güç

Daltaban

2021

JPR

View full text Add to dashboard Cite

The aim of this study was to determine the strategies teachers offer to provide students with experience solving problems in the classroom. A total of 15 secondary school teachers serving in secondary schools were observed through 10 classes each, with no emphasis on the topics covered and grade levels taught. The researcher observing the classes performed a descriptive analysis of the problem-solving processes employed by the teachers through the lens of a series of known problem-solving strategies. The study revealed that the teachers employed a number of strategies as part of the q1problem-solving process. However, it was observed that the rate of application of strategies was rather low, even though specific strategies were nominally employed by the teachers. The study revealed that the strategy most frequently employed by the teachers during the problem-solving process was adopting a different point of view, while the strategy of making a drawing was also frequently applied. Moreover, the teachers employed the strategies of intelligent guessing and testing, working backwards, finding a pattern, solving a simpler analogous problem, and considering extreme cases, but with lesser frequency. On the other hand, the strategy of organizing data was not used by any of the teachers.

show abstract

Section: Discussionmentioning

confidence: 99%

An investigation of the use of specific problem-solving strategies by mathematics teachers in lessons

Güç

Daltaban

2021

JPR

View full text Add to dashboard Cite

show abstract

“…Li (2000) categorized the tasks based on the number of procedures required for the solution, contextual features, response type, and cognitive requirement. Meanwhile, Guven et al (2016) distinguished the tasks based on 1) presentation (verbal or visual, containing many data or not, long or short); 2) content (routine or non-routine, irrelevant data or not, incomplete data or not, close to or far from daily life, dependent or independent from the curriculum); and 3) solution (many operations or not, different strategies or not, hard or easy)…”

Section: Discussionmentioning

confidence: 99%

A Comparison of Mathematical Tasks Types Used in Indonesian and Australian Textbooks Based on Geometry Contents

Hidayah

Forgasz

2020

J. Math. Educ.

View full text Add to dashboard Cite

This study examined the type of mathematical tasks in two Australian and two Indonesian mathematics textbooks for 7th-grade students. The quantitative data were collected from the coding results of the tasks in the textbooks. The tasks were coded based on six categories: the presentation forms, the cognitive requirements, the contextual features, the information provided, the number of steps required, and the numbers of answers. Both the similarities and differences in the mathematical tasks provided in the selected textbooks were analysed. The coding results reveal that the majority of tasks in both the Australian and Indonesian textbooks were presented in verbal and combined forms. Routine and closed tasks were still dominant in the four textbooks. More than 93% of tasks in the four textbooks had sufficient information for students to solve the problem. One of the Australian textbooks had a higher proportion of tasks with real-world contexts than the other textbooks. One of the Indonesian textbooks showed a high proportion of tasks requiring multiple steps or procedures. These results were used to explore the learning opportunities offered by the textbooks, and the possible influence on students’ performances in international assessments. Some recommendations for the refinement of the textbooks and future research are also outlined at the end of the study.

show abstract

“…Foong and Koay (1997) stated that different mathematical operations and calculations were performed in schools and problems similar to the previous ones were encouraged to be used; however, this situation caused students to be detached from the real life and to use cliché opinions. Guven et al (2016) found that teachers mostly used the routine problems included in the curriculum. Moreover, they benefited from the stereotyped questions in their exams (Bekdemir and Baş, 2017).…”

Section: Types Of Problems Mathematics Teachers Use In Their Classesmentioning

confidence: 99%

“…The aim of this research is to investigate high school mathematics teachers' knowledge, opinions, and preferences related to the types of problems. There are different studies in literature which focus on the problems or questions and the strategies (Arslan and Altun, 2007;Swanson et al, 2014) teachers used in their courses (Özmen et al, 2012;Guven et al, 2016) and exams (Bekdemir and Baş, 2017) however, there are not any studies with broad sampling in literature which investigate teachers' knowledge, opinions, and preferences related to the different types of problems . Based on the need that schools are the preview of real life, it is important that studies must be carried out with students studying in primary and secondary schools to develop their problem-solving skills so that they will become ready for the real life.…”

Section: The Aim Of the Researchmentioning

confidence: 99%

See 1 more Smart Citation

High School Mathematics’ Teachers’ Knowledge, Opinions, and Preferences about Types of Problems (An Example from Turkey)

Kiliç

2019

Asian Journal of Education and Training

View full text Add to dashboard Cite

Problem solving is the building block of mathematics. Different approaches have been exhibited throughout the history to solve the problems that are as old as the history of humanity. As a result of developments in mathematics education, the problems are divided into different types according to the solution methods. Determining the types of these problems and their solution methods is a very important gain for students studying mathematics education. Thus, the approaches of teachers to this subject, as a guide, will lead the way for their students. The purpose of this study is to determine mathematics teachers' knowledge, opinions, and preferences about the types of problems. The participants of the study were chosen among the mathematics teachers working in high schools located in a city in Turkey. The data sources of the study which adopted qualitative research methods are the interviews with the teachers, written exam questions, and lesson observations. For the data analysis, thematic content analysis and frequency and percentages were used. Considering the results obtained, the teachers do not recognize the non-routine problems and they do not use them in their exams and lessons. However, they find such problems meaningful and they want to use them in their courses if the necessary conditions are provided.

show abstract

Problem types used in math lessons: the relationship between student achievement and teacher preferences

Cited by 14 publications

References 12 publications

An investigation of the use of specific problem-solving strategies by mathematics teachers in lessons

An investigation of the use of specific problem-solving strategies by mathematics teachers in lessons

A Comparison of Mathematical Tasks Types Used in Indonesian and Australian Textbooks Based on Geometry Contents

High School Mathematics’ Teachers’ Knowledge, Opinions, and Preferences about Types of Problems (An Example from Turkey)

Contact Info

Product

Resources

About