Relationship between Brain Hemisphericity and Non-routine Problem Solving Skills of Prospective Teachers

Yazgan, Yeliz; Sahin, Hatice Busra

doi:10.13189/ujer.2018.060919

Cited by 2 publications

(1 citation statement)

References 8 publications

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“…This is in line with the previous findings that non-routine problems can be applied in daily life to develop problem-solving and mathematical thinking skills for students, thereby increasing their knowledge (van Zanten & van den Heuvel-Panhuizen, 2018). They are also discovered to be appropriate for the development of mathematical problem-solving abilities in students (Yazgan & Sahin, 2018). Moreover, Chong, Shahrill, and Li (2019) showed that the provision of non-routine problems by teachers can influence and increase students' confidence in solving mathematical problems properly and correctly.…”

Section: Discussionmentioning

confidence: 99%

Considering the Mathematical Resilience in Analyzing Students' Problem-Solving Ability through Learning Model Experimentation

Fitriani¹,

Herman²,

Fatimah³

2023

INT J INSTRUCTION

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The ability to solve mathematical problems is desired in the 21st century due to its function in improving students' mathematical skills. However, it is observed to be very low among students and this implies there is a need for an appropriate learning model such as blended learning which can be taught online and offline to conduct problem-based learning activities. This research aims to determine (1) the difference in mathematical problem-solving abilities between students taught using a blended learning model and those with problem-based learning by considering their mathematical resilience and (2) the influence between mathematical resilience and students' problem-solving abilities. This is quantitative research conducted using a pretest-posttest randomized experimental design on 233 students at the 7thgrade. The data were collected using tests and questionnaires. The research data analysis technique used was covariance analysis (ANCOVA). The quadrant analysis of the covariance test showed the value of F(1.231) was 12.260 at 0.001 <0.05, and this means there are differences in problem-solving abilities between the two classes of students based on their mathematical resilience. The test concerning the influence showed 0.000 < 0.005, which indicates an influence between mathematical resilience and student problem-solving abilities at 79.8%. The results showed that these two skills influence each other and can improve students' ability to solve mathematical problems. Therefore, in addition to selecting an active learning model for students, educators also need to instill positive mathematical resilience during the learning process due to its effectiveness in increasing the confidence and persistence of students in solving problems.

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Section: Discussionmentioning

confidence: 99%

Considering the Mathematical Resilience in Analyzing Students' Problem-Solving Ability through Learning Model Experimentation

Fitriani¹,

Herman²,

Fatimah³

2023

INT J INSTRUCTION

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Classification of Students’ Non-Routine Problem Solving Skills

Pramayudi

Sudiarta

Astawa

2020

J. Phys.: Conf. Ser.

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Non-routine mathematical problems are complex problems that require a level of creativity and uniqueness in solving them. Classification students’ characteristics of solving non-routine problems have not been many researchers who provide an overview. This study aims to classify the characteristics of students’ problem solving skills. This type of research is a qualitative study involving five students of class VIII at SMP Negeri 1 Kintamani. Five students were selected through a purposive sampling technique on the condition that students of class VIII have high, medium and low mathematical skills. Data regarding non-routine mathematical problem solving students are collected through problem solving tests and supported by interview tests to obtain a picture of students’ ability to understand the questions along with an understanding of the answers that have been done. Data were analyzed with data reduction, data presentation, and data verification steps. Data that has been verified are analyzed using the constant comparison method. Characteristics of non-routine mathematical problem solving students can be classified into 4 levels, namely Level 1 (students’ understanding of problems along with mathematical problem solving is very lacking), Level 2 (Students’ understanding of problems less and students’ problem solving is lacking but able to plan problem solving), Level 3 (students ‘understanding of problems takes a long time and students’ problem solving is good), and Level 4 (students ‘understanding of problems is good and students’ problem solving is very good). Classification is obtained based on reference to problem solving according to Polya.

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Relationship between Brain Hemisphericity and Non-routine Problem Solving Skills of Prospective Teachers

Cited by 2 publications

References 8 publications

Considering the Mathematical Resilience in Analyzing Students' Problem-Solving Ability through Learning Model Experimentation

Considering the Mathematical Resilience in Analyzing Students' Problem-Solving Ability through Learning Model Experimentation

Classification of Students’ Non-Routine Problem Solving Skills

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