Singaporean students' mathematical thinking in problem solving and problem posing: an exploratory study

Cai, Jinfa

doi:10.1080/00207390310001595401

Cited by 120 publications

(140 citation statements)

References 10 publications

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“…Çünkü matematik eğitiminde öğrencilere on yıllarda ülkemiz matematik dersi programlarında önem kazanan matematiksel bilgiyi anlama ve bu bilgiler arasında ilişki kurma becerileri kazandırmak problem çözme ile mümkün olmaktadır (Baki, 2006;Karataş ve Güven, 2003). Bununla birlikte, problem çözmeye bağlı matematik öğretimi fikri son çeyrek yüzyılda yıllarda araştırılan bir konudur (Cai, 2003 Matematik eğitiminde önemli bir yeri olan matematik problemi için literatürde yapılmış farklı tanımlamalar bulunmaktadır. Bunlardan birinde problem "bireyin çözümü bulmak için istek veya ihtiyaç duyduğu, çözümü bulma konusunda organize bir hazırlığı olmadan çözüme ulaşmak için çaba harcamak zorunda olduğu bir iş" olarak açıklanmıştır (Van de Walle, 1994: 39).…”

Section: Introductionunclassified

Ortaokul Öğrencilerinin Matematik Problemine ilişkin Sahip Oldukları Metaforlar ve Bu Metaforların Sınıf Düzeylerine Göre Değişimi

Sezgin-Memnun¹

2015

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-This research is aimed to reveal metaphorical thoughts of secondary school students about "mathematical problem" through metaphors and examine the changes of these metaphors according to grade levels. A total of 754 students from 4 different schools in Bursa are asked to complete the phase of "mathematical problem is like…. because…" with this aim. Students were given sheets and asked to write their thoughts by focusing on one metaphor. The data of the research was analyzed through content analysis method.The metaphors developed by secondary school students were determined, classified and categorized at this stage.At the end of the study, a total of 514 valid metaphors were identified and they were classified under 8 different categories. It has been understood that these secondary school students perceived the metaphorical problem as complex and difficult. Besides, it has been indicated that metaphorical thoughts of secondary school fifth, sixth and seventh grade students differentiated according to grade levels.

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Section: Introductionunclassified

Ortaokul Öğrencilerinin Matematik Problemine ilişkin Sahip Oldukları Metaforlar ve Bu Metaforların Sınıf Düzeylerine Göre Değişimi

Sezgin-Memnun¹

2015

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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“…Non-routine problems are those that appropriately develop reasoning skills as well as the ability to apply these skills to real life situation [15]. In the case of the post-secondary students, the strategies they used in the problem solving process tell what they already know and can do in problem solving, and those which they cannot do.…”

Section: Resultsmentioning

confidence: 99%

Post Secondary Students’ Level of Proficiency in Solving Real World Problems in Mathematics

Pascual¹,

Pedro²

2018

JAMP

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The problem solving competency is the primary goal in all mathematics education curricula. It is acquired by solving mathematical problems belonging either to routine or non-routine category. The study describes the post-secondary students' levels of proficiency in solving non-routine math problems. The three-stage process in solving mathematics problems by Mayer was used as the frame of analysis. Using the data generated from researcher made instruments, and semi-structured interview of 50 purposively selected participants, the study found that: Majority of the participants showed "good proficiency" in "problem representation" and "problem solving", the real world problems in Math. It is also revealed that those who are good in problem representation phase are also good in problem solution phase. In general, participants do not always consider answer verification phase as important in the process of solving real world problems in math. The most common difficulties encountered by participants are: language inadequacy and unfamiliarity with the context of the problems. The researchers recommended that the same study be done in some other context and local and if the results are consistent with this study, may consider redesigning new curriculum in post-secondary mathematics education.

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“…Çeşitli araştırmalarda öğrencilerin matematiksel düşünme konusunda yeterli olmadıkları ortaya çıkmıştır (Ovayolu, 2010;Yeşildere, 2006;Mubark, 2005;Duran, 2005;Cai, 2003;Lutfiyya, 1998;Umay, 1992). Matematiksel düşünme konusunda ve öğrencilerinin matematiksel düşünmelerine odaklanan matematik derslerini ge rçekleştirme konusunda öğretmenlerin veya öğretmen adaylarının eksikliklerinin olduğu araştırmalarla ortaya konulmuştur (Hughes, 2006;Alkan ve Güzel, 2005;Weiss, Pasley, Smith, Banilower ve Heck, 2003 (Warfield, 2001;Vacc ve Bright, 1999;Swafford, Jones ve Thornton, 1997;Fennema, Carpenter, Franke, Levi, Jacobs ve Empson, 1996); öğrencilerin matematiksel çalışmalarını incelemeyi içeren dersler (Kazemi ve Franke, 2004;Little, Gearhart, Curry ve Kafka, 2003;Franke ve Kazemi, 2001;Crespo, 2000); öğretmenlerin ders videolarını incelemesini içeren dersler (Sherin ve Han, 2004;Masingila ve Doerr, 2002); matematik öğretimi örnek olay incelemelerini içeren dersler (Stein, Hughes, Engle ve Smith, 2003'ten aktaran Hughes, 2006Barnett, 1998) ve yukarıda bahsedilen uygulamasın bazı öğelerini içeren karma uygulamalar (Stein, Engle, Hughes ve Smith, 2008;Metz, 2007;Hughes, 2006;Boston, 2006;Schifter, 1998) literatürde karşılaşılan öğretim uygulamalarıdır.…”

Section: Results Discussion and Recommendationsunclassified

“…Öğrencilerin ve öğretmen adaylarının matematiksel düşünme becerilerinin zayıf olduğu çeşitli araştırmalarla ortaya konulmuştur (Ovayolu, 2010;Yeşildere, 2006;Mubark, 2005;Alkan ve Güzel, 2005;Cai, 2003;Lutfiyya, 1998;Umay, 1992). Matematiğin kavranmasında önemli bir yere sahip olan matematiksel düşünmenin geliştirilmesi, sınıf uygulamaları, öğretmen tutum ve becerileri, beklentiler, ailelerin istekleri, değerleri ve yardımları gibi çevresel-kültürel faktörlere bağlıdır (Song ve Ginsburg, 1987).…”

Section: Sonuç Ve öNerile Runclassified

Ortaöğretim Matematik Öğretmeni Adaylarının Okul Uygulamalarında Matematiksel Düşünme Odaklı Öğretimi Planlama Becerileri

Öztürk

Akyüz

2016

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-In this study, which was conducted with 20 preservice teachers participated in the instruction focused on mathematical thinking, it was aimed to determine preservice teachers' skills in planning of teaching focusing on mathematical thinking in the school practice. It is a part of teaching practice course in which the preservice teachers attended one semester after the instruction. In the study, a classroom activ ity carried out by students, that focuses their attention on a specific mathemat ical thought was defined as a mathematical task and the preservice teachers were asked to make plans for school practice using mathematical tasks of their choice.The plans made by preservice teachers were analyzed with a scoring rubric for attention to students' thinking.The rubric is a tool relevant to the theoretical framework of the research. In the analysis, it was observed that the plans made by preservice teachers got high scores in total and according to the dimensions of the rubric which are mathematical goal, anticipating students' correct and incorrect thinking, asking questions that are assessing and advancing students' thinking, d iscussion that is based on students' thinking and that is making the mathematics clear. Accordingly, it was concluded that the preservice teachers could focus on students' mathematical thin king in their p lans made for school practice.

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Singaporean students' mathematical thinking in problem solving and problem posing: an exploratory study

Cited by 120 publications

References 10 publications

Ortaokul Öğrencilerinin Matematik Problemine ilişkin Sahip Oldukları Metaforlar ve Bu Metaforların Sınıf Düzeylerine Göre Değişimi

Ortaokul Öğrencilerinin Matematik Problemine ilişkin Sahip Oldukları Metaforlar ve Bu Metaforların Sınıf Düzeylerine Göre Değişimi

Post Secondary Students’ Level of Proficiency in Solving Real World Problems in Mathematics

Ortaöğretim Matematik Öğretmeni Adaylarının Okul Uygulamalarında Matematiksel Düşünme Odaklı Öğretimi Planlama Becerileri

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