Solving Mathematical Problems by Investigation

Yeo, Joseph B. W.; Har, Yeap Ban

doi:10.1142/9789814277228_0007

Cited by 5 publications

(6 citation statements)

References 9 publications

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“…Context of the above, asserts that the investigation of mathematics is a process of thinking because it involves mental activity through the process of conjecturing, justifying, specializing and generaliing [10], resulting in the investigation there is a process of mathematical thinking. The thought process is going to develop high-level thinking skills of students depending on the given task.…”

Section: F Discussion and Implicationsmentioning

confidence: 99%

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Improving the Ability of Mathematics (Conceptual and Procedural) Through Mathematical Investigation on Prospective Elementary Teachers

Sumarna¹,

Mr.²,

Herman³

2017

Proceedings of the 2016 International Conference on Mathematics and Science Education

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Abstract-This study aims to determine the increase in the ability of conceptual and procedural on prospective elementary teachers, through a learning experiment with a mathematical investigation approach. The results showed that (1) there is an increased ability to conceptual and procedural abilities which was significant at all the students who get teaching investigation of mathematics, (2) in terms of prior knowledge mathematics, high and medium group showed a significant increase in understanding, otherwise the low group gave different results and (3) there is no interaction between the learning undertaken factor (mathematical investigation and expository) with prior knowledge of mathematics to increase the ability of conceptual and procedural abilities.

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Section: F Discussion and Implicationsmentioning

confidence: 99%

“…Increased student understanding of mathematical skills in the context of mathematical investigation caused by the investigation as an activity and as an investigation process. Explains that when students tried to open investigative tasks, they are engaged in mathematics called open investigative activities [10].…”

Section: Mathematical Investigationmentioning

confidence: 99%

Improving the Ability of Mathematics (Conceptual and Procedural) Through Mathematical Investigation on Prospective Elementary Teachers

Sumarna¹,

Mr.²,

Herman³

2017

Proceedings of the 2016 International Conference on Mathematics and Science Education

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“…It was observed that students had the most difficulty in strategy selection and execution of the selected strategy after the comprehension process (Fong, 1995;Hong, 1993;Hong, 1995, Yeo & Har, 2009Pantziara, Gagatsis, Elia, 2009;Ulu et al 2016;Ulu, 2017Baddeley & Logie 1999Teong, 2002;Wu & King, 2011). Polya (1990) stated that the steps of strategy selection and execution of the selected strategy occur simultaneously in the solution process.…”

Section: Problem Solving Anxietymentioning

confidence: 99%

The Validity and Reliability Study of the Primary 4th Grade Problem Solving Anxi

ALTUN

2023

ulusoy

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It was aimed to develop a valid and reliable scale to determine the mathematical problem solving anxiety of 4th grade primary school students. Relational survey model was used in the study. The sample of the study consisted of 206 primary 4th students studying in2 public schools of Afyonkarahisar centre. The sample selected by cluster sampling. It was decided that the scale should consist of six factors according to literature review. These are arising from understanding based anxiety, planning and execution of the plan based anxiety, arising from controlling the solution based anxiety, arising from self-efficiency based anxiety, arising from person based anxiety, and arising from the structure of the problem based anxiety. The content validity of Primary Problem Solving Anxiety Scale (PPSAS) was determined by the Lawshe coefficient. Confirmatory factor analysis (CFA) was performed to test the 6-factor 43-item structure for construct validity analysis. Finding show that second-order CFA, the arising from person based anxiety was extracted from the scale due to its low fit with the general anxiety structure. The theoretical structure that emerged as a result of CFA was found to be highly fit with its 5-factor 27-item form. The Croncbach α reliability coefficient for the whole PPSAS was found to be .91. For the sub-factors, .77 for anxiety arising from the understanding process, .79 for anxiety arising from the solution process, .78 for anxiety arising from the control process, .82 for anxiety arising from self-efficiency and .80 for anxiety arising from the structure of the problem. For criterion validity, the relationship between PPSAS and the problem solving test by Ulu (2017) was investigated on 337 students. A moderate negative correlation were observed between both the whole scale and its sub-dimensions with the problem solving test. As a result, PPSAS was found to be valid and reliable with its 5-factor 27-item structure.

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“…Quant à la phase d'investigation, elle permet d'explorer le problème à l'aide de différentes approches et représentations (NCTM, 2000). Tandis que certains chercheurs, selon Yeo et Yeap (2009), semblent présenter la résolution de problèmes (dans un contexte d'une tâche fermée) comme une activité distincte par rapport à la démarche d'investigation (liée à une tâche ouverte), nous adoptons, dans le cadre de notre recherche, un point de vue différent qui fait référence à l'habileté « d'intégrer les résultats d'une investigation dans un plan permettant de résoudre un problème » (Bloom, Engelhart, Furst, Hill et Krathwohl, 1956, cités dans Yeo et Yeap, 2009). Nous rejoignons également Dias et Durand-Guerrier (2005) qui avancent que l'utilisation de cette démarche serait essentielle pour augmenter la créativité des élèves lors de la manipulation des objets mathématiques.…”

Section: Stratégie Pieunclassified

Perceptions des élèves du secondaire par rapport à la résolution de problèmes en algèbre à l’aide d’un logiciel dynamique et la stratégie Prédire – investiguer – expliquer

Gauthier

2014

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Dans le cadre d’un projet d’innovation en apprentissage mis en oeuvre par le ministère de l’Éducation du Nouveau-Brunswick, nous avons créé et expérimenté quatre scénarios d’enseignement-apprentissage de l’algèbre en 12e année du secondaire, touchant particulièrement le concept de paramètres de fonctions introduit à l’aide d’une stratégie Prédire-Investiguer-Expliquer et d’un logiciel dynamique, dans un contexte de résolution de problèmes. Cette recherche exploratoire de type développement adopte une approche de design d’un produit éducatif ou, encore, de création d’activités d’apprentissage particulières (Loiselle, 2001). Les données qualitatives ont été recueillies auprès des élèves, à l’aide d’un questionnaire et d’entrevues semi-dirigées.D’une part, le contexte de vie réelle et l’aspect visuel d’une investigation dynamique et interactive à l’aide d’un logiciel semblent avoir rendu l’apprentissage des fonctions plus signifiant pour l’élève. Ils ont permis à l’élève de voir des liens entre différentes représentations mathématiques, le rendant plus autonome dans les démarches de résolution de problèmes. D’autre part, ce changement de pratique conduit possiblement à une rupture du contrat didactique, ce qui a déstabilisé certains élèves qui cherchaient, alors, plus de clarté et d’encadrement de la part de l’enseignant. Cette complexification du processus de résolution de problèmes appelle donc une étude plus approfondie de cette pratique innovante afin de déterminer son impact réel sur les apprentissages des élèves et la dynamique de la salle de classe.As part of a learning innovation project initiated by the New Brunswick Ministry of Education, we created and tested four algebra teaching-learning scenarios at the grade 12 level, which touched particularly on the concept of function parameters introduced using a Predict-Observe-Explain strategy and dynamic software a problem solving context. This development-type exploratory research adopts a design approach for an educational product, or the creation of specific learning activities (Loiselle, 2001). Qualitative data were collected from students through a questionnaire and semi-structured interviews.On one hand, the real-life context and the visual aspect of a dynamic and interactive investigation using software seems to have made the learning of functions more significant for the student, and provided a chance to see connections between different mathematical representations, making the students more independent in the problem solving process. On the other hand, this change in practice may have led to a breakdown in the didactic contract, which destabilized some of the students, who were looking for more clarification and supervision from the teacher. This innovative practice of complexifying the problem-solving process deserves further study to determine its real impact on student learning and classroom dynamics.En el cuadro de un proyecto de innovación en aprendizaje iniciado por el Ministerio de Educación de Nueva-Brunswick, creamos y experimentamos cuatro es...

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Solving Mathematical Problems by Investigation

Cited by 5 publications

References 9 publications

Improving the Ability of Mathematics (Conceptual and Procedural) Through Mathematical Investigation on Prospective Elementary Teachers

Improving the Ability of Mathematics (Conceptual and Procedural) Through Mathematical Investigation on Prospective Elementary Teachers

The Validity and Reliability Study of the Primary 4th Grade Problem Solving Anxi

Perceptions des élèves du secondaire par rapport à la résolution de problèmes en algèbre à l’aide d’un logiciel dynamique et la stratégie Prédire – investiguer – expliquer

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