Students' problem-solving ability: An analytical practice viewed from the aspect of sociomathematical norm

Abstract

This research aims to analyze students’ problem-solving ability in terms of sociomathematical norms. Data was collected using questionnaire sociomathematical norms, ability description tests, and interviews. The total subjects in the research were six students consisting of two students with high sociomathematical norms, two students with moderate sociomathematical norms, and two students with low sociomathematical norms. In this research, there are four indicators, namely understanding the problem, planning the problem, solving the problem, and re-examining the answer. The results showed that subjects who had high sociomathematical norms were able to solve questions on all indicators. Subjects with moderate sociomathematical norms are able to solve problems on the indicators of understanding, planning, and solving problems, but there are errors in the indicators of re-examining. Subjects who have low sociomathematical norms are able to solve problems on the indicators of understanding and planning problems but there are errors in the indicators of solving problems and re-examining.

Characteristics of High School Physics Problem-Solving Skills and Integrating the PBL Model Assisted by E-Book

“…This shows that students have a good ability to understand problems, but their ability to plan, execute, and re-examine problem solving still needs to be improved. This means that students tend to have difficulty or are not confident in providing answers to check back answers in a problem (Dini & Maarif, 2022). This can affect students' ability to solve problems and find the right solution (Prastyo & Wulandari, 2023).…”

Transforming sociomathematical norms in a South African grade 11 classroom to enhance learners’ mathematical proficiency

“…Earlier literature on social and sociomathematical norms focused on, among others, their development (McClain & Cobb, 2001), establishing patterns of interactions (Roy et al, 2014) and how the norms are identified (Güven & Dede, 2017) in mathematics classrooms. Recent studies link sociomathematical norms with mathematical learning and teaching experiences like self-efficacy (Apsari et al, 2020), early numeracy learning (Morrison et al, 2021), abilities in problem-solving (Dini & Maarif, 2022), mathematical process skills (Gülburnu & Gürbüz, 2022), mathematical modelling activities (Yenmez & Erbaş, 2023), and teacher noticing (Baki & Kilicoglu, 2023). This article follows these trends and explores how transforming existing sociomathematical norms enhances learners' proficiency in mathematics.…”

Analisis Aspek Norma Sosiomatematik Berdasarkan Kemampuan Berpikir Kreatif Matematis

“…Berdasarkan beberapa metode yang telah dilakukan mampu didapati bahwasannya setiap individu yang memiliki kemampuan berpikir kreatif matematis yang tinggi maka akan mempunyai aspek norma sosiomatematik yang tinggi pula, sejalan dengan penelitian (Dini & Maarif, 2022) mengatakan bahwasannya peserta didik dengan norma sosiomatematik yang tinggi maka kemampuan pemecahan masalahnya akan tinggi pula. Berdasarkan penelitian (Aslamiah, 2018) juga mengakatan bahwasanya norma sosiomatematik berkolerasi positif dengan prestasi belajar matematika yang terdapat pada setiap individu, atau dapat dikatakan semakin tinggi norma sosiomatematik maka semakin tinggi pula prestasi belajar matematika yang dipunyai oleh setiap peserta didik, sesuai dengan hasil penelitian yang telah didapat bahwasannya subjek yang mempunyai kemampuan berpikir kreatif yang tinggi aspek norma sosiomatematik yang dimiliki juga tinggi, dan memiliki prestasi yang cukup baik juga di dalam kelasnya.…”