The attitude of senior high school teachers on mathematical problem solving

Abstract

Teacher attitude toward mathematical problem solving and its learning process is very influential on the teaching of problem solving in classroom. There have been many research experts who focus on research about teachers attitude toward mathematics in general, but they rarely sees how the teachers attitude toward mathematical problems solving and its learning process. This study aims to answer both that questions. The research type is qualitative with survey method. Three mathematics teachers from three different schools were selected as research subjects. Teaching videos of each teacher, questionnaires, and interviews with open questions were used as instruments to see the attitude. Each teacher was given a questionnaire on teachers attitude toward mathematical problem solving and its learning process, after which the teachers was also interviewed. Based on the research process, it can be concluded there are three categories of teacher attitude level toward mathematical problem solving and its learning process: good, very good, and excellent.

Lecturer professionalism: Local problems with the help of teaching aids to make students understand Prim’s, Cruscal’s, and Djiksra’s algorithms

“…This step is in line with the experts' opinion that lesson study aims to reflect the learning process (Dudley, 2013;Lewis, 2009;Matanluk, Johari, & Matanluk, 2013;Zorofi, 2010). The redesign proposed by expert lecturers for this research will increase teachers' professionalism, beliefs, reflections, and attitudes (Harisman, Kusumah, & Kusnandi, 2018, 2019a, 2019cNovikasari & Dede, 2021). Specifically, a lesson study brings several impacts, including changing the learning process, taking the contexts of learning, offering best experience for teachers who apply this method, and assisting colleagues (Isoda, 2010;Parks, 2008;Post & Varoz, 2008;Sims & Walsh, 2009).…”

The Influence of Mathematics Attitude on Academic Achievement: Intermediary Role of Mathematics Learning Engagement

“…The results show that junior high school students have realized the importance of mathematics and realized the "knowledge" in the four moral structures, but they still need to be strengthened in the aspects of cultivating students "feeling", "meaning" and "behavior", and some students have come into conflict psychology in the process of learning mathematics. Teachers' mathematical attitude directly affects the development of students' mathematical attitude towards positive type (Harisman, Kusumah, & Kusnandi, 2019). Teachers should keep on learning, setting up a correct view of mathematics, and keep the high preciseness of mathematics at all times (Suwonjandee, Mahachok, & Asavapibhop, 2018).…”

Newman’s Error Analysis Terhadap Kesalahan Mahasiswa Pada Mata Kuliah Logika Dan Himpunan

“…•228 dikonstruksi dan bukan ditransfer (Harisman et al, 2019b(Harisman et al, , 2019c. Selanjutnya bagaimana pendidik merefleksi proses pembelajaran yang telah dilakukan juga memberikan pengaruh terhadap pemahaman mahasiswa (Harisman et al, 2018).…”