Usage of non-routine problem solving strategies at first grade level

Celebioglu, Burcu; Yazgan, Yeliz; Ezentaş, Rıdvan

doi:10.1016/j.sbspro.2010.03.449

Cited by 13 publications

(8 citation statements)

References 4 publications

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“…This is because non-routine problems do not have simple solutions at a first glance. Instead, they require a different reasoning and the use of certain heuristic strategies (Celebioglu et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

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Metacognitive Skills of Malaysian Students in Non-Routine Mathematical Problem Solving

Abdullah

Rahman

Hamzah

2017

Bolema

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Metacognitive skills play an important role in solving mathematical problems. However, there is a lack of empirical studies on the role of metacognitive skills in solving mathematical problems, particularly non-routine ones. Therefore, this study was undertaken to identify students' metacognitive skills and the impact of such skills on non-routine mathematical problem solving. By using a quantitative method, a total of 304 students in Johor Bahru district were involved in the study. A Self-Monitoring Questionnaire (SMQ) and a mathematical test were used in data collection. Data were analysed using descriptive and inferential statistics such as frequency, percentage, mean, the Mann-Whitney U test, and the Kruskal-Wallis H test. Results showed that the level of the students' performance in solving non-routine mathematical problems was very low. There was also a significant difference in the metacognitive skills among students with different performance levels in solving non-routine mathematical problems, and we concluded that these metacognitive skills should be emphasised in this process.Keywords: Metacognitive Skills. Non-routine Problems. Mathematical Problem Solving. ResumoAs competências metacognitivas desempenham um papel importante na resolução de problemas matemáticos. No entanto, existe falta de estudos empíricos sobre o papel das competências metacognitivas na resolução de problemas matemáticos, em particular os não rotineiros. Portanto, este estudo foi realizado para identificar competências metacognitivas dos alunos e o impacto de tais competências na resolução de problemas matemáticos não-rotineiros. Usando um método quantitativo, um total de 304 estudantes no distrito de Johor Bahru foram envolvidos no estudo. Questionário de Monitorização Autónomo (SMQ) e teste de matemática foram utilizados na recolha de dados. Os dados obtidos foram analisados por meio de estatística descritiva e inferencial, como a frequência, porcentagem, média, o teste de Mann-Whitney e Kruskal-Wallis H. Os resultados mostraram que o nível de desempenho dos alunos na resolução de problemas matemáticos não-rotineiros era muito baixa. Conclui-se uma diferença significativa nas competências metacognitivas entre estudantes com diferentes níveis de desempenho na resolução de problemas matemáticos não rotineiros. Concluiu-se que as competências metacognitivas devem ser enfatizadas no processo de resolução de problemas matemáticos não rotineiros.

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Section: Discussionmentioning

confidence: 99%

“…According to Celebioglu et al (2010), routine problems do not require students to use HOTS because such problems can be solved by replicating the methods experienced in the classroom. According to the NCTM (2000), mathematical problems refer to those presented to the students, yet the method to solve the problems is unknown beforehand.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive Skills of Malaysian Students in Non-Routine Mathematical Problem Solving

Abdullah

Rahman

Hamzah

2017

Bolema

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“…The problem-solving ability is related to solving non-routine problems (Celebioglu, Yazgan, & Ezentas, 2010). Non-routine problems refer to things challenging and encouraging students to use different heuristic approaches in their solution (Dendane, 2009, Heffernan & Teufel, 2018Sudia & Lambertus, 2017).…”

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confidence: 99%

On Creativity Through Mathematization in Solving Non-Routine Problems

et al. 2021

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This study aimed to describe and compare the students’ fluency, flexibility, and originality in solving non-routine problems in the Palembang context. They were depicted from the student’s fluency, flexibility, and originality of solving the horizontal and vertical mathematization forms. This qualitative study employed. The subjects of this study were 30 students of grade nine of junior high schools in Palembang. The instruments used were tests and interviews. The tests were employed to investigate the written horizontal and vertical mathematizations forms. Meanwhile, the interviews were to explore the students’ ideas with inadequately detailed answers. Then, the test and interview data were reduced and grouped based on the indicators of creativity. The reduced data were presented in a descriptive form for conclusions. The results of the data analysis showed that the high-ability students were the most fluent and flexible in solving the problems. Still, the provided solutions were less original and tended to use formal mathematics in the forms of formulas, symbols, and operations. Meanwhile, the moderate-ability students tended to start to solve problems by simplifying them, then presenting them in visual images. The answer sheets of the moderate-ability students revealed their fluency in understanding the problems and solutions, flexibility, and originality of thinking. This study obtained different results from the low-ability students who tended to have difficulties understanding the problems and made many errors in solving them. Such a condition showed their inability to write the known data and relate the data to other facts they had already learned. As a result, their answers did not represent fluency, flexibility, and originality.

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“…However, only 10 percent experts were strongly disagreed with this statement. Literature shows that most of the researchers strongly emphasized on the addition and attainment of nonroutine problems in math curriculum, as they are appropriate for developing reasoning skills, attitudes and the capacity to apply these aptitudes over real life situations (Celebioglu, Yazgan, & Ezentaş, 2010;Lee & Chen, 2009;Yazgan, 2015Yazgan, , 2016. Celebioglu, Yazgan, and Ezentaş (2010) also supported the importance of non-routine strategies in math text books and math curriculum, and these researchers recommend that more non-routine strategies should be taught from the beginning of the first grade.…”

Section: Resultsmentioning

confidence: 99%

An Evolving Research to Tackle Teaching and Learning Challenges during Differential Equations Course: A Combination of Non-routine Problems and Teacher Training

Bibi

Ahmad

Shahid

et al. 2019

Int Elect J Math Ed

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Teaching and learning of differential equations (DEs) have a prominent role in all the fields of education. In spite of its prominence and frequent applications, teaching and learning of DEs is still considered as one of the most difficult, particularly at pre-university level. This is because, the topic of differential equation along with differentiation and integration is only introduced first time at the 12th year of study or at pre-university level, and the students have no previous knowledge and understandings of this topic. Therefore, the aim of current study is to determine whether teaching and learning of DEs is a challenging task and also, to find out the ways these challenges can be tackled to develop a better understanding for differential equations problem solving. Results showed that teaching and learning of differential equation is not only a difficult part of the mathematics as compared to algebra, trigonometry but also demand high level of conceptual understanding and special efforts for solving differential equation problem. Addition of non-routine problems has been found major factor to enhance teaching and learning. Teacher should also be properly equipped and trained, so that they may educate both routine and nonroutine differential equation problem.

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Usage of non-routine problem solving strategies at first grade level

Cited by 13 publications

References 4 publications

Metacognitive Skills of Malaysian Students in Non-Routine Mathematical Problem Solving

Metacognitive Skills of Malaysian Students in Non-Routine Mathematical Problem Solving

On Creativity Through Mathematization in Solving Non-Routine Problems

An Evolving Research to Tackle Teaching and Learning Challenges during Differential Equations Course: A Combination of Non-routine Problems and Teacher Training

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