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Sample records for solving mathematical problems

  1. How to solve mathematical problems

    CERN Document Server

    Wickelgren, Wayne A

    1995-01-01

    Seven problem-solving techniques include inference, classification of action sequences, subgoals, contradiction, working backward, relations between problems, and mathematical representation. Also, problems from mathematics, science, and engineering with complete solutions.

  2. Problem solving through recreational mathematics

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    Averbach, Bonnie

    1999-01-01

    Historically, many of the most important mathematical concepts arose from problems that were recreational in origin. This book takes advantage of that fact, using recreational mathematics - problems, puzzles and games - to teach students how to think critically. Encouraging active participation rather than just observation, the book focuses less on mathematical results than on how these results can be applied to thinking about problems and solving them. Each chapter contains a diverse array of problems in such areas as logic, number and graph theory, two-player games of strategy, solitaire ga

  3. Solving applied mathematical problems with Matlab

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    Xue, Dingyu

    2008-01-01

    Computer Mathematics Language-An Overview. Fundamentals of MATLAB Programming. Calculus Problems. MATLAB Computations of Linear Algebra Problems. Integral Transforms and Complex Variable Functions. Solutions to Nonlinear Equations and Optimization Problems. MATLAB Solutions to Differential Equation Problems. Solving Interpolations and Approximations Problems. Solving Probability and Mathematical Statistics Problems. Nontraditional Solution Methods for Mathematical Problems.

  4. Improving mathematical problem solving : A computerized approach

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    Harskamp, EG; Suhre, CJM

    Mathematics teachers often experience difficulties in teaching students to become skilled problem solvers. This paper evaluates the effectiveness of two interactive computer programs for high school mathematics problem solving. Both programs present students with problems accompanied by instruction

  5. Solving Mathematical Problems A Personal Perspective

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    Tao, Terence

    2006-01-01

    Authored by a leading name in mathematics, this engaging and clearly presented text leads the reader through the tactics involved in solving mathematical problems at the Mathematical Olympiad level. With numerous exercises and assuming only basic mathematics, this text is ideal for students of 14 years and above in pure mathematics.

  6. How to solve applied mathematics problems

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    Moiseiwitsch, B L

    2011-01-01

    This workbook bridges the gap between lectures and practical applications, offering students of mathematics, engineering, and physics the chance to practice solving problems from a wide variety of fields. 2011 edition.

  7. Mathematical Profiles and Problem Solving Abilities of Mathematically Promising Students

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    Budak, Ibrahim

    2012-01-01

    Mathematically promising students are defined as those who have the potential to become the leaders and problem solvers of the future. The purpose of this research is to reveal what problem solving abilities mathematically promising students show in solving non-routine problems and type of profiles they present in the classroom and during problem…

  8. Mathematical Thinking and Creativity through Mathematical Problem Posing and Solving

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    María F. Ayllón

    2016-04-01

    Full Text Available This work shows the relationship between the development of mathematical thinking and creativity with mathematical problem posing and solving. Creativity and mathematics are disciplines that do not usually appear together. Both concepts constitute complex processes sharing elements, such as fluency (number of ideas, flexibility (range of ideas, novelty (unique idea and elaboration (idea development. These factors contribute, among others, to the fact that schoolchildren are competent in mathematics. The problem solving and posing are a very powerful evaluation tool that shows the mathematical reasoning and creative level of a person. Creativity is part of the mathematics education and is a necessary ingredient to perform mathematical assignments. This contribution presents some important research works about problem posing and solving related to the development of mathematical knowledge and creativity. To that end, it is based on various beliefs reflected in the literature with respect to notions of creativity, problem solving and posing.

  9. Processes involved in solving mathematical problems

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    Shahrill, Masitah; Putri, Ratu Ilma Indra; Zulkardi, Prahmana, Rully Charitas Indra

    2018-04-01

    This study examines one of the instructional practices features utilized within the Year 8 mathematics lessons in Brunei Darussalam. The codes from the TIMSS 1999 Video Study were applied and strictly followed, and from the 183 mathematics problems recorded, there were 95 problems with a solution presented during the public segments of the video-recorded lesson sequences of the four sampled teachers. The analyses involved firstly, identifying the processes related to mathematical problem statements, and secondly, examining the different processes used in solving the mathematical problems for each problem publicly completed during the lessons. The findings revealed that for three of the teachers, their problem statements coded as `using procedures' ranged from 64% to 83%, while the remaining teacher had 40% of his problem statements coded as `making connections.' The processes used when solving the problems were mainly `using procedures', and none of the problems were coded as `giving results only'. Furthermore, all four teachers made use of making the relevant connections in solving the problems given to their respective students.

  10. On Teaching Problem Solving in School Mathematics

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    Erkki Pehkonen

    2013-12-01

    Full Text Available The article begins with a brief overview of the situation throughout the world regarding problem solving. The activities of the ProMath group are then described, as the purpose of this international research group is to improve mathematics teaching in school. One mathematics teaching method that seems to be functioning in school is the use of open problems (i.e., problem fields. Next we discuss the objectives of the Finnish curriculum that are connected with problem solving. Some examples and research results are taken from a Finnish–Chilean research project that monitors the development of problem-solving skills in third grade pupils. Finally, some ideas on “teacher change” are put forward. It is not possible to change teachers, but only to provide hints for possible change routes: the teachers themselves should work out the ideas and their implementation.

  11. Exploring mathematics problem-solving and proof

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    Grieser, Daniel

    2018-01-01

    Have you ever faced a mathematical problem and had no idea how to approach it? Or perhaps you had an idea but got stuck halfway through? This book guides you in developing your creativity, as it takes you on a voyage of discovery into mathematics. Readers will not only learn strategies for solving problems and logical reasoning, but they will also learn about the importance of proofs and various proof techniques. Other topics covered include recursion, mathematical induction, graphs, counting, elementary number theory, and the pigeonhole, extremal and invariance principles. Designed to help students make the transition from secondary school to university level, this book provides readers with a refreshing look at mathematics and deep insights into universal principles that are valuable far beyond the scope of this book. Aimed especially at undergraduate and secondary school students as well as teachers, this book will appeal to anyone interested in mathematics. Only basic secondary school mathematics is requi...

  12. Mathematical Thinking and Creativity through Mathematical Problem Posing and Solving

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    Ayllón, María F.; Gómez, Isabel A.; Ballesta-Claver, Julio

    2016-01-01

    This work shows the relationship between the development of mathematical thinking and creativity with mathematical problem posing and solving. Creativity and mathematics are disciplines that do not usually appear together. Both concepts constitute complex processes sharing elements, such as fluency (number of ideas), flexibility (range of ideas),…

  13. Learning via problem solving in mathematics education

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    Piet Human

    2009-09-01

    Full Text Available Three forms of mathematics education at school level are distinguished: direct expository teaching with an emphasis on procedures, with the expectation that learners will at some later stage make logical and functional sense of what they have learnt and practised (the prevalent form, mathematically rigorous teaching in terms of fundamental mathematical concepts, as in the so-called “modern mathematics” programmes of the sixties, teaching and learning in the context of engaging with meaningful problems and focused both on learning to become good problem solvers (teaching for problem solving andutilising problems as vehicles for the development of mathematical knowledge andproficiency by learners (problem-centred learning, in conjunction with substantialteacher-led social interaction and mathematical discourse in classrooms.Direct expository teaching of mathematical procedures dominated in school systems after World War II, and was augmented by the “modern mathematics” movement in the period 1960-1970. The latter was experienced as a major failure, and was soon abandoned. Persistent poor outcomes of direct expository procedural teaching of mathematics for the majority of learners, as are still being experienced in South Africa, triggered a world-wide movement promoting teaching mathematics for and via problem solving in the seventies and eighties of the previous century. This movement took the form of a variety of curriculum experiments in which problem solving was the dominant classroom activity, mainly in the USA, Netherlands, France and South Africa. While initially focusing on basic arithmetic (computation with whole numbers and elementary calculus, the problem-solving movement started to address other mathematical topics (for example, elementary statistics, algebra, differential equations around the turn of the century. The movement also spread rapidly to other countries, including Japan, Singapore and Australia. Parallel with the

  14. Language and mathematical problem solving among bilinguals.

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    Bernardo, Allan B I

    2002-05-01

    Does using a bilingual's 1st or 2nd language have an effect on problem solving in semantically rich domains like school mathematics? The author conducted a study to determine whether Filipino-English bilingual students' understanding and solving of word problems in arithmetic differed when the problems were in the students' 1st and 2nd languages. Two groups participated-students whose 1st language was Filipino and students whose 1st language was English-and easy and difficult arithmetic problems were used. The author used a recall paradigm to assess how students understood the word problems and coded the solution accuracy to assess problem solving. The results indicated a 1st-language advantage; that is, the students were better able to understand and solve problems in their 1st language, whether the 1st language was English or Filipino. Moreover, the advantage was more marked with the easy problems. The theoretical and practical implications of the results are discussed.

  15. Pre-Service Class Teacher' Ability in Solving Mathematical Problems and Skills in Solving Daily Problems

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    Aljaberi, Nahil M.; Gheith, Eman

    2016-01-01

    This study aims to investigate the ability of pre-service class teacher at University of Petrain solving mathematical problems using Polya's Techniques, their level of problem solving skills in daily-life issues. The study also investigates the correlation between their ability to solve mathematical problems and their level of problem solving…

  16. Applying Lakatos' Theory to the Theory of Mathematical Problem Solving.

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    Nunokawa, Kazuhiko

    1996-01-01

    The relation between Lakatos' theory and issues in mathematics education, especially mathematical problem solving, is investigated by examining Lakatos' methodology of a scientific research program. (AIM)

  17. The Role of Expository Writing in Mathematical Problem Solving

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    Craig, Tracy S.

    2016-01-01

    Mathematical problem-solving is notoriously difficult to teach in a standard university mathematics classroom. The project on which this article reports aimed to investigate the effect of the writing of explanatory strategies in the context of mathematical problem solving on problem-solving behaviour. This article serves to describe the…

  18. Mathematical problem solving in primary school

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    Kolovou, A.

    2011-01-01

    A student is engaged in (non-routine) problem solving when there is no clear pathway to the solution. In contrast to routine problems, non-routine ones cannot be solved through the direct application of a standard procedure. Consider the following problem: In a quiz you get two points for each

  19. Affect and mathematical problem solving a new perspective

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    Adams, Verna

    1989-01-01

    Research on cognitive aspects of mathematical problem solving has made great progress in recent years, but the relationship of affective factors to problem-solving performance has been a neglected research area. The purpose of Affect and Mathematical Problem Solving: A New Perspective is to show how the theories and methods of cognitive science can be extended to include the role of affect in mathematical problem solving. The book presents Mandler's theory of emotion and explores its implications for the learning and teaching of mathematical problem solving. Also, leading researchers from mathematics, education, and psychology report how they have integrated affect into their own cognitive research. The studies focus on metacognitive processes, aesthetic influences on expert problem solvers, teacher decision-making, technology and teaching problem solving, and beliefs about mathematics. The results suggest how emotional factors like anxiety, frustration, joy, and satisfaction can help or hinder performance in...

  20. The semantic system is involved in mathematical problem solving.

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    Zhou, Xinlin; Li, Mengyi; Li, Leinian; Zhang, Yiyun; Cui, Jiaxin; Liu, Jie; Chen, Chuansheng

    2018-02-01

    Numerous studies have shown that the brain regions around bilateral intraparietal cortex are critical for number processing and arithmetical computation. However, the neural circuits for more advanced mathematics such as mathematical problem solving (with little routine arithmetical computation) remain unclear. Using functional magnetic resonance imaging (fMRI), this study (N = 24 undergraduate students) compared neural bases of mathematical problem solving (i.e., number series completion, mathematical word problem solving, and geometric problem solving) and arithmetical computation. Direct subject- and item-wise comparisons revealed that mathematical problem solving typically had greater activation than arithmetical computation in all 7 regions of the semantic system (which was based on a meta-analysis of 120 functional neuroimaging studies on semantic processing). Arithmetical computation typically had greater activation in the supplementary motor area and left precentral gyrus. The results suggest that the semantic system in the brain supports mathematical problem solving. Copyright © 2017 Elsevier Inc. All rights reserved.

  1. The Place of Problem Solving in Contemporary Mathematics Curriculum Documents

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    Stacey, Kaye

    2005-01-01

    This paper reviews the presentation of problem solving and process aspects of mathematics in curriculum documents from Australia, UK, USA and Singapore. The place of problem solving in the documents is reviewed and contrasted, and illustrative problems from teachers' support materials are used to demonstrate how problem solving is now more often…

  2. Using CAS to Solve Classical Mathematics Problems

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    Burke, Maurice J.; Burroughs, Elizabeth A.

    2009-01-01

    Historically, calculus has displaced many algebraic methods for solving classical problems. This article illustrates an algebraic method for finding the zeros of polynomial functions that is closely related to Newton's method (devised in 1669, published in 1711), which is encountered in calculus. By exploring this problem, precalculus students…

  3. The Influence of Cognitive Abilities on Mathematical Problem Solving Performance

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    Bahar, Abdulkadir

    2013-01-01

    Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of students. The…

  4. Improving mathematical problem solving skills through visual media

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    Widodo, S. A.; Darhim; Ikhwanudin, T.

    2018-01-01

    The purpose of this article was to find out the enhancement of students’ mathematical problem solving by using visual learning media. The ability to solve mathematical problems is the ability possessed by students to solve problems encountered, one of the problem-solving model of Polya. This preliminary study was not to make a model, but it only took a conceptual approach by comparing the various literature of problem-solving skills by linking visual learning media. The results of the study indicated that the use of learning media had not been appropriated so that the ability to solve mathematical problems was not optimal. The inappropriateness of media use was due to the instructional media that was not adapted to the characteristics of the learners. Suggestions that can be given is the need to develop visual media to increase the ability to solve problems.

  5. Graphic Organizer in Action: Solving Secondary Mathematics Word Problems

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    Khoo Jia Sian

    2016-09-01

    Full Text Available Mathematics word problems are one of the most challenging topics to learn and teach in secondary schools. This is especially the case in countries where English is not the first language for the majority of the people, such as in Brunei Darussalam. Researchers proclaimed that limited language proficiency and limited Mathematics strategies are the possible causes to this problem. However, whatever the reason is behind difficulties students face in solving Mathematical word problems, it is perhaps the teaching and learning of the Mathematics that need to be modified. For example, the use of four-square-and-a-diamond graphic organizer that infuses model drawing skill; and Polya’s problem solving principles, to solve Mathematical word problems may be some of the strategies that can help in improving students’ word problem solving skills. This study, through quantitative analysis found that the use of graphic organizer improved students’ performance in terms of Mathematical knowledge, Mathematical strategy and Mathematical explanation in solving word problems. Further qualitative analysis revealed that the use of graphic organizer boosted students’ confidence level and positive attitudes towards solving word problems.Keywords: Word Problems, Graphic Organizer, Algebra, Action Research, Secondary School Mathematics DOI: http://dx.doi.org/10.22342/jme.7.2.3546.83-90

  6. Glogs as Non-Routine Problem Solving Tools in Mathematics

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    Devine, Matthew T.

    2013-01-01

    In mathematical problem solving, American students are falling behind their global peers because of a lack of foundational and reasoning skills. A specific area of difficulty with problem solving is working non-routine, heuristic-based problems. Many students are not provided with effective instruction and often grow frustrated and dislike math.…

  7. Effectiveness of discovery learning model on mathematical problem solving

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    Herdiana, Yunita; Wahyudin, Sispiyati, Ririn

    2017-08-01

    This research is aimed to describe the effectiveness of discovery learning model on mathematical problem solving. This research investigate the students' problem solving competency before and after learned by using discovery learning model. The population used in this research was student in grade VII in one of junior high school in West Bandung Regency. From nine classes, class VII B were randomly selected as the sample of experiment class, and class VII C as control class, which consist of 35 students every class. The method in this research was quasi experiment. The instrument in this research is pre-test, worksheet and post-test about problem solving of mathematics. Based on the research, it can be conclude that the qualification of problem solving competency of students who gets discovery learning model on level 80%, including in medium category and it show that discovery learning model effective to improve mathematical problem solving.

  8. Problem Solving Frameworks for Mathematics and Software Development

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    McMaster, Kirby; Sambasivam, Samuel; Blake, Ashley

    2012-01-01

    In this research, we examine how problem solving frameworks differ between Mathematics and Software Development. Our methodology is based on the assumption that the words used frequently in a book indicate the mental framework of the author. We compared word frequencies in a sample of 139 books that discuss problem solving. The books were grouped…

  9. Comparison of mathematical problem solving strategies of primary school pupils

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    Wasilewská, Eliška

    2016-01-01

    The aim of this dissertation is to describe the role of educational strategy especially in field of the teaching of mathematics and to compare the mathematical problem solving strategies of primary school pupils which are taught by using different educational strategies. In the theoretical part, the main focus is on divergent educational strategies and their characteristics, next on factors affected teaching/learning process and finally on solving the problems. The empirical part of the disse...

  10. Flexibility in Mathematics Problem Solving Based on Adversity Quotient

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    Dina, N. A.; Amin, S. M.; Masriyah

    2018-01-01

    Flexibility is an ability which is needed in problem solving. One of the ways in problem solving is influenced by Adversity Quotient (AQ). AQ is the power of facing difficulties. There are three categories of AQ namely climber, camper, and quitter. This research is a descriptive research using qualitative approach. The aim of this research is to describe flexibility in mathematics problem solving based on Adversity Quotient. The subjects of this research are climber student, camper student, and quitter student. This research was started by giving Adversity Response Profile (ARP) questioner continued by giving problem solving task and interviews. The validity of data measurement was using time triangulation. The results of this research shows that climber student uses two strategies in solving problem and doesn’t have difficulty. The camper student uses two strategies in solving problem but has difficulty to finish the second strategies. The quitter student uses one strategy in solving problem and has difficulty to finish it.

  11. Student’s scheme in solving mathematics problems

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    Setyaningsih, Nining; Juniati, Dwi; Suwarsono

    2018-03-01

    The purpose of this study was to investigate students’ scheme in solving mathematics problems. Scheme are data structures for representing the concepts stored in memory. In this study, we used it in solving mathematics problems, especially ratio and proportion topics. Scheme is related to problem solving that assumes that a system is developed in the human mind by acquiring a structure in which problem solving procedures are integrated with some concepts. The data were collected by interview and students’ written works. The results of this study revealed are students’ scheme in solving the problem of ratio and proportion as follows: (1) the content scheme, where students can describe the selected components of the problem according to their prior knowledge, (2) the formal scheme, where students can explain in construct a mental model based on components that have been selected from the problem and can use existing schemes to build planning steps, create something that will be used to solve problems and (3) the language scheme, where students can identify terms, or symbols of the components of the problem.Therefore, by using the different strategies to solve the problems, the students’ scheme in solving the ratio and proportion problems will also differ.

  12. Robotic Toys as a Catalyst for Mathematical Problem Solving

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    Highfield, Kate

    2010-01-01

    Robotic toys present unique opportunities for teachers of young children to integrate mathematics learning with engaging problem-solving tasks. This article describes a series of tasks using Bee-bots and Pro-bots, developed as part a larger project examining young children's use of robotic toys as tools in developing mathematical and metacognitive…

  13. Forms of Understanding in Mathematical Problem Solving.

    Science.gov (United States)

    1982-08-01

    mathematical concepts, but more recent studies (e.g., Gelman & Gallistel , 1978) indicate that significant understanding of those concepts should be...Beranek, & Newman, 1980. Gelman, R., & Gallistel , C. R. The child’s understanding of number. Cambridge, Mass.: Harvard University Press, 1978. 43 Greeno

  14. The effects of presenting multidigit mathematics problems in a realistic context on sixth graders' problem solving

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    Hickendorff, M.

    2013-01-01

    Mathematics education and assessments increasingly involve arithmetic problems presented in context: a realistic situation that requires mathematical modeling. This study assessed the effects of such typical school mathematics contexts on two aspects of problem solving: performance and strategy use.

  15. Metacognition Process of Students with High Mathematics Anxiety in Mathematics Problem-Solving

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    Patrisius Afrisno Udil; Tri Atmojo Kusmayadi; Riyadi Riyadi

    2017-01-01

    This study aims to find out students’ metacognition process while solving the mathematics problem. It focuses on analyzing the metacognition process of students with high mathematics anxiety based on Polya’s problem solving phases. This study uses qualitative research with case study strategy. The subjects consist of 8 students of 7th grade selected through purposive sampling. Data in the form of Mathematics Anxiety Scale (MAS) result and recorded interview while solving mathematics problems ...

  16. How to make university students solve physics problems requiring mathematical skills: The "Adventurous Problem Solving" approach

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    de Mul, F.F.M.; Martin Batlle, C.; Martin i Batlle, Cristina; de Bruijn, Imme; Rinzema, K.; Rinzema, Kees

    2003-01-01

    Teaching physics to first-year university students (in the USA: junior/senior level) is often hampered by their lack of skills in the underlying mathematics, and that in turn may block their understanding of the physics and their ability to solve problems. Examples are vector algebra, differential

  17. Writing and mathematical problem solving in Grade 3

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    Belinda Petersen

    2017-06-01

    Full Text Available This article looks at writing tasks as a methodology to support learners’ mathematical problemsolving strategies in the South African Foundation Phase context. It is a qualitative case study and explores the relation between the use of writing in mathematics and development of learners’ problem-solving strategies and conceptual understanding. The research was conducted in a suburban Foundation Phase school in Cape Town with a class of Grade 3 learners involved in a writing and mathematics intervention. Writing tasks were modelled to learners and implemented by them while they were engaged in mathematical problem solving. Data were gathered from a sample of eight learners of different abilities and included written work, interviews, field notes and audio recordings of ability group discussions. The results revealed an improvement in the strategies and explanations learners used when solving mathematical problems compared to before the writing tasks were implemented. Learners were able to reflect critically on their thinking through their written strategies and explanations. The writing tasks appeared to support learners in providing opportunities to construct and apply mathematical knowledge and skills in their development of problem-solving strategies.

  18. Calculus Problem Solving Behavior of Mathematic Education Students

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    Rizal, M.; Mansyur, J.

    2017-04-01

    The purpose of this study is to obtain a description of the problem-solving behaviour of mathematics education students. The attainment of the purpose consisted of several stages: (1) to gain the subject from the mathematic education of first semester students, each of them who has a high, medium, and low competence of mathematic case. (2) To give two mathematical problems with different characteristics. The first problem (M1), the statement does not lead to a resolution. The second problem (M2), a statement leads to problem-solving. (3) To explore the behaviour of problem-solving based on the step of Polya (Rizal, 2011) by way of thinking aloud and in-depth interviews. The obtained data are analysed as suggested by Miles and Huberman (1994) but at first, time triangulation is done or data’s credibility by providing equivalent problem contexts and at different times. The results show that the behavioral problem solvers (mathematic education students) who are capable of high mathematic competency (ST). In understanding M1, ST is more likely to pay attention to an image first, read the texts piecemeal and repeatedly, then as a whole and more focus to the sentences that contain equations, numbers or symbols. As a result, not all information can be received well. When understanding the M2, ST can link the information from a problem that is stored in the working memory to the information on the long-term memory. ST makes planning to the solution of M1 and M2 by using a formula based on similar experiences which have been ever received before. Another case when implementing the troubleshooting plans, ST complete the M1 according to the plan, but not all can be resolved correctly. In contrast to the implementation of the solving plan of M2, ST can solve the problem according to plan quickly and correctly. According to the solving result of M1 and M2, ST conducts by reading the job based on an algorithm and reasonability. Furthermore, when SS and SR understand the

  19. Problem Solving Abilities and Perceptions in Alternative Certification Mathematics Teachers

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    Evans, Brian R.

    2012-01-01

    It is important for teacher educators to understand new alternative certification middle and high school teachers' mathematical problem solving abilities and perceptions. Teachers in an alternative certification program in New York were enrolled in a proof-based algebra course. At the beginning and end of a semester participants were given a…

  20. Towards efficient measurement of metacognition in mathematical problem solving

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    Jacobse, Annemieke E.; Harskamp, Egbert G.

    Metacognitive monitoring and regulation play an essential role in mathematical problem solving. Therefore, it is important for researchers and practitioners to assess students' metacognition. One proven valid, but time consuming, method to assess metacognition is by using think-aloud protocols.

  1. Pre-Service Mathematics Teachers’ Problem Solving Processes with Geometer’s Sketchpad: Mirror Problem

    OpenAIRE

    ÖÇAL, Mehmet Fatih; ŞİMŞEK, Mertkan

    2016-01-01

    Problem solving skill is the core of mathematics education and its importance cannot be denied. This study specifically examined 56 freshmen pre-service mathematics teachers’ problem solving processes on a specific problem with the help of Geometer’s Sketchpad (GSP). They were grouped into two-person teams to solve a problem called "the mirror problem". They were expected to solve it by means of GSP. According to their works on GSP and related reflections, there appeared two differe...

  2. Interference thinking in constructing students’ knowledge to solve mathematical problems

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    Jayanti, W. E.; Usodo, B.; Subanti, S.

    2018-04-01

    This research aims to describe interference thinking in constructing students’ knowledge to solve mathematical problems. Interference thinking in solving problems occurs when students have two concepts that interfere with each other’s concept. Construction of problem-solving can be traced using Piaget’s assimilation and accommodation framework, helping to know the students’ thinking structures in solving the problems. The method of this research was a qualitative method with case research strategy. The data in this research involving problem-solving result and transcripts of interviews about students’ errors in solving the problem. The results of this research focus only on the student who experience proactive interference, where student in solving a problem using old information to interfere with the ability to recall new information. The student who experience interference thinking in constructing their knowledge occurs when the students’ thinking structures in the assimilation and accommodation process are incomplete. However, after being given reflection to the student, then the students’ thinking process has reached equilibrium condition even though the result obtained remains wrong.

  3. Students’ Algebraic Reasonsing In Solving Mathematical Problems With Adversity Quotient

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    Aryani, F.; Amin, S. M.; Sulaiman, R.

    2018-01-01

    Algebraic reasoning is a process in which students generalize mathematical ideas from a set of particular instances and express them in increasingly formal and age-appropriate ways. Using problem solving approach to develop algebraic reasoning of mathematics may enhace the long-term learning trajectory of the majority students. The purpose of this research was to describe the algebraic reasoning of quitter, camper, and climber junior high school students in solving mathematical problems. This research used qualitative descriptive method. Subjects were determined by purposive sampling. The technique of collecting data was done by task-based interviews.The results showed that the algebraic reasoning of three students in the process of pattern seeking by identifying the things that are known and asked in a similar way. But three students found the elements of pattern recognition in different ways or method. So, they are generalize the problem of pattern formation with different ways. The study of algebraic reasoning and problem solving can be a learning paradigm in the improve students’ knowledge and skills in algebra work. The goal is to help students’ improve academic competence, develop algebraic reasoning in problem solving.

  4. Teaching Elementary Mathematics through Problem Solving and Its Relationship to Mathematics Achievement

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    Bullock, Audrey N.

    2017-01-01

    Problem solving in mathematics has been a goal for students for decades. In the reviewed literature, problem solving was most often treated as the dependent variable and was defined very broadly; however, few studies were found that included problem solving as a treatment or independent variable. The purpose of this study was to investigate the…

  5. Leveling of Critical Thinking Abilities of Students of Mathematics Education in Mathematical Problem Solving

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    Rasiman

    2015-01-01

    This research aims to determine the leveling of critical thinking abilities of students of mathematics education in mathematical problem solving. It includes qualitative-explorative study that was conducted at University of PGRI Semarang. The generated data in the form of information obtained problem solving question and interview guides. The…

  6. Secondary Teachers’ Mathematics-related Beliefs and Knowledge about Mathematical Problem-solving

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    E Siswono, T. Y.; Kohar, A. W.; Hartono, S.

    2017-02-01

    This study investigates secondary teachers’ belief about the three mathematics-related beliefs, i.e. nature of mathematics, teaching mathematics, learning mathematics, and knowledge about mathematical problem solving. Data were gathered through a set of task-based semi-structured interviews of three selected teachers with different philosophical views of teaching mathematics, i.e. instrumental, platonist, and problem solving. Those teachers were selected from an interview using a belief-related task from purposively selected teachers in Surabaya and Sidoarjo. While the interviews about knowledge examine teachers’ problem solving content and pedagogical knowledge, the interviews about beliefs examine their views on several cases extracted from each of such mathematics-related beliefs. Analysis included the categorization and comparison on each of beliefs and knowledge as well as their interaction. Results indicate that all the teachers did not show a high consistency in responding views of their mathematics-related beliefs, while they showed weaknesses primarily on problem solving content knowledge. Findings also point out that teachers’ beliefs have a strong relationship with teachers’ knowledge about problem solving. In particular, the instrumental teacher’s beliefs were consistent with his insufficient knowledge about problem-solving, while both platonist and problem-solving teacher’s beliefs were consistent with their sufficient knowledge of either content or pedagogical problem solving.

  7. Students’ Mathematical Problem-Solving Abilities Through The Application of Learning Models Problem Based Learning

    Science.gov (United States)

    Nasution, M. L.; Yerizon, Y.; Gusmiyanti, R.

    2018-04-01

    One of the purpose mathematic learning is to develop problem solving abilities. Problem solving is obtained through experience in questioning non-routine. Improving students’ mathematical problem-solving abilities required an appropriate strategy in learning activities one of them is models problem based learning (PBL). Thus, the purpose of this research is to determine whether the problem solving abilities of mathematical students’ who learn to use PBL better than on the ability of students’ mathematical problem solving by applying conventional learning. This research included quasi experiment with static group design and population is students class XI MIA SMAN 1 Lubuk Alung. Class experiment in the class XI MIA 5 and class control in the class XI MIA 6. The instrument of final test students’ mathematical problem solving used essay form. The result of data final test in analyzed with t-test. The result is students’ mathematical problem solving abilities with PBL better then on the ability of students’ mathematical problem solving by applying conventional learning. It’s seen from the high percentage achieved by the group of students who learn to use PBL for each indicator of students’ mathematical problem solving.

  8. To what extent do student teachers develop their mathematical problem solving ability by self-study?

    OpenAIRE

    Kool, Marjolein; Keijzer, Ronald

    2017-01-01

    A primary teacher needs mathematical problem solving ability. That is why Dutch student teachers have to show this ability in a nationwide mathematics test that contains many non-routine problems. Most student teachers prepare for this test by working on their own solving test-like problems. To what extent does these individual problem solving activities really contribute to their mathematical problem solving ability? Developing mathematical problem solving ability requires reflective mathema...

  9. Investigating a Proposed Problem Solving Theory in the Context of Mathematical Problem Solving: A Multi-Case Study

    Science.gov (United States)

    Mills, Nadia Monrose

    2015-01-01

    The ability to succeed in Science, Technology, Engineering, and Mathematics (STEM) careers is contingent on a student's ability to engage in mathematical problem solving. As a result, there has been increased focus on students' ability to think critically by providing them more with problem solving experiences in the classroom. Much research has…

  10. Students’ mathematical representations on secondary school in solving trigonometric problems

    Science.gov (United States)

    Istadi; Kusmayadi, T. A.; Sujadi, I.

    2017-06-01

    This research aimed to analyse students’ mathematical representations on secondary school in solving trigonometric problems. This research used qualitative method. The participants were 4 students who had high competence of knowledge taken from 20 students of 12th natural-science grade SMAN-1 Kota Besi, Central Kalimantan. Data validation was carried out using time triangulation. Data analysis used Huberman and Miles stages. The results showed that their answers were not only based on the given figure, but also used the definition of trigonometric ratio on verbal representations. On the other hand, they were able to determine the object positions to be observed. However, they failed to determine the position of the angle of depression at the sketches made on visual representations. Failure in determining the position of the angle of depression to cause an error in using the mathematical equation. Finally, they were unsuccessful to use the mathematical equation properly on symbolic representations. From this research, we could recommend the importance of translations between mathematical problems and mathematical representations as well as translations among mathematical representaions (verbal, visual, and symbolic) in learning mathematics in the classroom.

  11. Algebraic Reasoning in Solving Mathematical Problem Based on Learning Style

    Science.gov (United States)

    Indraswari, N. F.; Budayasa, I. K.; Ekawati, R.

    2018-01-01

    This study aimed to describe algebraic reasoning of secondary school’s pupils with different learning styles in solving mathematical problem. This study begins by giving the questionnaire to find out the learning styles and followed by mathematical ability test to get three subjects of 8th-grade whereas the learning styles of each pupil is visual, auditory, kinesthetic and had similar mathematical abilities. Then it continued with given algebraic problems and interviews. The data is validated using triangulation of time. The result showed that in the pattern of seeking indicator, subjects identified the things that were known and asked based on them observations. The visual and kinesthetic learners represented the known information in a chart, whereas the auditory learner in a table. In addition, they found the elements which makes the pattern and made a relationship between two quantities. In the pattern recognition indicator, they created conjectures on the relationship between two quantities and proved it. In the generalization indicator, they were determining the general rule of pattern found on each element of pattern using algebraic symbols and created a mathematical model. Visual and kinesthetic learners determined the general rule of equations which was used to solve problems using algebraic symbols, but auditory learner in a sentence.

  12. Cognitive Backgrounds of Problem Solving: A Comparison of Open-Ended vs. Closed Mathematics Problems

    Science.gov (United States)

    Bahar, Abdulkadir; Maker, C. June

    2015-01-01

    Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of elementary…

  13. Using Video Prompting to Teach Mathematical Problem Solving of Real-World Video-Simulation Problems

    Science.gov (United States)

    Saunders, Alicia F.; Spooner, Fred; Ley Davis, Luann

    2018-01-01

    Mathematical problem solving is necessary in many facets of everyday life, yet little research exists on how to teach students with more severe disabilities higher order mathematics like problem solving. Using a multiple probe across participants design, three middle school students with moderate intellectual disability (ID) were taught to solve…

  14. Gender differences in algebraic thinking ability to solve mathematics problems

    Science.gov (United States)

    Kusumaningsih, W.; Darhim; Herman, T.; Turmudi

    2018-05-01

    This study aimed to conduct a gender study on students' algebraic thinking ability in solving a mathematics problem, polyhedron concept, for grade VIII. This research used a qualitative method. The data was collected using: test and interview methods. The subjects in this study were eight male and female students with different level of abilities. It was found that the algebraic thinking skills of male students reached high group of five categories. They were superior in terms of reasoning and quick understanding in solving problems. Algebraic thinking ability of high-achieving group of female students also met five categories of algebraic thinking indicators. They were more diligent, tenacious and thorough in solving problems. Algebraic thinking ability of male students in medium category only satisfied three categories of algebraic thinking indicators. They were sufficient in terms of reasoning and understanding in solving problems. Algebraic thinking ability group of female students in medium group also satisfied three categories of algebraic thinking indicators. They were fairly diligent, tenacious and meticulous on working on the problems.

  15. Developing Instructional Mathematical Physics Book Based on Inquiry Approach to Improve Students’ Mathematical Problem Solving Ability

    Directory of Open Access Journals (Sweden)

    Syarifah Fadillah

    2017-03-01

    Full Text Available The problem in this research is to know how the process of developing mathematics physics instructional book based on inquiry approach and its supporting documents to improve students' mathematical problem-solving ability. The purpose of this research is to provide mathematical physics instruction based on inquiry approach and its supporting documents (semester learning activity plan, lesson plan and mathematical problem-solving test to improve students' mathematical problem-solving ability. The development of textbook refers to the ADDIE model, including analysis, design, development, implementation, and evaluation. The validation result from the expert team shows that the textbook and its supporting documents are valid. The test results of the mathematical problem-solving skills show that all test questions are valid and reliable. The result of the incorporation of the textbook in teaching and learning process revealed that students' mathematical problem-solving ability using mathematical physics instruction based on inquiry approach book was better than the students who use the regular book.

  16. Block Model Approach in Problem Solving: Effects on Problem Solving Performance of the Grade V Pupils in Mathematics

    Science.gov (United States)

    de Guzman, Niño Jose P.; Belecina, Rene R.

    2012-01-01

    The teaching of mathematics involves problem solving skills which prove to be difficult on the part of the pupils due to misrepresentation of the word problems. Oftentimes, pupils tend to represent the phrase "more than" as addition and the word difference as "- ". This paper aims to address the problem solving skills of grade…

  17. LEVELING STUDENTS’ CREATIVE THINKING IN SOLVING AND POSING MATHEMATICAL PROBLEM

    Directory of Open Access Journals (Sweden)

    Tatag Yuli Eko Siswono

    2010-07-01

    Full Text Available Many researchers assume that people are creative, but their degree ofcreativity is different. The notion of creative thinking level has beendiscussed .by experts. The perspective of mathematics creative thinkingrefers to a combination of logical and divergent thinking which is basedon intuition but has a conscious aim. The divergent thinking is focusedon flexibility, fluency, and novelty in mathematical problem solving andproblem posing. As students have various backgrounds and differentabilities, they possess different potential in thinking patterns,imagination, fantasy and performance; therefore, students have differentlevels of creative thinking. A research study was conducted in order todevelop a framework for students’ levels of creative thinking inmathematics. This research used a qualitative approach to describe thecharacteristics of the levels of creative thinking. Task-based interviewswere conducted to collect data with ten 8thgrade junior secondary schoolstudents. The results distinguished five levels of creative thinking,namely level 0 to level 4 with different characteristics in each level.These differences are based on fluency, flexibility, and novelty inmathematical problem solving and problem posing.Keywords: student’s creative thinking, problem posing, flexibility,fluency, novelty DOI: http://dx.doi.org/10.22342/jme.1.1.794.17-40

  18. A Cognitive Analysis of Students’ Mathematical Problem Solving Ability on Geometry

    Science.gov (United States)

    Rusyda, N. A.; Kusnandi, K.; Suhendra, S.

    2017-09-01

    The purpose of this research is to analyze of mathematical problem solving ability of students in one of secondary school on geometry. This research was conducted by using quantitative approach with descriptive method. Population in this research was all students of that school and the sample was twenty five students that was chosen by purposive sampling technique. Data of mathematical problem solving were collected through essay test. The results showed the percentage of achievement of mathematical problem solving indicators of students were: 1) solve closed mathematical problems with context in math was 50%; 2) solve the closed mathematical problems with the context beyond mathematics was 24%; 3) solving open mathematical problems with contexts in mathematics was 35%; And 4) solving open mathematical problems with contexts outside mathematics was 44%. Based on the percentage, it can be concluded that the level of achievement of mathematical problem solving ability in geometry still low. This is because students are not used to solving problems that measure mathematical problem solving ability, weaknesses remember previous knowledge, and lack of problem solving framework. So the students’ ability of mathematical problems solving need to be improved with implement appropriate learning strategy.

  19. Investigating Mathematics Teachers Candidates' Knowledge about Problem Solving Strategies through Problem Posing

    Science.gov (United States)

    Ünlü, Melihan

    2017-01-01

    The aim of the study was to determine mathematics teacher candidates' knowledge about problem solving strategies through problem posing. This qualitative research was conducted with 95 mathematics teacher candidates studying at education faculty of a public university during the first term of the 2015-2016 academic year in Turkey. Problem Posing…

  20. Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities

    Science.gov (United States)

    Freeman-Green, Shaqwana M.; O'Brien, Chris; Wood, Charles L.; Hitt, Sara Beth

    2015-01-01

    This study examined the effects of explicit instruction in the SOLVE Strategy on the mathematical problem solving skills of six Grade 8 students with specific learning disabilities. The SOLVE Strategy is an explicit instruction, mnemonic-based learning strategy designed to help students in solving mathematical word problems. Using a multiple probe…

  1. Protocol Analysis of Group Problem Solving in Mathematics: A Cognitive-Metacognitive Framework for Assessment.

    Science.gov (United States)

    Artzt, Alice F.; Armour-Thomas, Eleanor

    The roles of cognition and metacognition were examined in the mathematical problem-solving behaviors of students as they worked in small groups. As an outcome, a framework that links the literature of cognitive science and mathematical problem solving was developed for protocol analysis of mathematical problem solving. Within this framework, each…

  2. Is There a Causal Relation between Mathematical Creativity and Mathematical Problem-Solving Performance?

    Science.gov (United States)

    Tyagi, Tarun Kumar

    2016-01-01

    The relationship between mathematical creativity (MC) and mathematical problem-solving performance (MP) has often been studied but the causal relation between these two constructs has yet to be clearly reported. The main purpose of this study was to define the causal relationship between MC and MP. Data from a representative sample of 480…

  3. The Strategies of Mathematics Teachers When Solving Number Sense Problems

    Directory of Open Access Journals (Sweden)

    Sare Şengül

    2014-04-01

    Full Text Available Number sense involves efficient strategies and the ability to think flexibly with numbers and number operations and flexible thinking ability and the inclination getting for making sound mathematical judgements. The aim of this study was to investigate the strategies used by mathematics teachers while solving number sense problems. Eleven mathematics teachers from a graduate program in education were the participants. A number sense test which has a total of 12 problems is used as the data gathering tool. Teachers’ responses and strategies were analyzed both qualitatively and quantitatively.First, participants’ responses were evaluated for correctness. Then the strategies teachers used were analyzed. The strategies were categorized as based on the use of number sense or rule based strategies. When the correct and incorrect responses were considered together, in the 46% of the responses number sense strategies were used and in 54% the rule-based strategies were used. The results of this study showed that even though teachers can use number sense strategies at some level, there is still room for development in teachers’ number sense.

  4. Using the Wonder of Inequalities between Averages for Mathematics Problems Solving

    Science.gov (United States)

    Shaanan, Rachel Mogilevsky; Gordon, Moshe Stupel

    2016-01-01

    The study presents an introductory idea of using mathematical averages as a tool for enriching mathematical problem solving. Throughout students' activities, a research was conducted on their ability to solve mathematical problems, and how to cope with a variety of mathematical tasks, in a variety of ways, using the skills, tools and experiences…

  5. PROBLEM SOLVING IN SCHOOL MATHEMATICS BASED ON HEURISTIC STRATEGIES

    Directory of Open Access Journals (Sweden)

    NOVOTNÁ, Jarmila

    2014-03-01

    Full Text Available The paper describes one of the ways of developing pupils’ creative approach to problem solving. The described experiment is a part of a longitudinal research focusing on improvement of culture of problem solving by pupils. It deals with solving of problems using the following heuristic strategies: Analogy, Guess – check – revise, Systematic experimentation, Problem reformulation, Solution drawing, Way back and Use of graphs of functions. Most attention is paid to the question whether short-term work, in this case only over the period of three months, can result in improvement of pupils’ abilities to solve problems whose solving algorithms are easily accessible. It also answers the question which strategies pupils will prefer and with what results. The experiment shows that even short-term work can bear positive results as far as pupils’ approach to problem solving is concerned.

  6. Mathematical Abstraction in the Solving of Ill-Structured Problems by Elementary School Students in Korea

    Science.gov (United States)

    Hong, Jee Yun; Kim, Min Kyeong

    2016-01-01

    Ill-structured problems can be regarded as one of the measures that meet recent social needs emphasizing students' abilities to solve real-life problems. This study aimed to analyze the mathematical abstraction process in solving such problems, and to identify the mathematical abstraction level ([I] Recognition of mathematical structure through…

  7. Strategies of solving arithmetic word problems in students with learning difficulties in mathematics

    OpenAIRE

    Kalan, Marko

    2015-01-01

    Problem solving as an important skill is, beside arithmetic, measure and algebra, included in standards of school mathematics (National Council of Teachers of Mathematics) (NCTM, 2000) and needed as a necessary skill for successfulness in science, technology, engineering and mathematics (STEM) (National Mathematics Advisory Panel, 2008). Since solving of human problems is connected to the real life, the arithmetic word problems (in short AWP) are an important kind of mathematics tasks in scho...

  8. The effect of Missouri mathematics project learning model on students’ mathematical problem solving ability

    Science.gov (United States)

    Handayani, I.; Januar, R. L.; Purwanto, S. E.

    2018-01-01

    This research aims to know the influence of Missouri Mathematics Project Learning Model to Mathematical Problem-solving Ability of Students at Junior High School. This research is a quantitative research and uses experimental research method of Quasi Experimental Design. The research population includes all student of grade VII of Junior High School who are enrolled in the even semester of the academic year 2016/2017. The Sample studied are 76 students from experimental and control groups. The sampling technique being used is cluster sampling method. The instrument is consisted of 7 essay questions whose validity, reliability, difficulty level and discriminating power have been tested. Before analyzing the data by using t-test, the data has fulfilled the requirement for normality and homogeneity. The result of data shows that there is the influence of Missouri mathematics project learning model to mathematical problem-solving ability of students at junior high school with medium effect.

  9. Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties.

    Directory of Open Access Journals (Sweden)

    Yinghui Lai

    Full Text Available Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA and mathematical metacognition on word problem solving (WPS. We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56 with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA, typical achieving (TA, low achieving (LA, and mathematical learning difficulty (MLD. Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA than the TA and HA children, but not in mathematical evaluation anxiety (MEA. MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.

  10. Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties.

    Science.gov (United States)

    Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

    2015-01-01

    Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.

  11. Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties

    Science.gov (United States)

    Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

    2015-01-01

    Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil’s Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children’s LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions. PMID:26090806

  12. An Investigation of Secondary Teachers’ Understanding and Belief on Mathematical Problem Solving

    Science.gov (United States)

    Yuli Eko Siswono, Tatag; Wachidul Kohar, Ahmad; Kurniasari, Ika; Puji Astuti, Yuliani

    2016-02-01

    Weaknesses on problem solving of Indonesian students as reported by recent international surveys give rise to questions on how Indonesian teachers bring out idea of problem solving in mathematics lesson. An explorative study was undertaken to investigate how secondary teachers who teach mathematics at junior high school level understand and show belief toward mathematical problem solving. Participants were teachers from four cities in East Java province comprising 45 state teachers and 25 private teachers. Data was obtained through questionnaires and written test. The results of this study point out that the teachers understand pedagogical problem solving knowledge well as indicated by high score of observed teachers‘ responses showing understanding on problem solving as instruction as well as implementation of problem solving in teaching practice. However, they less understand on problem solving content knowledge such as problem solving strategies and meaning of problem itself. Regarding teacher's difficulties, teachers admitted to most frequently fail in (1) determining a precise mathematical model or strategies when carrying out problem solving steps which is supported by data of test result that revealed transformation error as the most frequently observed errors in teachers’ work and (2) choosing suitable real situation when designing context-based problem solving task. Meanwhile, analysis of teacher's beliefs on problem solving shows that teachers tend to view both mathematics and how students should learn mathematics as body static perspective, while they tend to believe to apply idea of problem solving as dynamic approach when teaching mathematics.

  13. Recent Trends in Japanese Mathematics Textbooks for Elementary Grades: Supporting Teachers to Teach Mathematics through Problem Solving

    Science.gov (United States)

    Takahashi, Akihiko

    2016-01-01

    Problem solving has been a major theme in Japanese mathematics curricula for nearly 50 years. Numerous teacher reference books and lesson plans using problem solving have been published since the 1960s. Government-authorized mathematics textbooks for elementary grades, published by six private companies, have had more and more problem solving over…

  14. Extricating Justification Scheme Theory in Middle School Mathematical Problem Solving

    Science.gov (United States)

    Matteson, Shirley; Capraro, Mary Margaret; Capraro, Robert M.; Lincoln, Yvonna S.

    2012-01-01

    Twenty middle grades students were interviewed to gain insights into their reasoning about problem-solving strategies using a Problem Solving Justification Scheme as our theoretical lens and the basis for our analysis. The scheme was modified from the work of Harel and Sowder (1998) making it more broadly applicable and accounting for research…

  15. Enabling Metacognitive Skills for Mathematics Problem Solving: A Collective Case Study of Metacognitive Reflection and Awareness

    Science.gov (United States)

    Jagals, Divan; van der Walt, Marthie

    2016-01-01

    Metacognition encompasses knowledge and regulation that, through reflection, sustain problem solving behaviour. How metacognitive awareness is constructed from reflection on metacognitive knowledge and regulation and how these reflections enable metacognitive skills for Mathematics problem solving remain unclear. Three secondary schools…

  16. Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics.

    Science.gov (United States)

    Artzt, Alice F.; Armour-Thomas, Eleanor

    1998-01-01

    Uses a "teaching as problem solving" perspective to examine the components of metacognition underlying the instructional practice of seven experienced and seven beginning secondary-school mathematics teachers. Data analysis of observations, lesson plans, videotapes, and audiotapes of structured interviews suggests that the metacognition of…

  17. Incorporating the Common Core's Problem Solving Standard for Mathematical Practice into an Early Elementary Inclusive Classroom

    Science.gov (United States)

    Fletcher, Nicole

    2014-01-01

    Mathematics curriculum designers and policy decision makers are beginning to recognize the importance of problem solving, even at the earliest stages of mathematics learning. The Common Core includes sense making and perseverance in solving problems in its standards for mathematical practice for students at all grade levels. Incorporating problem…

  18. On the Relationships between (Relatively) Advanced Mathematical Knowledge and (Relatively) Advanced Problem-Solving Behaviours

    Science.gov (United States)

    Koichu, Boris

    2010-01-01

    This article discusses an issue of inserting mathematical knowledge within the problem-solving processes. Relatively advanced mathematical knowledge is defined in terms of "three mathematical worlds"; relatively advanced problem-solving behaviours are defined in terms of taxonomies of "proof schemes" and "heuristic behaviours". The relationships…

  19. Analysis of mathematical problem-solving ability based on metacognition on problem-based learning

    Science.gov (United States)

    Mulyono; Hadiyanti, R.

    2018-03-01

    Problem-solving is the primary purpose of the mathematics curriculum. Problem-solving abilities influenced beliefs and metacognition. Metacognition as superordinate capabilities can direct, regulate cognition and motivation and then problem-solving processes. This study aims to (1) test and analyzes the quality of problem-based learning and (2) investigate the problem-solving capabilities based on metacognition. This research uses mixed method study with The subject research are class XI students of Mathematics and Science at High School Kesatrian 2 Semarang which divided into tacit use, aware use, strategic use and reflective use level. The collecting data using scale, interviews, and tests. The data processed with the proportion of test, t-test, and paired samples t-test. The result shows that the students with levels tacit use were able to complete the whole matter given, but do not understand what and why a strategy is used. Students with aware use level were able to solve the problem, be able to build new knowledge through problem-solving to the indicators, understand the problem, determine the strategies used, although not right. Students on the Strategic ladder Use can be applied and adopt a wide variety of appropriate strategies to solve the issues and achieved re-examine indicators of process and outcome. The student with reflective use level is not found in this study. Based on the results suggested that study about the identification of metacognition in problem-solving so that the characteristics of each level of metacognition more clearly in a more significant sampling. Teachers need to know in depth about the student metacognitive activity and its relationship with mathematical problem solving and another problem resolution.

  20. Improving of Junior High School Visual Thinking Representation Ability in Mathematical Problem Solving by CTL

    Science.gov (United States)

    Surya, Edy; Sabandar, Jozua; Kusumah, Yaya S.; Darhim

    2013-01-01

    The students' difficulty which was found is in the problem of understanding, drawing diagrams, reading the charts correctly, conceptual formal mathematical understanding, and mathematical problem solving. The appropriate problem representation is the basic way in order to understand the problem itself and make a plan to solve it. This research was…

  1. Mathematical Problem Solving Ability of Junior High School Students through Ang’s Framework for Mathematical Modelling Instruction

    Science.gov (United States)

    Fasni, N.; Turmudi, T.; Kusnandi, K.

    2017-09-01

    This research background of this research is the importance of student problem solving abilities. The purpose of this study is to find out whether there are differences in the ability to solve mathematical problems between students who have learned mathematics using Ang’s Framework for Mathematical Modelling Instruction (AFFMMI) and students who have learned using scientific approach (SA). The method used in this research is a quasi-experimental method with pretest-postest control group design. Data analysis of mathematical problem solving ability using Indepent Sample Test. The results showed that there was a difference in the ability to solve mathematical problems between students who received learning with Ang’s Framework for Mathematical Modelling Instruction and students who received learning with a scientific approach. AFFMMI focuses on mathematical modeling. This modeling allows students to solve problems. The use of AFFMMI is able to improve the solving ability.

  2. To what extent do student teachers develop their mathematical problem solving ability by self-study?

    NARCIS (Netherlands)

    Marjolein Kool; Ronald Keijzer

    2017-01-01

    A primary teacher needs mathematical problem solving ability. That is why Dutch student teachers have to show this ability in a nationwide mathematics test that contains many non-routine problems. Most student teachers prepare for this test by working on their own solving test-like problems. To what

  3. Scientific Approach to Improve Mathematical Problem Solving Skills Students of Grade V

    Science.gov (United States)

    Roheni; Herman, T.; Jupri, A.

    2017-09-01

    This study investigates the skills of elementary school students’ in problem solving through the Scientific Approach. The purpose of this study is to determine mathematical problem solving skills of students by using Scientific Approach is better than mathematical problem solving skills of students by using Direct Instruction. This study is using quasi-experimental method. Subject of this study is students in grade V in one of state elementary school in Cirebon Regency. Instrument that used in this study is mathematical problem solving skills. The result of this study showed that mathematical problem solving skills of students who learn by using Scientific Approach is more significant than using Direct Instruction. Base on result and analysis, the conclusion is that Scientific Approach can improve students’ mathematical problem solving skills.

  4. The effects of cumulative practice on mathematics problem solving.

    Science.gov (United States)

    Mayfield, Kristin H; Chase, Philip N

    2002-01-01

    This study compared three different methods of teaching five basic algebra rules to college students. All methods used the same procedures to teach the rules and included four 50-question review sessions interspersed among the training of the individual rules. The differences among methods involved the kinds of practice provided during the four review sessions. Participants who received cumulative practice answered 50 questions covering a mix of the rules learned prior to each review session. Participants who received a simple review answered 50 questions on one previously trained rule. Participants who received extra practice answered 50 extra questions on the rule they had just learned. Tests administered after each review included new questions for applying each rule (application items) and problems that required novel combinations of the rules (problem-solving items). On the final test, the cumulative group outscored the other groups on application and problem-solving items. In addition, the cumulative group solved the problem-solving items significantly faster than the other groups. These results suggest that cumulative practice of component skills is an effective method of training problem solving.

  5. Investigating and Developing Engineering Students' Mathematical Modelling and Problem-Solving Skills

    Science.gov (United States)

    Wedelin, Dag; Adawi, Tom; Jahan, Tabassum; Andersson, Sven

    2015-01-01

    How do engineering students approach mathematical modelling problems and how can they learn to deal with such problems? In the context of a course in mathematical modelling and problem solving, and using a qualitative case study approach, we found that the students had little prior experience of mathematical modelling. They were also inexperienced…

  6. Analytical derivation: An epistemic game for solving mathematically based physics problems

    Science.gov (United States)

    Bajracharya, Rabindra R.; Thompson, John R.

    2016-06-01

    Problem solving, which often involves multiple steps, is an integral part of physics learning and teaching. Using the perspective of the epistemic game, we documented a specific game that is commonly pursued by students while solving mathematically based physics problems: the analytical derivation game. This game involves deriving an equation through symbolic manipulations and routine mathematical operations, usually without any physical interpretation of the processes. This game often creates cognitive obstacles in students, preventing them from using alternative resources or better approaches during problem solving. We conducted hour-long, semi-structured, individual interviews with fourteen introductory physics students. Students were asked to solve four "pseudophysics" problems containing algebraic and graphical representations. The problems required the application of the fundamental theorem of calculus (FTC), which is one of the most frequently used mathematical concepts in physics problem solving. We show that the analytical derivation game is necessary, but not sufficient, to solve mathematically based physics problems, specifically those involving graphical representations.

  7. Assessing the Internal Dynamics of Mathematical Problem Solving in Small Groups.

    Science.gov (United States)

    Artzt, Alice F.; Armour-Thomas, Eleanor

    The purpose of this exploratory study was to examine the problem-solving behaviors and perceptions of (n=27) seventh-grade students as they worked on solving a mathematical problem within a small-group setting. An assessment system was developed that allowed for this analysis. To assess problem-solving behaviors within a small group a Group…

  8. The role of problem solving method on the improvement of mathematical learning

    Directory of Open Access Journals (Sweden)

    Saeed Mokhtari-Hassanabad

    2012-10-01

    Full Text Available In history of education, problem solving is one of the important educational goals and teachers or parents have intended that their students have capacity of problem solving. In present research, it is tried that study the problem solving method for mathematical learning. This research is implemented via quasi-experimental method on 49 boy students at high school. The results of Leven test and T-test indicated that problem solving method has more effective on the improvement of mathematical learning than traditional instruction method. Therefore it seems that teachers of mathematics must apply the problem solving method in educational systems till students became self-efficiency in mathematical problem solving.

  9. Empowering Educationally Disadvantaged Mathematics Students through a Strategies-Based Problem Solving Approach

    Science.gov (United States)

    Ramnarain, Umesh

    2014-01-01

    A major impediment to problem solving in mathematics in the great majority of South African schools is that disadvantaged students from seriously impoverished learning environments are lacking in the necessary informal mathematical knowledge to develop their own strategies for solving non-routine problems. A randomized pretest-posttest control…

  10. The Motivation of Secondary School Students in Mathematical Word Problem Solving

    Science.gov (United States)

    Gasco, Javier; Villarroel, Jose-Domingo

    2014-01-01

    Introduction: Motivation is an important factor in the learning of mathematics. Within this area of education, word problem solving is central in most mathematics curricula of Secondary School. The objective of this research is to detect the differences in motivation in terms of the strategies used to solve word problems. Method: It analyzed the…

  11. The Investigation of Elementary Mathematics Teacher Candidates' Problem Solving Skills According to Various Variables

    Science.gov (United States)

    Kaya, Deniz; Izgiol, Dilek; Kesan, Cenk

    2014-01-01

    The aim was to determine elementary mathematics teacher candidates' problem solving skills and analyze problem solving skills according to various variables. The data were obtained from total 306 different grade teacher candidates receiving education in Department of Elementary Mathematics Education, Buca Faculty of Education, Dokuz Eylul…

  12. Integrating Study Skills and Problem Solving into Remedial Mathematics

    Science.gov (United States)

    Cornick, Jonathan; Guy, G. Michael; Beckford, Ian

    2015-01-01

    Students at a large urban community college enrolled in seven classes of an experimental remedial algebra programme, which integrated study skills instruction and collaborative problem solving. A control group of seven classes was taught in a traditional lecture format without study skills instruction. Student performance in the course was…

  13. Elementary Teachers' Perspectives of Mathematics Problem Solving Strategies

    Science.gov (United States)

    Bruun, Faye

    2013-01-01

    Participants in this study were asked to report what strategies were most often used in their attempts to foster their students' problem solving abilities. Participants included 70 second through fifth-grade elementary teachers from 42 schools in a large state of the south central region in the U.S. Data analyses of the interviews revealed that…

  14. Problem solving of student with visual impairment related to mathematical literacy problem

    Science.gov (United States)

    Pratama, A. R.; Saputro, D. R. S.; Riyadi

    2018-04-01

    The student with visual impairment, total blind category depends on the sense of touch and hearing in obtaining information. In fact, the two senses can receive information less than 20%. Thus, students with visual impairment of the total blind categories in the learning process must have difficulty, including learning mathematics. This study aims to describe the problem-solving process of the student with visual impairment, total blind category on mathematical literacy issues based on Polya phase. This research using test method similar problems mathematical literacy in PISA and in-depth interviews. The subject of this study was a student with visual impairment, total blind category. Based on the result of the research, problem-solving related to mathematical literacy based on Polya phase is quite good. In the phase of understanding the problem, the student read about twice by brushing the text and assisted with information through hearing three times. The student with visual impairment in problem-solving based on the Polya phase, devising a plan by summoning knowledge and experience gained previously. At the phase of carrying out the plan, students with visual impairment implement the plan in accordance with pre-made. In the looking back phase, students with visual impairment need to check the answers three times but have not been able to find a way.

  15. Mathematical mechanic using physical reasoning to solve problems

    CERN Document Server

    Levi, Mark

    2009-01-01

    Everybody knows that mathematics is indispensable to physics--imagine where we'd be today if Einstein and Newton didn't have the math to back up their ideas. But how many people realize that physics can be used to produce many astonishing and strikingly elegant solutions in mathematics? Mark Levi shows how in this delightful book, treating readers to a host of entertaining problems and mind-bending puzzlers that will amuse and inspire their inner physicist. Levi turns math and physics upside down, revealing how physics can simplify proofs and lead to quicker solutions and new theorems, and how physical solutions can illustrate why results are true in ways lengthy mathematical calculations never can

  16. Obstacles Related to Structuring for Mathematization Encountered by Students when Solving Physics Problems

    DEFF Research Database (Denmark)

    Niss, Martin

    2017-01-01

    This paper studies the cognitive obstacles related to one aspect of mathematization in physics problem-solving, namely, what might be called structuring for mathematization, where the problem situation is structured in such a way that a translation to a mathematical universe can be done. We report...

  17. Problem representation and mathematical problem solving of students of varying math ability.

    Science.gov (United States)

    Krawec, Jennifer L

    2014-01-01

    The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD, n = 25), low-achieving students (LA, n = 30), and average-achieving students (AA, n = 29). The primary interest was to analyze the processes students use to translate and integrate problem information while solving problems. Paraphrasing, visual representation, and problem-solving accuracy were measured in eighth grade students using a researcher-modified version of the Mathematical Processing Instrument. Results indicated that both students with LD and LA students struggled with processing but that students with LD were significantly weaker than their LA peers in paraphrasing relevant information. Paraphrasing and visual representation accuracy each accounted for a statistically significant amount of variance in problem-solving accuracy. Finally, the effect of visual representation of relevant information on problem-solving accuracy was dependent on ability; specifically, for students with LD, generating accurate visual representations was more strongly related to problem-solving accuracy than for AA students. Implications for instruction for students with and without LD are discussed.

  18. Pre-service mathematics teachers’ ability in solving well-structured problem

    Science.gov (United States)

    Paradesa, R.

    2018-01-01

    This study aimed to describe the mathematical problem-solving ability of undergraduate students of mathematics education in solving the well-structured problem. The type of this study was qualitative descriptive. The subjects in this study were 100 undergraduate students of Mathematics Education at one of the private universities in Palembang city. The data in this study was collected through two test items with essay form. The results of this study showed that, from the first problem, only 8% students can solve it, but do not check back again to validate the process. Based on a scoring rubric that follows Polya strategy, their answer satisfied 2 4 2 0 patterns. But, from the second problem, 45% students satisfied it. This is because the second problem imitated from the example that was given in learning process. The average score of undergraduate students mathematical problem-solving ability in solving well-structured problems showed 56.00 with standard deviation was 13.22. It means that, from 0 - 100 scale, undergraduate students mathematical problem-solving ability can be categorized low. From this result, the conclusion was undergraduate students of mathematics education in Palembang still have a problem in solving mathematics well-structured problem.

  19. Improving of Junior High School Visual Thinking Representation Ability in Mathematical Problem Solving by CTL

    Directory of Open Access Journals (Sweden)

    Edy Surya

    2013-01-01

    Full Text Available The students’  difficulty which was found is in the problem of understanding, drawing diagrams, reading the charts correctly, conceptual formal  mathematical understanding, and  mathematical problem solving. The appropriate problem representation is the basic way in order to understand the problem itself and make a plan to solve it. This research was the experimental classroom design with a pretest-posttest control in order to increase the representation of visual thinking ability on mathematical problem solving approach  with  contextual learning. The research instrument was a test, observation and interviews. Contextual approach increases of mathematical representations ability increases in students with high initial category, medium, and low compared to conventional approaches. Keywords: Visual Thinking Representation, Mathematical  Problem Solving, Contextual Teaching Learning Approach DOI: http://dx.doi.org/10.22342/jme.4.1.568.113-126

  20. Strategies That Help Learning-Disabled Students Solve Verbal Mathematical Problems.

    Science.gov (United States)

    Giordano, Gerard

    1990-01-01

    Strategies are presented for dealing with factors that can be responsible for failure in mathematical problem solving. The suggestions include personalization of verbal problems, thematic strands based on student interests, visual representation, a laboratory approach, and paraphrasing. (JDD)

  1. Students Use Graphic Organizers to Improve Mathematical Problem-Solving Communications

    Science.gov (United States)

    Zollman, Alan

    2009-01-01

    Improving students' problem-solving abilities is a major, if not the major, goal of middle grades mathematics. To address this goal, the author, who is a university mathematics educator, and nine inner-city middle school teachers developed a math/science action research project. This article describes their unique approach to mathematical problem…

  2. Assessing the Relation between Seventh-Grade Students' Engagement and Mathematical Problem Solving Performance

    Science.gov (United States)

    Lein, Amy E.; Jitendra, Asha K.; Starosta, Kristin M.; Dupuis, Danielle N.; Hughes-Reid, Cheyenne L.; Star, Jon R.

    2016-01-01

    In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger…

  3. Improving mathematical problem solving ability through problem-based learning and authentic assessment for the students of Bali State Polytechnic

    Science.gov (United States)

    Darma, I. K.

    2018-01-01

    This research is aimed at determining: 1) the differences of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) the differences of mathematical problem solving ability between the students facilitated with authentic and conventional assessment model, and 3) interaction effect between learning and assessment model on mathematical problem solving. The research was conducted in Bali State Polytechnic, using the 2x2 experiment factorial design. The samples of this research were 110 students. The data were collected using a theoretically and empirically-validated test. Instruments were validated by using Aiken’s approach of technique content validity and item analysis, and then analyzed using anova stylistic. The result of the analysis shows that the students facilitated with problem-based learning and authentic assessment models get the highest score average compared to the other students, both in the concept understanding and mathematical problem solving. The result of hypothesis test shows that, significantly: 1) there is difference of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) there is difference of mathematical problem solving ability between the students facilitated with authentic assessment model and conventional assessment model, and 3) there is interaction effect between learning model and assessment model on mathematical problem solving. In order to improve the effectiveness of mathematics learning, collaboration between problem-based learning model and authentic assessment model can be considered as one of learning models in class.

  4. Problem solving in the borderland between mathematics and physics

    DEFF Research Database (Denmark)

    Jensen, Jens Højgaard; Niss, Martin; Jankvist, Uffe Thomas

    2017-01-01

    The article addresses the problématique of where mathematization is taught in the educational system, and who teaches it. Mathematization is usually not a part of mathematics programs at the upper secondary level, but we argue that physics teaching has something to offer in this respect, if it fo......The article addresses the problématique of where mathematization is taught in the educational system, and who teaches it. Mathematization is usually not a part of mathematics programs at the upper secondary level, but we argue that physics teaching has something to offer in this respect...

  5. Profile of male-field dependent (FD) prospective teacher's reflective thinking in solving contextual mathematical problem

    Science.gov (United States)

    Agustan, S.; Juniati, Dwi; Siswono, Tatag Yuli Eko

    2017-08-01

    Reflective thinking is an important component in the world of education, especially in professional education of teachers. In learning mathematics, reflective thinking is one way to solve mathematical problem because it can improve student's curiosity when student faces a mathematical problem. Reflective thinking is also a future competence that should be taught to students to face the challenges and to respond of demands of the 21st century. There are many factors which give impact toward the student's reflective thinking when student solves mathematical problem. One of them is cognitive style. For this reason, reflective thinking and cognitive style are important things in solving contextual mathematical problem. This research paper describes aspect of reflective thinking in solving contextual mathematical problem involved solution by using some mathematical concept, namely linear program, algebra arithmetic operation, and linear equations of two variables. The participant, in this research paper, is a male-prospective teacher who has Field Dependent. The purpose of this paper is to describe aspect of prospective teachers' reflective thinking in solving contextual mathematical problem. This research paper is a descriptive by using qualitative approach. To analyze the data, the researchers focus in four main categories which describe prospective teacher's activities using reflective thinking, namely; (a) formulation and synthesis of experience, (b) orderliness of experience, (c) evaluating the experience and (d) testing the selected solution based on the experience.

  6. Problem solving as a challenge for mathematics education in The Netherlands

    NARCIS (Netherlands)

    Doorman, M.; Drijvers, P.; Dekker, T.; Heuvel-Panhuizen, T. van; Lange, J. de; Wijers, M.

    2007-01-01

    This paper deals with the challenge to establish problem solving as a living domain in mathematics education in The Netherlands. While serious attempts are made to implement a problem-oriented curriculum based on principles of realistic mathematics education with room for modelling and with

  7. Modeling Students' Problem Solving Performance in the Computer-Based Mathematics Learning Environment

    Science.gov (United States)

    Lee, Young-Jin

    2017-01-01

    Purpose: The purpose of this paper is to develop a quantitative model of problem solving performance of students in the computer-based mathematics learning environment. Design/methodology/approach: Regularized logistic regression was used to create a quantitative model of problem solving performance of students that predicts whether students can…

  8. Enhancing Learners' Problem Solving Performance in Mathematics: A Cognitive Load Perspective

    Science.gov (United States)

    Dhlamini, Joseph J.

    2016-01-01

    This paper reports on a pilot study that investigated the effect of implementing a context-based problem solving instruction (CBPSI) to enhance the problem solving performance of high school mathematics learners. Primarily, the pilot study aimed: (1) to evaluate the efficiency of data collection instruments; and, (2) to test the efficacy of CBPSI…

  9. Working Memory, Attention, and Mathematical Problem Solving: A Longitudinal Study of Elementary School Children

    Science.gov (United States)

    Swanson, H. Lee

    2011-01-01

    The role of working memory (WM) in children's growth in mathematical problem solving was examined in a longitudinal study of children (N = 127). A battery of tests was administered that assessed problem solving, achievement, WM, and cognitive processing (inhibition, speed, phonological coding) in Grade 1 children, with follow-up testing in Grades…

  10. The Transitory Phase to the Attainment of Self-Regulatory Skill in Mathematical Problem Solving

    Science.gov (United States)

    Lazakidou, G.; Paraskeva, F.; Retalis, S.

    2007-01-01

    Three phases of development of self-regulatory skill in the domain of mathematical problem solving were designed to examine students' behaviour and the effects on their problem solving ability. Forty-eight Grade 4 students (10 year olds) participated in this pilot study. The students were randomly assigned to one of three groups, each representing…

  11. Problem-solving rubrics revisited: Attending to the blending of informal conceptual and formal mathematical reasoning

    Science.gov (United States)

    Hull, Michael M.; Kuo, Eric; Gupta, Ayush; Elby, Andrew

    2013-06-01

    Much research in engineering and physics education has focused on improving students’ problem-solving skills. This research has led to the development of step-by-step problem-solving strategies and grading rubrics to assess a student’s expertise in solving problems using these strategies. These rubrics value “communication” between the student’s qualitative description of the physical situation and the student’s formal mathematical descriptions (usually equations) at two points: when initially setting up the equations, and when evaluating the final mathematical answer for meaning and plausibility. We argue that (i) neither the rubrics nor the associated problem-solving strategies explicitly value this kind of communication during mathematical manipulations of the chosen equations, and (ii) such communication is an aspect of problem-solving expertise. To make this argument, we present a case study of two students, Alex and Pat, solving the same kinematics problem in clinical interviews. We argue that Pat’s solution, which connects manipulation of equations to their physical interpretation, is more expertlike than Alex’s solution, which uses equations more algorithmically. We then show that the types of problem-solving rubrics currently available do not discriminate between these two types of solutions. We conclude that problem-solving rubrics should be revised or repurposed to more accurately assess problem-solving expertise.

  12. Developing a pedagogical problem solving view for mathematics teachers with two reflection programs

    Directory of Open Access Journals (Sweden)

    Bracha KRAMARSKI

    2009-10-01

    Full Text Available The study investigated the effects of two reflection support programs on elementary school mathematics teachers’ pedagogical problem solving view. Sixty-two teachers participated in a professional development program. Thirty teachers were assigned to the self-questioning (S_Q training and thirty two teachers were assigned to the reflection discourse (R_D training. The S_Q program was based on the IMPROVE self-questioning approach which emphasizes systematic discussion along the phases of mathematical or pedagogical problem solving as student and teacher. The R_D program emphasized discussion of standard based teaching and learning principles. Findings indicated that systematic reflection support (S_Q is effective for developing mathematics PCK, and strengthening metacognitive knowledge of mathematics teachers, more than reflection discourse (R_D. No differences were found between the groups in developing beliefs about teaching mathematics in using problem solving view.

  13. Teaching Mathematical Problem Solving to Students with Limited English Proficiency.

    Science.gov (United States)

    Kaplan, Rochelle G.; Patino, Rodrigo A.

    Many mainstreamed students with limited English proficiency continue to face the difficulty of learning English as a second language (ESL) while studying mathematics and other content areas framed in the language of native speakers. The difficulty these students often encounter in mathematics classes and their poor performance on subsequent…

  14. INVESTIGATING AND COMMUNICATING TECHNOLOGY MATHEMATICS PROBLEM SOLVING EXPERIENCE OF TWO PRESERVICE TEACHERS

    Directory of Open Access Journals (Sweden)

    Ana Kuzle

    2012-04-01

    Full Text Available In this paper, I report on preservice teachers’ reflections and perceptions on theirproblem-solving process in a technological context. The purpose of the study was to to investigatehow preservice teachers experience working individually in a dynamic geometry environment andhow these experiences affect their own mathematical activity when integrating content (nonroutineproblems and context (technology environment. Careful analysis of participants’ perceptionsregarding their thinking while engaged in problem solving, provided an opportunity to explorehow they explain the emergence of problem solving when working in a dynamic geometryenvironment. The two participants communicated their experience both through the lenses ofthemselves as problem solvers and as future mathematics educators. Moreover, the results of thestudy indicated that problem solving in a technology environment does not necessarily allow focuson decision-making, reflection, and problem solving processes as reported by previous research.

  15. A Further Study of Productive Failure in Mathematical Problem Solving: Unpacking the Design Components

    Science.gov (United States)

    Kapur, Manu

    2011-01-01

    This paper replicates and extends my earlier work on productive failure in mathematical problem solving (Kapur, doi:10.1007/s11251-009-9093-x, 2009). One hundred and nine, seventh-grade mathematics students taught by the same teacher from a Singapore school experienced one of three learning designs: (a) traditional lecture and practice (LP), (b)…

  16. Academic Motivation Maintenance for Students While Solving Mathematical Problems in the Middle School

    OpenAIRE

    M. Rodionov; Z. Dedovets

    2015-01-01

    The level and type of student academic motivation are the key factors in their development and determine the effectiveness of their education. Improving motivation is very important with regard to courses on middle school mathematics. This article examines the general position regarding the practice of academic motivation. It also examines the particular features of mathematical problem solving in a school setting.

  17. Effects of "Handep" Cooperative Learning Based on Indigenous Knowledge on Mathematical Problem Solving Skill

    Science.gov (United States)

    Demitra; Sarjoko

    2018-01-01

    Indigenous people of Dayak tribe in Kalimantan, Indonesia have traditionally relied on a system of mutual cooperation called "handep." The cultural context has an influence on students mathematics learning. The "handep" system might be suitable for modern learning situations to develop mathematical problem-solving skill. The…

  18. Creativity in Unique Problem-Solving in Mathematics and Its Influence on Motivation for Learning

    Science.gov (United States)

    Bishara, Saied

    2016-01-01

    This research study investigates the ability of students to tackle the solving of unique mathematical problems in the domain of numerical series, verbal and formal, and its influence on the motivation of junior high students with learning disabilities in the Arab sector. Two instruments were used to collect the data: mathematical series were…

  19. Metacognition, Motivation, and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems

    Science.gov (United States)

    Tzohar-Rozen, Meirav; Kramarski, Bracha

    2014-01-01

    Mathematical problem solving is one of the most valuable aspects of mathematics education. It is also the most difficult for elementary-school students (Verschaffel, Greer, & De Corte, 2000). Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation, which hamper their efforts…

  20. Exploring a Structure for Mathematics Lessons That Foster Problem Solving and Reasoning

    Science.gov (United States)

    Sullivan, Peter; Walker, Nadia; Borcek, Chris; Rennie, Mick

    2015-01-01

    While there is widespread agreement on the importance of incorporating problem solving and reasoning into mathematics classrooms, there is limited specific advice on how this can best happen. This is a report of an aspect of a project that is examining the opportunities and constraints in initiating learning by posing challenging mathematics tasks…

  1. Reflective Learning and Prospective Teachers' Conceptual Understanding, Critical Thinking, Problem Solving, and Mathematical Communication Skills

    Science.gov (United States)

    Junsay, Merle L.

    2016-01-01

    This is a quasi-experimental study that explored the effects of reflective learning on prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills and the relationship of these variables. It involved 60 prospective teachers from two basic mathematics classes of an institution of higher…

  2. Math Teachers' Attitudes towards Photo Math Application in Solving Mathematical Problem Using Mobile Camera

    Science.gov (United States)

    Hamadneh, Iyad M.; Al-Masaeed, Aslan

    2015-01-01

    This study aimed at finding out mathematics teachers' attitudes towards photo math application in solving mathematical problems using mobile camera; it also aim to identify significant differences in their attitudes according to their stage of teaching, educational qualifications, and teaching experience. The study used judgmental/purposive…

  3. The Prevalent Rate of Problem-Solving Approach in Teaching Mathematics in Ghanaian Basic Schools

    Science.gov (United States)

    Nyala, Joseph; Assuah, Charles; Ayebo, Abraham; Tse, Newel

    2016-01-01

    Stakeholders of mathematics education decry the rate at which students' performance are falling below expectation; they call for a shift to practical methods of teaching the subject in Ghanaian basic schools. The study explores the extent to which Ghanaian basic school mathematics teachers use problem-solving approach in their lessons. The…

  4. Write Is Right: Using Graphic Organizers to Improve Student Mathematical Problem Solving

    Science.gov (United States)

    Zollman, Alan

    2012-01-01

    Teachers have used graphic organizers successfully in teaching the writing process. This paper describes graphic organizers and their potential mathematics benefits for both students and teachers, elucidates a specific graphic organizer adaptation for mathematical problem solving, and discusses results using the "four-corners-and-a-diamond"…

  5. Students’ Representation in Mathematical Word Problem-Solving: Exploring Students’ Self-efficacy

    Science.gov (United States)

    Sahendra, A.; Budiarto, M. T.; Fuad, Y.

    2018-01-01

    This descriptive qualitative research aims at investigating student represented in mathematical word problem solving based on self-efficacy. The research subjects are two eighth graders at a school in Surabaya with equal mathematical ability consisting of two female students with high and low self-efficacy. The subjects were chosen based on the results of test of mathematical ability, documentation of the result of middle test in even semester of 2016/2017 academic year, and results of questionnaire of mathematics word problem in terms of self-efficacy scale. The selected students were asked to do mathematical word problem solving and be interviewed. The result of this study shows that students with high self-efficacy tend to use multiple representations of sketches and mathematical models, whereas students with low self-efficacy tend to use single representation of sketches or mathematical models only in mathematical word problem-solving. This study emphasizes that teachers should pay attention of student’s representation as a consideration of designing innovative learning in order to increase the self-efficacy of each student to achieve maximum mathematical achievement although it still requires adjustment to the school situation and condition.

  6. Are middle school mathematics teachers able to solve word problems without using variable?

    Science.gov (United States)

    Gökkurt Özdemir, Burçin; Erdem, Emrullah; Örnek, Tuğba; Soylu, Yasin

    2018-01-01

    Many people consider problem solving as a complex process in which variables such as x, y are used. Problems may not be solved by only using 'variable.' Problem solving can be rationalized and made easier using practical strategies. When especially the development of children at younger ages is considered, it is obvious that mathematics teachers should solve problems through concrete processes. In this context, middle school mathematics teachers' skills to solve word problems without using variables were examined in the current study. Through the case study method, this study was conducted with 60 middle school mathematics teachers who have different professional experiences in five provinces in Turkey. A test consisting of five open-ended word problems was used as the data collection tool. The content analysis technique was used to analyze the data. As a result of the analysis, it was seen that the most of the teachers used trial-and-error strategy or area model as the solution strategy. On the other hand, the teachers who solved the problems using variables such as x, a, n or symbols such as Δ, □, ○, * and who also felt into error by considering these solutions as without variable were also seen in the study.

  7. Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder.

    Science.gov (United States)

    Oswald, Tasha M; Beck, Jonathan S; Iosif, Ana-Maria; McCauley, James B; Gilhooly, Leslie J; Matter, John C; Solomon, Marjorie

    2016-04-01

    Mathematics achievement in autism spectrum disorder (ASD) has been understudied. However, the ability to solve applied math problems is associated with academic achievement, everyday problem-solving abilities, and vocational outcomes. The paucity of research on math achievement in ASD may be partly explained by the widely-held belief that most individuals with ASD are mathematically gifted, despite emerging evidence to the contrary. The purpose of the study was twofold: to assess the relative proportions of youth with ASD who demonstrate giftedness versus disability on applied math problems, and to examine which cognitive (i.e., perceptual reasoning, verbal ability, working memory) and clinical (i.e., test anxiety) characteristics best predict achievement on applied math problems in ASD relative to typically developing peers. Twenty-seven high-functioning adolescents with ASD and 27 age- and Full Scale IQ-matched typically developing controls were assessed on standardized measures of math problem solving, perceptual reasoning, verbal ability, and test anxiety. Results indicated that 22% of the ASD sample evidenced a mathematics learning disability, while only 4% exhibited mathematical giftedness. The parsimonious linear regression model revealed that the strongest predictor of math problem solving was perceptual reasoning, followed by verbal ability and test anxiety, then diagnosis of ASD. These results inform our theories of math ability in ASD and highlight possible targets of intervention for students with ASD struggling with mathematics. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

  8. The Use of a Bar Model Drawing to Teach Word Problem Solving to Students with Mathematics Difficulties

    Science.gov (United States)

    Morin, Lisa L.; Watson, Silvana M. R.; Hester, Peggy; Raver, Sharon

    2017-01-01

    For students with mathematics difficulties (MD), math word problem solving is especially challenging. The purpose of this study was to examine the effects of a problem-solving strategy, bar model drawing, on the mathematical problem-solving skills of students with MD. The study extended previous research that suggested that schematic-based…

  9. The enhancement of students' mathematical problem solving ability through teaching with metacognitive scaffolding approach

    Science.gov (United States)

    Prabawanto, Sufyani

    2017-05-01

    This research aims to investigate the enhancement of students' mathematical problem solving through teaching with metacognitive scaffolding approach. This research used a quasi-experimental design with pretest-posttest control. The subjects were pre-service elementary school teachers in a state university in Bandung. In this study, there were two groups: experimental and control groups. The experimental group consists of 60 studentswho acquire teaching mathematicsunder metacognitive scaffolding approach, while the control group consists of 58 studentswho acquire teaching mathematicsunder direct approach. Students were classified into three categories based on the mathematical prior ability, namely high, middle, and low. Data collection instruments consist of mathematical problem solving test instruments. By usingmean difference test, two conclusions of the research:(1) there is a significant difference in the enhancement of mathematical problem solving between the students who attended the course under metacognitive scaffolding approach and students who attended the course under direct approach, and(2) thereis no significant interaction effect of teaching approaches and ability level based on the mathematical prior ability toward enhancement of students' mathematical problem solving.

  10. The Effect of Contextual and Conceptual Rewording on Mathematical Problem-Solving Performance

    Science.gov (United States)

    Haghverdi, Majid; Wiest, Lynda R.

    2016-01-01

    This study shows how separate and combined contextual and conceptual problem rewording can positively influence student performance in solving mathematical word problems. Participants included 80 seventh-grade Iranian students randomly assigned in groups of 20 to three experimental groups involving three types of rewording and a control group. All…

  11. Students' Mathematics Word Problem-Solving Achievement in a Computer-Based Story

    Science.gov (United States)

    Gunbas, N.

    2015-01-01

    The purpose of this study was to investigate the effect of a computer-based story, which was designed in anchored instruction framework, on sixth-grade students' mathematics word problem-solving achievement. Problems were embedded in a story presented on a computer as computer story, and then compared with the paper-based version of the same story…

  12. Perceptual Learning in Early Mathematics: Interacting with Problem Structure Improves Mapping, Solving and Fluency

    Science.gov (United States)

    Thai, Khanh-Phuong; Son, Ji Y.; Hoffman, Jessica; Devers, Christopher; Kellman, Philip J.

    2014-01-01

    Mathematics is the study of structure but students think of math as solving problems according to rules. Students can learn procedures, but they often have trouble knowing when to apply learned procedures, especially to problems unlike those they trained with. In this study, the authors rely on the psychological mechanism of perceptual learning…

  13. Helping Students with Emotional and Behavioral Disorders Solve Mathematics Word Problems

    Science.gov (United States)

    Alter, Peter

    2012-01-01

    The author presents a strategy for helping students with emotional and behavioral disorders become more proficient at solving math word problems. Math word problems require students to go beyond simple computation in mathematics (e.g., adding, subtracting, multiplying, and dividing) and use higher level reasoning that includes recognizing relevant…

  14. Mathematical thinking of maintenance. Problem setting and solving bases

    International Nuclear Information System (INIS)

    2007-01-01

    Plant or mechanical facility for maintenance became more complicated than before and consisted of many subsystems made of various equipments or facilities with parts, which were a system having complicated and hierarchical structure. Maintenance was required to be properly implemented to assure reliability of a system for a long period so as for each equipment to play a specified role for a stable operation of plant. Mathematical thinking using probability theory was rational to optimize maintenance action with failure rate function of system or part of equipment. Reliability function, maintainability function and availability of plant and equipment were defined. Unreliability function was called failure time distribution function (F(t)) and failure rate function (λ(t)) was defined as the ratio of failure time density distribution function (dF(t)/dt) to reliability function (1-F(t)). λ(t) could be expressed as a simple equation with Weibull parameter. Availability at steady state was attributed to ratio of average operating time to sum of operating time and maintenance time, i.e. MTBF/(MTBF+MTTR) where MTBF was mean time between failures and MTTR was mean time to repair. Optimization of system risk and maintenance action was encouraged using computational science simulating material degradation. (T. Tanaka)

  15. Solving cross-disciplinary problems by mathematical modelling

    Science.gov (United States)

    Panfilov, D. A.; Romanchikov, V. V.; Krupin, K. N.

    2018-03-01

    The article deals with the creation of a human tibia 3D model by means of “Autodesk Revit-2016” PC based on tomogram data. The model was imported into “Lira- SAPR2013 R4” software system. To assess the possibility of education and the nature of bone fracture (and their visualization), the Finite Element Analysis (FEA) method was used. The geometric parameters of the BBK model corresponded to the physical parameters of the individual. The compact plate different thickness is modeled by rigidity properties of the finite elements in accordance with the parameters on the roentgenogram. The BBK model included parameters of the outer compact plate and the spongy substance having a more developed structure of the epiphysic region. In the “Lira-SAPR2013 R4” software system, mathematical modeling of the traumatic effect was carried out and the analysis of the stress-strain state of the finite element model of the tibia was made to assess fracture conditions.

  16. The effects of stating problems in bilingual students' first and second languages on solving mathematical word problems.

    Science.gov (United States)

    Bernardo, Allan B I; Calleja, Marissa O

    2005-03-01

    Researchers have suggested that among bilinguals, solving word problems in mathematics is influenced by linguistic factors (K. Durkin & B. Shire, 1991; L. Verschaffel, B. Greer, & E. De Corte, 2000). Others have suggested that students exhibit a strong tendency to exclude real-world constraints in solving mathematics word problems (L. Verschaffel, E. De Corte, & S. Lasure, 1994). In the present study, the authors explored the effects of stating word problems in either Filipino or English on how Filipino-English bilingual students solved word problems in which the solution required the application of real-world knowledge. The authors asked bilingual students to solve word problems in either their first or second language. For some of the word problems, real-life constraints prevented straightforward application of mathematical procedures. The authors analyzed the students' solutions to determine whether the language of the word problems affected the tendency to apply real-life constraints in the solution. Results showed that the bilingual students (a) rarely considered real-life constraints in their solutions, (b) were more successful in understanding and solving word problems that were stated in their first language, and (c) were more likely to experience failure in finding a solution to problems stated in their second language. The results are discussed in terms of the relationship between linguistic and mathematical problem-solving processes among bilinguals.

  17. Errors of Students Learning With React Strategy in Solving the Problems of Mathematical Representation Ability

    Directory of Open Access Journals (Sweden)

    Delsika Pramata Sari

    2017-06-01

    Full Text Available The purpose of this study was to investigate the errors experienced by students learning with REACT strategy and traditional learning in solving problems of mathematical representation ability. This study used quasi experimental pattern with static-group comparison design. The subjects of this study were 47 eighth grade students of junior high school in Bandung consisting of two samples. The instrument used was a test to measure students' mathematical representation ability. The reliability coefficient about the mathematical representation ability was 0.56. The most prominent errors of mathematical representation ability of students learning with REACT strategy and traditional learning, was on indicator that solving problem involving arithmetic symbols (symbolic representation. In addition, errors were also experienced by many students with traditional learning on the indicator of making the image of a real world situation to clarify the problem and facilitate its completion (visual representation.

  18. Refractive Thinking Profile In Solving Mathematical Problem Reviewed from Students Math Capability

    Science.gov (United States)

    Maslukha, M.; Lukito, A.; Ekawati, R.

    2018-01-01

    Refraction is a mental activity experienced by a person to make a decision through reflective thinking and critical thinking. Differences in mathematical capability have an influence on the difference of student’s refractive thinking processes in solving math problems. This descriptive research aims to generate a picture of refractive thinking of students in solving mathematical problems in terms of students’ math skill. Subjects in this study consisted of three students, namely students with high, medium, and low math skills based on mathematics capability test. Data collection methods used are test-based methods and interviews. After collected data is analyzed through three stages that are, condensing and displaying data, data display, and drawing and verifying conclusion. Results showed refractive thinking profiles of three subjects is different. This difference occurs at the planning and execution stage of the problem. This difference is influenced by mathematical capability and experience of each subject.

  19. Puzzles, paradoxes, and problem solving an introduction to mathematical thinking

    CERN Document Server

    Reba, Marilyn A

    2014-01-01

    Graphs: Puzzles and Optimization Graphical Representation and Search Greedy Algorithms and Dynamic Programming Shortest Paths, DNA Sequences, and GPS Systems Routing Problems and Optimal Circuits Traveling Salesmen and Optimal Orderings Vertex Colorings and Edge Matchings Logic: Rational Inference and Computer Circuits Inductive and Deductive Arguments Deductive Arguments and Truth-Tables Deductive Arguments and Derivations Deductive Logic and Equivalence Modeling Using Deductive Logic Probability: Predictions and Expectations Probability and Counting Counting and Unordered Outcomes Independen

  20. Original article Key factors for successful solving of mathematical word problems in fifth-grade learners

    Directory of Open Access Journals (Sweden)

    Marija Kavkler

    2014-05-01

    Full Text Available BACKGROUND Difficulties in solving mathematical word problems (MWP are one of the most common reasons for weak mathematics performance, and poor mathematical literacy has important implications for an individual’s further education, employment opportunities, mental health and quality of life in today’s modern technological society. The purpose of the study was to examine whether Slovenian good and poor MWP solvers differ in arithmetic knowledge and skills, non-verbal reasoning, pupils’ self-evaluations of MWP abilities, teachers’ assessment of their mathematical knowledge and what strategies fifth- grade learners use in solving MWP. PARTICIPANTS AND PROCEDURE The larger sample included 233 pupils from 14 fifth-grade classes (mean age 10 years 3 months and 14 teachers. On the basis of the teachers’ opinions and the results of MWP solving two sub-samples of 24 students were formed, good and poor MWP solvers. Several tests were used to determine MWP solving ability, automation of arithmetic facts and procedures as well as Raven’s SPM. Questionnaires for pupils were used to assess pupils’ estimations of MWP tasks’ difficulty, their own ability to solve them and the strategies used. To assess pupils’ knowledge a questionnaire for teachers was used. RESULTS Slovenian 5 th graders in the larger sample generally used very few empirically proven effective cognitive and metacognitive strategies to solve MWP. Pupils with lower achievement in solving MWP, compared to pupils with higher achievement demonstrated significantly less automated arithmetic facts and procedures of the algorithm, less flexible use of arithmetic skills, as well as qualitatively different MWP solving, which is also related to their lower non-verbal reasoning. Teachers’ assessments and pupils’ self-assessments matched the achieved test results. CONCLUSIONS The results exposed important key factors for successful solving of mathematical word problems with

  1. The effect of problem posing and problem solving with realistic mathematics education approach to the conceptual understanding and adaptive reasoning

    Science.gov (United States)

    Mahendra, Rengga; Slamet, Isnandar; Budiyono

    2017-12-01

    One of the difficulties of students in learning mathematics is on the subject of geometry that requires students to understand abstract things. The aim of this research is to determine the effect of learning model Problem Posing and Problem Solving with Realistic Mathematics Education Approach to conceptual understanding and students' adaptive reasoning in learning mathematics. This research uses a kind of quasi experimental research. The population of this research is all seventh grade students of Junior High School 1 Jaten, Indonesia. The sample was taken using stratified cluster random sampling technique. The test of the research hypothesis was analyzed by using t-test. The results of this study indicate that the model of Problem Posing learning with Realistic Mathematics Education Approach can improve students' conceptual understanding significantly in mathematics learning. In addition tu, the results also showed that the model of Problem Solving learning with Realistic Mathematics Education Approach can improve students' adaptive reasoning significantly in learning mathematics. Therefore, the model of Problem Posing and Problem Solving learning with Realistic Mathematics Education Approach is appropriately applied in mathematics learning especially on the subject of geometry so as to improve conceptual understanding and students' adaptive reasoning. Furthermore, the impact can improve student achievement.

  2. Investigating and developing engineering students' mathematical modelling and problem-solving skills

    Science.gov (United States)

    Wedelin, Dag; Adawi, Tom; Jahan, Tabassum; Andersson, Sven

    2015-09-01

    How do engineering students approach mathematical modelling problems and how can they learn to deal with such problems? In the context of a course in mathematical modelling and problem solving, and using a qualitative case study approach, we found that the students had little prior experience of mathematical modelling. They were also inexperienced problem solvers, unaware of the importance of understanding the problem and exploring alternatives, and impeded by inappropriate beliefs, attitudes and expectations. Important impacts of the course belong to the metacognitive domain. The nature of the problems, the supervision and the follow-up lectures were emphasised as contributing to the impacts of the course, where students show major development. We discuss these empirical results in relation to a framework for mathematical thinking and the notion of cognitive apprenticeship. Based on the results, we argue that this kind of teaching should be considered in the education of all engineers.

  3. Effectiveness of an Online Social Constructivist Mathematical Problem Solving Course for Malaysian Pre-Service Teachers

    Directory of Open Access Journals (Sweden)

    Kim-Leong Lai

    2009-07-01

    Full Text Available This study assessed the effectiveness of an online mathematical problem solving course designed using a social constructivist approach for pre-service teachers. Thirty-seven pre-service teachers at the Batu Lintang Teacher Institute, Sarawak, Malaysia were randomly selected to participate in the study. The participants were required to complete the course online without the typical face-to-face classes and they were also required to solve authentic mathematical problems in small groups of 4-5 participants based on the Polya’s Problem Solving Model via asynchronous online discussions. Quantitative and qualitative methods such as questionnaires and interviews were used to evaluate the effects of the online learning course. Findings showed that a majority of the participants were satisfied with their learning experiences in the course. There were no significant changes in the participants’ attitudes toward mathematics, while the participants’ skills in problem solving for “understand the problem” and “devise a plan” steps based on the Polya Model were significantly enhanced, though no improvement was apparent for “carry out the plan” and “review”. The results also showed that there were significant improvements in the participants’ critical thinking skills. Furthermore, participants with higher initial computer skills were also found to show higher performance in mathematical problem solving as compared to those with lower computer skills. However, there were no significant differences in the participants’ achievements in the course based on gender. Generally, the online social constructivist mathematical problem solving course is beneficial to the participants and ought to be given the attention it deserves as an alternative to traditional classes. Nonetheless, careful considerations need to be made in the designing and implementing of online courses to minimize problems that participants might encounter while

  4. Investigating Pre-service Mathematics Teachers’ Geometric Problem Solving Process in Dynamic Geometry Environment

    Directory of Open Access Journals (Sweden)

    Deniz Özen

    2013-03-01

    Full Text Available The aim of this study is to investigate pre-service elementary mathematics teachers’ open geometric problem solving process in a Dynamic Geometry Environment. With its qualitative inquiry based research design employed, the participants of the study are three pre-service teachers from 4th graders of the Department of Elementary Mathematics Teaching. In this study, clinical interviews, screencaptures of the problem solving process in the Cabri Geomery Environment, and worksheets included 2 open geometry problems have been used to collect the data. It has been investigated that all the participants passed through similar recursive phases as construction, exploration, conjecture, validate, and justification in the problem solving process. It has been thought that this study provide a new point of view to curriculum developers, teachers and researchers

  5. Intuitive physics knowledge, physics problem solving and the role of mathematical equations

    Directory of Open Access Journals (Sweden)

    Laura Buteler

    2012-09-01

    Full Text Available The present work explores the role that mathematical equations play in modifying students’ physical intuition (diSessa, 1993. The work is carried out assuming that students achieve a great deal of the refinement in their physical intuitions during problem solving (Sherin, 2006. The study is guided by the question of how the use of mathematical equations contributes to this refinement. The authors aim at expanding on Sherin´s (2006 hypothesis, suggesting a more bounding relation between physical intuitions and mathematics. In this scenario, intuitions play a more compelling role in “deciding” which equations are acceptable and which are not. Our hypothesis is constructed on the basis of three cases: the first published by Sherin (2006 and two more from registries of our own. The three cases are compared and analyzed in relation to the role of mathematical equations in refining – or not – the intuitive knowledge students bring to play during problem solving.

  6. Working memory components as predictors of children's mathematical word problem solving.

    Science.gov (United States)

    Zheng, Xinhua; Swanson, H Lee; Marcoulides, George A

    2011-12-01

    This study determined the working memory (WM) components (executive, phonological loop, and visual-spatial sketchpad) that best predicted mathematical word problem-solving accuracy of elementary school children in Grades 2, 3, and 4 (N=310). A battery of tests was administered to assess problem-solving accuracy, problem-solving processes, WM, reading, and math calculation. Structural equation modeling analyses indicated that (a) all three WM components significantly predicted problem-solving accuracy, (b) reading skills and calculation proficiency mediated the predictive effects of the central executive system and the phonological loop on solution accuracy, and (c) academic mediators failed to moderate the relationship between the visual-spatial sketchpad and solution accuracy. The results support the notion that all components of WM play a major role in predicting problem-solving accuracy, but basic skills acquired in specific academic domains (reading and math) can compensate for some of the influence of WM on children's mathematical word problem solving. Copyright © 2011 Elsevier Inc. All rights reserved.

  7. Metacognitive experience of mathematics education students in open start problem solving based on intrapersonal intelligence

    Science.gov (United States)

    Sari, D. P.; Usodo, B.; Subanti, S.

    2018-04-01

    This research aims to describe metacognitive experience of mathematics education students with strong, average, and weak intrapersonal intelligence in open start problem solving. Type of this research was qualitative research. The research subject was mathematics education students in Muhammadiyah University of Surakarta in academic year 2017/2018. The selected students consisted of 6 students with details of two students in each intrapersonal intelligence category. The research instruments were questionnaire, open start problem solving task, and interview guidelines. Data validity used time triangulation. Data analyses were done through data collection, data reduction, data presentation, and drawing conclusion. Based on findings, subjects with strong intrapersonal intelligence had high self confidence that they were able to solve problem correctly, able to do planning steps and able to solve the problem appropriately. Subjects with average intrapersonal intelligence had high self-assessment that they were able to solve the problem, able to do planning steps appropriately but they had not maximized in carrying out the plan so that it resulted incorrectness answer. Subjects with weak intrapersonal intelligence had high self confidence in capability of solving math problem, lack of precision in taking plans so their task results incorrectness answer.

  8. Open-Start Mathematics Problems: An Approach to Assessing Problem Solving

    Science.gov (United States)

    Monaghan, John; Pool, Peter; Roper, Tom; Threlfall, John

    2009-01-01

    This article describes one type of mathematical problem, open-start problems, and discusses their potential for use in assessment. In open-start problems how one starts to address the problem can vary but they have a correct answer. We argue that the use of open-start problems in assessment could positively influence classroom mathematics…

  9. The main problem solving differences between high school and university in mathematical beliefs and professional behavior

    Directory of Open Access Journals (Sweden)

    Reza Akhlaghi Garmjani

    2016-10-01

    Full Text Available Teaching science and math has been underdeveloped in nurturing the talents and motivations of young people who are in search of professions in these fields. Identifying and strengthening the students' problem solving beliefs and behaviors, can be a great help to those involved in teaching mathematics. This study investigates on the university and high school students, teachers and professors' problem solving beliefs and behaviors. Considering the research method, this study is a field research in which questionnaire is used. Participants in this research were senior high school and university students, math teachers and math professors. Data collection method for beliefs and behavior variables was via the use of a questionnaire. The Mann-Whitney test results showed that problem solving in high school and university was different and the main difference was in mathematical professional beliefs and behaviors.

  10. Personalized Computer-Assisted Mathematics Problem-Solving Program and Its Impact on Taiwanese Students

    Science.gov (United States)

    Chen, Chiu-Jung; Liu, Pei-Lin

    2007-01-01

    This study evaluated the effects of a personalized computer-assisted mathematics problem-solving program on the performance and attitude of Taiwanese fourth grade students. The purpose of this study was to determine whether the personalized computer-assisted program improved student performance and attitude over the nonpersonalized program.…

  11. Examination of Gifted Students' Probability Problem Solving Process in Terms of Mathematical Thinking

    Science.gov (United States)

    Baltaci, Serdal

    2016-01-01

    It is a widely known fact that gifted students have different skills compared to their peers. However, to what extent gifted students use mathematical thinking skills during probability problem solving process emerges as a significant question. Thence, the main aim of the present study is to examine 8th grade gifted students' probability…

  12. Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability

    Science.gov (United States)

    Root, Jenny; Saunders, Alicia; Spooner, Fred; Brosh, Chelsi

    2017-01-01

    The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction…

  13. Errors of Students Learning with React Strategy in Solving the Problems of Mathematical Representation Ability

    Science.gov (United States)

    Sari, Delsika Pramata; Darhim; Rosjanuardi, Rizky

    2018-01-01

    The purpose of this study was to investigate the errors experienced by students learning with REACT strategy and traditional learning in solving problems of mathematical representation ability. This study used quasi experimental pattern with static-group comparison design. The subjects of this study were 47 eighth grade students of junior high…

  14. Profile of Secondary School Students with High Mathematics Ability in Solving Shape and Space Problem

    Science.gov (United States)

    Putra, Mulia; Novita, Rita

    2015-01-01

    This study aimed to describe the profile of secondary school students with high mathematics ability in solving shape and space problem in PISA (Program for International Student Assessment). It is a descriptive research with a qualitative approach, in which the subjects in this study were students of class VIII SMP N 1 Banda Aceh. The results show…

  15. Possibilities of mathematical models in solving flow problems in environmental protection and water architecture

    Energy Technology Data Exchange (ETDEWEB)

    1979-01-01

    The booklet presents the full text of 13 contributions to a Colloquium held at Karlsruhe in Sept. 1979. The main topics of the papers are the evaluation of mathematical models to solve flow problems in tide water, seas, rivers, groundwater and in the earth atmosphere. See further hints under relevant topics.

  16. Exploring Teachers' Process of Change in Incorporating Problem Solving into the Mathematics Classroom

    Science.gov (United States)

    Rutherford, Vanessa

    2012-01-01

    This study explores how a problem-solving based professional learning community (PLC) affects the beliefs, knowledge, and instructional practices of two sixth-grade mathematics teachers. An interview and two observations were conducted prior to beginning the year-long PLC in order to gather information about the participants' beliefs,…

  17. Critical Thinking and Problem Solving Skills in Mathematics of Grade-7 Public Secondary Students

    Directory of Open Access Journals (Sweden)

    Emil C. Alcantara

    2017-11-01

    Full Text Available The study aimed to assess the academic performance, critical thinking skills, and problem solving skills in mathematics of Grade-7 students in the five central public secondary schools of Area 2, Division of Batangas, Philippines. This study utilized descriptive method of research. Three hundred forty one (341 students of the public secondary schools out of the total of 2,324 Grade-7 students were selected through systematic random sampling as the subjects of the study. It was found out that the level of performance in Mathematics of the Grade-7 students is proficient. The level of critical thinking skills of students from the different schools is above average as well as their level of problem solving skills. The mathematics performance of the students is positively correlated to their level of critical thinking skills and problem solving skills. Students considered the following learning competencies in the different content areas of Grade-7 Mathematics as difficult to master: solving problems involving sets, describing the development of measurement from the primitive to the present international system of units, finding a solution of an equation or inequality involving one variable, using compass and straightedge to bisect line segments and angles, and analyzing, interpreting accurately and drawing conclusions from graphic and tabular presentations of statistical data.

  18. Problem Solving Strategies of Selected Pre-Service Secondary School Mathematics Teachers in Malaysia

    Science.gov (United States)

    Yew, Wun Theam; Zamri, Sharifah Norul Akmar Syed

    2016-01-01

    Problem solving strategies of eight pre-service secondary school mathematics teachers (PSSMTs) were examined in this study. A case study research design was employed and clinical interview technique was used to collect the data. Materials collected for analysis consisted of audiotapes and videotapes of clinical interviews, subjects' notes and…

  19. Solicited versus Unsolicited Metacognitive Prompts for Fostering Mathematical Problem Solving Using Multimedia

    Science.gov (United States)

    Kramarski, Bracha; Friedman, Sheli

    2014-01-01

    The study examined how student control over metacognitive prompts in a multimedia environment affects students' ability to solve mathematical problems in immediate comprehension tasks using a multimedia program and a delayed-transfer test. It also examined the effect on metacognitive discourse, mental effort, and engagement with multimedia-based…

  20. The Effects of Group Monitoring on Fatigue-Related Einstellung during Mathematical Problem Solving

    Science.gov (United States)

    Frings, Daniel

    2011-01-01

    Fatigue resulting from sleep deficit can lead to decreased performance in a variety of cognitive domains and can result in potentially serious accidents. The present study aimed to test whether fatigue leads to increased Einstellung (low levels of cognitive flexibility) in a series of mathematical problem-solving tasks. Many situations involving…

  1. Problem Solving Strategies of Girls and Boys in Single-Sex Mathematics Classrooms

    Science.gov (United States)

    Che, Megan; Wiegert, Elaine; Threlkeld, Karen

    2012-01-01

    This study examines patterns in middle-grade boys' and girls' written problem solving strategies for a mathematical task involving proportional reasoning. The students participating in this study attend a coeducational charter middle school with single-sex classrooms. One hundred nineteen sixth-grade students' responses are analyzed by gender…

  2. High School Teachers' Problem Solving Activities to Review and Extend Their Mathematical and Didactical Knowledge

    Science.gov (United States)

    Santos-Trigo, Manuel; Barrera-Mora, Fernando

    2011-01-01

    The study documents the extent to which high school teachers reflect on their need to revise and extend their mathematical and practicing knowledge. In this context, teachers worked on a set of tasks as a part of an inquiring community that promoted the use of different computational tools in problem solving approaches. Results indicated that the…

  3. Primary School Text Comprehension Predicts Mathematical Word Problem-Solving Skills in Secondary School

    Science.gov (United States)

    Björn, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik

    2016-01-01

    This longitudinal study aimed to investigate the extent to which primary school text comprehension predicts mathematical word problem-solving skills in secondary school among Finnish students. The participants were 224 fourth graders (9-10 years old at the baseline). The children's text-reading fluency, text comprehension and basic calculation…

  4. Do Students Trust in Mathematics or Intuition during Physics Problem Solving? An Epistemic Game Perspective

    Science.gov (United States)

    Yavuz, Ahmet

    2015-01-01

    This study aims to investigate (1) students' trust in mathematics calculation versus intuition in a physics problem solving and (2) whether this trust is related to achievement in physics in the context of epistemic game theoretical framework. To achieve this research objective, paper-pencil and interview sessions were conducted. A paper-pencil…

  5. Evaluation of Students' Mathematical Problem Solving Skills in Relation to Their Reading Levels

    Science.gov (United States)

    Özsoy, Gökhan; Kuruyer, Hayriye Gül; Çakiroglu, Ahmet

    2015-01-01

    The purpose of the current study is to investigate the correlation between students' reading levels and mathematical problem solving skills. The present study was conducted in line with a qualitative research method, i.e., the phenomenological method. The study group of the current research is composed of six third grade students with different…

  6. Mathematics Instructional Model Based on Realistic Mathematics Education to Promote Problem Solving Ability at Junior High School Padang

    OpenAIRE

    Edwin Musdi

    2016-01-01

    This research aims to develop a mathematics instructional model based realistic mathematics education (RME) to promote students' problem-solving abilities. The design research used Plomp models, which consists of preliminary phase, development or proto-typing phase and assessment phase.  At this study, only the first two phases conducted. The first phase, a preliminary investigation, carried out with a literature study to examine the theory-based instructional learning RME model, characterist...

  7. Solving Out Loud : using discourse as a means to promote problem solving, motivation, and metacognition in a mathematics classroom

    OpenAIRE

    King, Megan E.

    2011-01-01

    Classroom communication can often be a teacher-centered discussion. Due to the teacher centered format of discussions students are not engaging in meaningful discourse in mathematics classroom, which is part of the NCTM 2000 Standards as well as a necessary component to learning. Students can only learn communication skills when discourse is a central feature from the classroom. In addition, students must explicitly learn problem-solving skills. Unfortunately, many of these features are absen...

  8. Development of syntax of intuition-based learning model in solving mathematics problems

    Science.gov (United States)

    Yeni Heryaningsih, Nok; Khusna, Hikmatul

    2018-01-01

    The aim of the research was to produce syntax of Intuition Based Learning (IBL) model in solving mathematics problem for improving mathematics students’ achievement that valid, practical and effective. The subject of the research were 2 classes in grade XI students of SMAN 2 Sragen, Central Java. The type of the research was a Research and Development (R&D). Development process adopted Plomp and Borg & Gall development model, they were preliminary investigation step, design step, realization step, evaluation and revision step. Development steps were as follow: (1) Collected the information and studied of theories in Preliminary Investigation step, studied about intuition, learning model development, students condition, and topic analysis, (2) Designed syntax that could bring up intuition in solving mathematics problem and then designed research instruments. They were several phases that could bring up intuition, Preparation phase, Incubation phase, Illumination phase and Verification phase, (3) Realized syntax of Intuition Based Learning model that has been designed to be the first draft, (4) Did validation of the first draft to the validator, (5) Tested the syntax of Intuition Based Learning model in the classrooms to know the effectiveness of the syntax, (6) Conducted Focus Group Discussion (FGD) to evaluate the result of syntax model testing in the classrooms, and then did the revision on syntax IBL model. The results of the research were produced syntax of IBL model in solving mathematics problems that valid, practical and effective. The syntax of IBL model in the classroom were, (1) Opening with apperception, motivations and build students’ positive perceptions, (2) Teacher explains the material generally, (3) Group discussion about the material, (4) Teacher gives students mathematics problems, (5) Doing exercises individually to solve mathematics problems with steps that could bring up students’ intuition: Preparations, Incubation, Illumination, and

  9. Promoting students’ mathematical problem-solving skills through 7e learning cycle and hypnoteaching model

    Science.gov (United States)

    Saleh, H.; Suryadi, D.; Dahlan, J. A.

    2018-01-01

    The aim of this research was to find out whether 7E learning cycle under hypnoteaching model can enhance students’ mathematical problem-solving skill. This research was quasi-experimental study. The design of this study was pretest-posttest control group design. There were two groups of sample used in the study. The experimental group was given 7E learning cycle under hypnoteaching model, while the control group was given conventional model. The population of this study was the student of mathematics education program at one university in Tangerang. The statistical analysis used to test the hypothesis of this study were t-test and Mann-Whitney U. The result of this study show that: (1) The students’ achievement of mathematical problem solving skill who obtained 7E learning cycle under hypnoteaching model are higher than the students who obtained conventional model; (2) There are differences in the students’ enhancement of mathematical problem-solving skill based on students’ prior mathematical knowledge (PMK) category (high, middle, and low).

  10. Students’ Self-Monitoring on Mathematics Ability: Cube and Cuboid Problem Solving

    Science.gov (United States)

    Lusiana, N. T.; Lukito, A.; Khabibah, S.

    2018-01-01

    This study aims at describing students’ activity to understand the behaviors processes called self-monitoring in a cube and cuboid problem solving viewed from mathematics ability. The subjects were eight graders of junior high school who studied surface area and volume of cube and cuboid clussified into high, average and low mathematics abilities. Mathematics ability test to select the subjects the study. Data were collected through self-monitoring task and interviews. Data triangulation was used to verify the credibillity findings. Data analysis was done by data condensation, data display and conclusion drawing and verification. Results showed that students’ self-monitoring with high math ability is more fullfilled self-monitoring components. Students with average and low math abilities not fullfilled the component that covers verifying the results during solving the problem. It is expected that teachers must provide different learning treatments to improve students’ self-monitoring for better learning outcomes.

  11. Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure

    Science.gov (United States)

    Jitendra, Asha K.; Petersen-Brown, Shawna; Lein, Amy E.; Zaslofsky, Anne F.; Kunkel, Amy K.; Jung, Pyung-Gang; Egan, Andrea M.

    2015-01-01

    This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et…

  12. Teaching general problem-solving skills is not a substitute for, or a viable addition to, teaching mathematics

    NARCIS (Netherlands)

    Sweller, John; Clark, Richard; Kirschner, Paul A.

    2010-01-01

    Sweller, J., Clark, R., & Kirschner, P. A. (2010). Teaching general problem-solving skills is not a substitute for, or a viable addition to, teaching mathematics. Notices of the American Mathematical Society, 57, 1303-1304.

  13. Mathematical problem solving ability of sport students in the statistical study

    Science.gov (United States)

    Sari, E. F. P.; Zulkardi; Putri, R. I. I.

    2017-12-01

    This study aims to determine the problem-solving ability of sport students of PGRI Palembang semester V in the statistics course. Subjects in this study were sport students of PGRI Palembang semester V which amounted to 31 people. The research method used is quasi experiment type one case shoot study. Data collection techniques in this study use the test and data analysis used is quantitative descriptive statistics. The conclusion of this study shown that the mathematical problem solving ability of PGRI Palembang sport students of V semester in the statistical course is categorized well with the average of the final test score of 80.3.

  14. Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students' mathematical literacy

    Directory of Open Access Journals (Sweden)

    Sunisa Sumirattana

    2017-09-01

    This study was based on research and development design. The main purposes of this study were to develop an instructional process for enhancing mathematical literacy among students in secondary school and to study the effects of the developed instructional process on mathematical literacy. The instructional process was developed by analyzing and synthesizing realistic mathematics education and the DAPIC problem-solving process. The developed instructional process was verified by experts and was trialed. The designated pre-test/post-test control method was used to study the effectiveness of the developed instructional process on mathematical literacy. The sample consisted of 104 ninth grade students from a secondary school in Bangkok, Thailand. The developed instructional process consisted of five steps, namely (1 posing real life problems, (2 solving problems individually or in a group, (3 presenting and discussing, (4 developing formal mathematics, and (5 applying knowledge. The mathematical literacy of the experimental group was significantly higher after being taught through the instructional process. The same results were obtained when comparing the results of the experimental group with the control group.

  15. Critical Thinking Skills of an Eighth Grade Male Student with High Mathematical Ability in Solving Problem

    Science.gov (United States)

    Ismail

    2018-01-01

    This study aims to describe student’s critical thinking skill of grade VIII in solving mathematical problem. A qualitative research was conducted to a male student with high mathematical ability. Student’s critical thinking skill was obtained from a depth task-based interview. The result show that male student’s critical thinking skill of the student as follows. In understanding the problem, the student did categorization, significance decoding, and meaning clarification. In devising a plan he examined his ideas, detected his argument, analyzed his argument and evaluated his argument. During the implementation phase, the skill that appeared were analyzing of the argument and inference skill such as drawing conclusion, deliver alternative thinking, and problem solving skills. At last, in rechecking all the measures, they did self-correcting and self-examination.

  16. Teacher-Student Interaction in Joint Word Problem Solving. The Role of Situational and Mathematical Knowledge in Mainstream Classrooms

    Science.gov (United States)

    Rosales, Javier; Vicente, Santiago; Chamoso, Jose M.; Munez, David; Orrantia, Josetxu

    2012-01-01

    Word problem solving involves the construction of two different mental representations, namely, mathematical and situational. Although educational research in word problem solving has documented different kinds of instruction at these levels, less is known about how both representational levels are evoked during word problem solving in day-to-day…

  17. Growing geometric reasoning in solving problems of analytical geometry through the mathematical communication problems to state Islamic university students

    Science.gov (United States)

    Mujiasih; Waluya, S. B.; Kartono; Mariani

    2018-03-01

    Skills in working on the geometry problems great needs of the competence of Geometric Reasoning. As a teacher candidate, State Islamic University (UIN) students need to have the competence of this Geometric Reasoning. When the geometric reasoning in solving of geometry problems has grown well, it is expected the students are able to write their ideas to be communicative for the reader. The ability of a student's mathematical communication is supposed to be used as a marker of the growth of their Geometric Reasoning. Thus, the search for the growth of geometric reasoning in solving of analytic geometry problems will be characterized by the growth of mathematical communication abilities whose work is complete, correct and sequential, especially in writing. Preceded with qualitative research, this article was the result of a study that explores the problem: Was the search for the growth of geometric reasoning in solving analytic geometry problems could be characterized by the growth of mathematical communication abilities? The main activities in this research were done through a series of activities: (1) Lecturer trains the students to work on analytic geometry problems that were not routine and algorithmic process but many problems that the process requires high reasoning and divergent/open ended. (2) Students were asked to do the problems independently, in detail, complete, order, and correct. (3) Student answers were then corrected each its stage. (4) Then taken 6 students as the subject of this research. (5) Research subjects were interviewed and researchers conducted triangulation. The results of this research, (1) Mathematics Education student of UIN Semarang, had adequate the mathematical communication ability, (2) the ability of this mathematical communication, could be a marker of the geometric reasoning in solving of problems, and (3) the geometric reasoning of UIN students had grown in a category that tends to be good.

  18. The Interrelationship of Sex, Visual Spatial Abilities, and Mathematical Problem Solving Ability in Grade Seven. Parts 1, 2, and 3.

    Science.gov (United States)

    Schonberger, Ann Koch

    This three-volume report deals with the hypothesis that males are more successful at solving mathematical and spatial problems than females. The general relationship between visual spatial abilities and mathematical problem-solving ability is also investigated. The research sample consisted of seventh graders. Each pupil took five spatial tests…

  19. Mathematical enculturation from the students' perspective: shifts in problem-solving beliefs and behaviour during the bachelor programme

    NARCIS (Netherlands)

    Perrenet, J.C.; Taconis, R.

    2009-01-01

    This study investigates the changes in mathematical problem-solving beliefs and behaviour of mathematics students during the years after entering university. Novice bachelor students fill in a questionnaire about their problem-solving beliefs and behaviour. At the end of their bachelor programme, as

  20. Mathematical Enculturation from the Students' Perspective: Shifts in Problem-Solving Beliefs and Behaviour during the Bachelor Programme

    Science.gov (United States)

    Perrenet, Jacob; Taconis, Ruurd

    2009-01-01

    This study investigates the changes in mathematical problem-solving beliefs and behaviour of mathematics students during the years after entering university. Novice bachelor students fill in a questionnaire about their problem-solving beliefs and behaviour. At the end of their bachelor programme, as experienced bachelor students, they again fill…

  1. GeoGebra Assist Discovery Learning Model for Problem Solving Ability and Attitude toward Mathematics

    Science.gov (United States)

    Murni, V.; Sariyasa, S.; Ardana, I. M.

    2017-09-01

    This study aims to describe the effet of GeoGebra utilization in the discovery learning model on mathematical problem solving ability and students’ attitude toward mathematics. This research was quasi experimental and post-test only control group design was used in this study. The population in this study was 181 of students. The sampling technique used was cluster random sampling, so the sample in this study was 120 students divided into 4 classes, 2 classes for the experimental class and 2 classes for the control class. Data were analyzed by using one way MANOVA. The results of data analysis showed that the utilization of GeoGebra in discovery learning can lead to solving problems and attitudes towards mathematics are better. This is because the presentation of problems using geogebra can assist students in identifying and solving problems and attracting students’ interest because geogebra provides an immediate response process to students. The results of the research are the utilization of geogebra in the discovery learning can be applied in learning and teaching wider subject matter, beside subject matter in this study.

  2. Examination Of Gifted Students’ Probability Problem Solving Process In Terms Of Mathematical Thinking

    Directory of Open Access Journals (Sweden)

    Serdal BALTACI

    2016-10-01

    Full Text Available It is a widely known fact that gifted students have different skills compared to their peers. However, to what extent gifted students use mathematical thinking skills during probability problem solving process emerges as a significant question. Thence, the main aim of the present study is to examine 8th grade gifted students’ probability problem-solving process related to daily life in terms of mathematical thinking skills. In this regard, a case study was used in the study. The participants of the study were six students at 8th grade (four girls and two boys from the Science and Art Center. One of the purposeful sampling methods, maximum variation sampling was used for selecting the participants. Clinical interview and problems were used as a data collection tool. As a results of the study, it was determined that gifted students use reasoning and strategies skill, which is one of the mathematical thinking skills, mostly on the process of probability problem solving, and communication skills at least.

  3. The Elementary School Students’ Mathematical Problem Solving Based on Reading Abilities

    Science.gov (United States)

    Wulandari, R. D.; Lukito, A.; Khabibah, S.

    2018-01-01

    The aim of this research is to describe the third grade of elementary school students’ mathematical problem in solving skills based on their reading abilities. This research is a descriptive research with qualitative approach. This research was conducted at elementary school Kebraon II Surabaya in second semester of 2016-2017 academic years. The participants of this research consist of third grade students with different reading abilities that are independent level, instructional level and frustration level. The participants of this research were selected with purposive sampling technique. The data of this study were collected using reading the narration texts, the Ekwall and Shanker Informal Reading Inventory, problem solving task and interview guidelines. The collected data were evaluated using a descriptive analysis method. Once the study had been completed, it was concluded that problem solving skills varied according to reading abilities, student with independent level and instructional level can solve the problem and students with frustration level can’t solve the problem because they can’t interpret the problem well.

  4. Analysis Critical Thinking Stage of Eighth Grade in PBL-Scaffolding Setting To Solve Mathematical Problems

    OpenAIRE

    Nur Aisyah Isti; Arief Agoestanto; Ary Woro Kurniasih

    2017-01-01

    The purpose of this research was described critical thinking stage of students grade VIII in setting PBL and scaffolding to solve mathematics problems. Critical thinking stage consists of clarification, assesment, inference, and strategy/tactics. The subject were teo students in the level of capacity to think critical (uncritical, less critical, quite critical, and critical). So that this research subject was 8 students in VIII A One State Junior High School of Temanggung. The result showed a...

  5. Critical Thinking Skills Of Junior High School Female Students With High Mathematical Skills In Solving Contextual And Formal Mathematical Problems

    Science.gov (United States)

    Ismail; Suwarsono, St.; Lukito, A.

    2018-01-01

    Critical thinking is one of the most important skills of the 21st century in addition to other learning skills such as creative thinking, communication skills and collaborative skills. This is what makes researchers feel the need to conduct research on critical thinking skills in junior high school students. The purpose of this study is to describe the critical thinking skills of junior high school female students with high mathematical skills in solving contextual and formal mathematical problems. To achieve this is used qualitative research. The subject of the study was a female student of eight grade junior high school. The students’ critical thinking skills are derived from in-depth problem-based interviews using interview guidelines. Interviews conducted in this study are problem-based interviews, which are done by the subject given a written assignment and given time to complete. The results show that critical thinking skills of female high school students with high math skills are as follows: In solving the problem at the stage of understanding the problem used interpretation skills with sub-indicators: categorization, decode, and clarify meaning. At the planning stage of the problem-solving strategy is used analytical skills with sub-indicators: idea checking, argument identification and argument analysis and evaluation skills with sub indicators: assessing the argument. In the implementation phase of problem solving, inference skills are used with subindicators: drawing conclusions, and problem solving and explanatory skills with sub-indicators: problem presentation, justification procedures, and argument articulation. At the re-checking stage all steps have been employed self-regulatory skills with sub-indicators: self-correction and selfstudy.

  6. Metacognition, Motivation and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems

    Directory of Open Access Journals (Sweden)

    Meirav Tzohar-Rozen

    2014-11-01

    Full Text Available Mathematical problem solving is among the most valuable aspects of mathematics education. It is also the hardest for elementary school students (Verschaffel, Greer & De Corte, 2000. Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation which hamper their efforts (Kramarski, Weiss, & Kololshi-Minsker, 2010. 9–11 seems the critical stage for developing attitudes and emotional reactions towards mathematics (Artino, 2009. These metacognitive and motivational-emotional factors are fundamental components of Self-Regulated Learning (SRL, a non-innate process requiring systematic, explicit student training (Pintrich, 2000; Zimmerman, 2000. Most self-regulation studies relating to problem-solving focus on metacognition. Few explore the motivational-emotional component. This study aimed to develop, examine, and compare two SRL interventions dealing with two additional components of self-regulation: metacognitive regulation (MC and motivational-emotional regulation (ME. It also sought to examine the significance of these components and their contribution to learners' problem-solving achievements and self-regulation. The study examined 118 fifth grade students, randomly assigned to two groups. Pre- and post-intervention, the two groups completed self-regulation questionnaires relating to metacognition, motivation, and emotion. They also solved arithmetic series problems presented in two ways (verbal form and numeric form. After intervention we also examined a novel transfer problem. The intervention consisted of 10 hours for 5 weeks. Following the intervention the groups exhibited similar improvements across all the problems. The MC group performed best in metacognitive self-regulation and the ME group performed best in certain motivational-emotional aspects of self-regulation. Research implications are discussed.

  7. A Metacognitive Profile of Vocational High School Student’s Field Independent in Mathematical Problem Solving

    Science.gov (United States)

    Nugraheni, L.; Budayasa, I. K.; Suwarsono, S. T.

    2018-01-01

    The study was designed to discover examine the profile of metacognition of vocational high school student of the Machine Technology program that had high ability and field independent cognitive style in mathematical problem solving. The design of this study was exploratory research with a qualitative approach. This research was conducted at the Machine Technology program of the vocational senior high school. The result revealed that the high-ability student with field independent cognitive style conducted metacognition practices well. That involved the three types of metacognition activities, consisting of planning, monitoring, and evaluating at metacognition level 2 or aware use, 3 or strategic use, 4 or reflective use in mathematical problem solving. The applicability of the metacognition practices conducted by the subject was never at metacognition level 1 or tacit use. This indicated that the participant were already aware, capable of choosing strategies, and able to reflect on their own thinking before, after, or during the process at the time of solving mathematical problems.That was very necessary for the vocational high school student of Machine Technology program.

  8. Teaching mathematical word problem solving: the quality of evidence for strategy instruction priming the problem structure.

    Science.gov (United States)

    Jitendra, Asha K; Petersen-Brown, Shawna; Lein, Amy E; Zaslofsky, Anne F; Kunkel, Amy K; Jung, Pyung-Gang; Egan, Andrea M

    2015-01-01

    This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et al. and 10 single case design (SCD) research studies using criteria suggested by Horner et al. and the What Works Clearinghouse. Results indicated that 14 group design studies met the criteria for high-quality or acceptable research, whereas SCD studies did not meet the standards for an evidence-based practice. Based on these findings, strategy instruction priming the mathematics problem structure is considered an evidence-based practice using only group design methodological criteria. Implications for future research and for practice are discussed. © Hammill Institute on Disabilities 2013.

  9. Review of Street-Fighting Mathematics: The Art of Educated Guessing and Opportunistic Problem Solving by Sanjoy Mahajan

    OpenAIRE

    Thomas J. Pfaff

    2015-01-01

    Mahajan, Sanjoy. Street-Fighting Mathematics: The Art of Educated Guessing and Opportunistic Problem Solving (The MIT Press, Cambridge, Massachusetts, 2010). 152 pp. ISBN 978--0--262--51429--3 Street-Fighting Mathematics is an engaging collection of problem-solving techniques. The book is not for a general audience, as it requires a significant level of mathematical and scientific background knowledge. In particular, most of the book requires knowledge of Calculus I and there are examples ...

  10. Mathematics Instructional Model Based on Realistic Mathematics Education to Promote Problem Solving Ability at Junior High School Padang

    Directory of Open Access Journals (Sweden)

    Edwin Musdi

    2016-02-01

    Full Text Available This research aims to develop a mathematics instructional model based realistic mathematics education (RME to promote students' problem-solving abilities. The design research used Plomp models, which consists of preliminary phase, development or proto-typing phase and assessment phase.  At this study, only the first two phases conducted. The first phase, a preliminary investigation, carried out with a literature study to examine the theory-based instructional learning RME model, characteristics of learners, learning management descriptions by junior high school mathematics teacher and relevant research. The development phase is done by developing a draft model (an early prototype model that consists of the syntax, the social system, the principle of reaction, support systems, and the impact and effects of instructional support. Early prototype model contain a draft model, lesson plans, worksheets, and assessments. Tesssmer formative evaluation model used to revise the model. In this study only phase of one to one evaluation conducted. In the ppreliminary phase has produced a theory-based learning RME model, a description of the characteristics of learners in grade VIII Junior High School Padang and the description of teacher teaching in the classroom. The result showed that most students were still not be able to solve the non-routine problem. Teachers did not optimally facilitate students to develop problem-solving skills of students. It was recommended that the model can be applied in the classroom.

  11. Behaviour of mathematics and physics students in solving problem of Vector-Physics context

    Science.gov (United States)

    Sardi; Rizal, M.; Mansyur, J.

    2018-04-01

    This research aimed to describe behaviors of mathematics and physics students in solving problem of the vector concept in physics context. The subjects of the research were students who enrolled in Mathematics Education Study Program and Physics Education Study Program of FKIP Universitas Tadulako. The selected participants were students who received the highest score in vector fundamental concept test in each study program. The data were collected through thinking-aloud activity followed by an interview. The steps of data analysis included data reduction, display, and conclusion drawing. The credibility of the data was tested using a triangulation method. Based on the data analysis, it can be concluded that the two groups of students did not show fundamental differences in problem-solving behavior, especially in the steps of understanding the problem (identifying, collecting and analyzing facts and information), planning (looking for alternative strategies) and conducting the alternative strategy. The two groups were differ only in the evaluation aspect. In contrast to Physics students who evaluated their answer, mathematics students did not conducted an evaluation activity on their work. However, the difference was not caused by the differences in background knowledge.

  12. Gender differences in prospective teachers’ mathematical literacy: problem solving of occupational context on shipping company

    Science.gov (United States)

    Lestari, N. D. S.; Juniati, D.; Suwarsono, St.

    2018-04-01

    The purpose of this paper is to describe to what extent the prospective teachers can be considered as mathematically literate and how they communicate their reasoning in solving the problem based on the sex differences. Data were collected through mathematics literacy test on occupational context by 157 of prospective teachers from three universities in East Java, Indonesia. Their written responses were collected, organized based on the sex differences, analyzed and categorized to one of three levels of mathematical literacy. The examples of interesting students’ response altogether with the scoring are discussed to describe their characteristic on mathematical literacy and their communication. The result showed that in general the mathematical literacy of female prospective teachers tend to be better than male prospective math teachers. Female prospective teachers are more capable of logical reasoning, using concepts, facts and procedures and algebraic operations to draw conclusions; make an interpretations and evaluations. This study has an implication that gender differences in mathematical literacy of prospective math teachers do exist, therefore this issue should be given a serious concern from the development programs of the faculty.

  13. Utilization of mathematics amongst healthcare students towards problem solving during their occupational safety health internship

    Science.gov (United States)

    Umasenan a/l Thanikasalam

    2017-05-01

    Occupational safety health is a multidisciplinary discipline concentrating on the safety, health and welfare of workers in the working place. Healthcare Students undergoing Occupational Safety Health internships are required to apply mathematical in areas such as safety legislation, safety behavior, ergonomics, chemical safety, OSH practices, industrial hygiene, risk management and safety health practices as problem solving. The aim of this paper is to investigate the level of mathematics and logic utilization from these students during their internship looking at areas of Hazard identification, Determining the population exposed to the hazard, Assessing the risk of the exposure to the hazards and Taking preventive and control. A total of 142 returning healthcare students from their Occupational Safety Health, internship were given a questionnaire to measure their perceptions towards mathematical and logic utilization. The overall results indicated a strong positive skewed result towards the use of Mathematics during their internship. The findings showed that mathematics were well delivered by the students during their internship. Mathematics could not be separated from OSH practice as a needed precision in quantifying safety, health an d welfare of workers in addition to empiricism.

  14. The implementation of multiple intelligences based teaching model to improve mathematical problem solving ability for student of junior high school

    Science.gov (United States)

    Fasni, Nurli; Fatimah, Siti; Yulanda, Syerli

    2017-05-01

    This research aims to achieve some purposes such as: to know whether mathematical problem solving ability of students who have learned mathematics using Multiple Intelligences based teaching model is higher than the student who have learned mathematics using cooperative learning; to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using Multiple Intelligences based teaching model., to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using cooperative learning; to know the attitude of the students to Multiple Intelligences based teaching model. The method employed here is quasi-experiment which is controlled by pre-test and post-test. The population of this research is all of VII grade in SMP Negeri 14 Bandung even-term 2013/2014, later on two classes of it were taken for the samples of this research. A class was taught using Multiple Intelligences based teaching model and the other one was taught using cooperative learning. The data of this research were gotten from the test in mathematical problem solving, scale questionnaire of the student attitudes, and observation. The results show the mathematical problem solving of the students who have learned mathematics using Multiple Intelligences based teaching model learning is higher than the student who have learned mathematics using cooperative learning, the mathematical problem solving ability of the student who have learned mathematics using cooperative learning and Multiple Intelligences based teaching model are in intermediate level, and the students showed the positive attitude in learning mathematics using Multiple Intelligences based teaching model. As for the recommendation for next author, Multiple Intelligences based teaching model can be tested on other subject and other ability.

  15. The software package for solving problems of mathematical modeling of isothermal curing process

    Directory of Open Access Journals (Sweden)

    S. G. Tikhomirov

    2016-01-01

    Full Text Available Summary. On the basis of the general laws of sulfur vulcanization diene rubbers the principles of the effective cross-linking using a multi-component agents was discussed. It is noted that the description of the mechanism of action of the complex cross-linking systems are complicated by the diversity of interactions of components and the influence of each of them on the curing kinetics, leading to a variety technological complications of real technology and affects on the quality and technical and economic indicators of the production of rubber goods. Based on the known theoretical approaches the system analysis of isothermal curing process was performed. It included the integration of different techniques and methods into a single set of. During the analysis of the kinetics of vulcanization it was found that the formation of the spatial grid parameters vulcanizates depend on many factors, to assess which requires special mathematical and algorithmic support. As a result of the stratification of the object were identified the following major subsystems. A software package for solving direct and inverse kinetic problems isothermal curing process was developed. Information support “Isothermal vulcanization” is a set of applications of mathematical modeling of isothermal curing. It is intended for direct and inverse kinetic problems. When solving the problem of clarifying the general scheme of chemical transformations used universal mechanism including secondary chemical reactions. Functional minimization algorithm with constraints on the unknown parameters was used for solving the inverse kinetic problem. Shows a flowchart of the program. An example of solving the inverse kinetic problem with the program was introduced. Dataware was implemented in the programming language C ++. Universal dependence to determine the initial concentration of the curing agent was applied . It allowing the use of a model with different properties of multicomponent

  16. Students’ Relational Thinking of Impulsive and Reflective in Solving Mathematical Problem

    Science.gov (United States)

    Satriawan, M. A.; Budiarto, M. T.; Siswono, T. Y. E.

    2018-01-01

    This is a descriptive research which qualitatively investigates students’ relational thinking of impulsive and reflective cognitive style in solving mathematical problem. The method used in this research are test and interview. The data analyzed by reducing, presenting and concluding the data. The results of research show that the students’ reflective cognitive style can possibly help to find out important elements in understanding a problem. Reading more than one is useful to identify what is being questioned and write the information which is known, building relation in every element and connecting information with arithmetic operation, connecting between what is being questioned with known information, making equation model to find out the value by using substitution, and building a connection on re-checking, re-reading, and re-counting. The impulsive students’ cognitive style supports important elements in understanding problems, building a connection in every element, connecting information with arithmetic operation, building a relation about a problem comprehensively by connecting between what is being questioned with known information, finding out the unknown value by using arithmetic operation without making any equation model. The result of re-checking problem solving, impulsive student was only reading at glance without re-counting the result of problem solving.

  17. Description of Student’s Metacognitive Ability in Understanding and Solving Mathematics Problem

    Science.gov (United States)

    Ahmad, Herlina; Febryanti, Fatimah; Febryanti, Fatimah; Muthmainnah

    2018-01-01

    This research was conducted qualitative which was aim to describe metacognitive ability to understand and solve the problems of mathematics. The subject of the research was the first year students at computer and networking department of SMK Mega Link Majene. The sample was taken by purposive sampling technique. The data obtained used the research instrument based on the form of students achievements were collected by using test of student’s achievement and interview guidance. The technique of collecting data researcher had observation to ascertain the model that used by teacher was teaching model of developing metacognitive. The technique of data analysis in this research was reduction data, presentation and conclusion. Based on the whole findings in this study it was shown that student’s metacognitive ability generally not develops optimally. It was because of limited scope of the materials, and cognitive teaching strategy handled by verbal presentation and trained continuously in facing cognitive tasks, such as understanding and solving problem.

  18. Authentic assessment based showcase portfolio on learning of mathematical problem solving in senior high school

    Science.gov (United States)

    Sukmawati, Zuhairoh, Faihatuz

    2017-05-01

    The purpose of this research was to develop authentic assessment model based on showcase portfolio on learning of mathematical problem solving. This research used research and development Method (R & D) which consists of four stages of development that: Phase I, conducting a preliminary study. Phase II, determining the purpose of developing and preparing the initial model. Phase III, trial test of instrument for the initial draft model and the initial product. The respondents of this research are the students of SMAN 8 and SMAN 20 Makassar. The collection of data was through observation, interviews, documentation, student questionnaire, and instrument tests mathematical solving abilities. The data were analyzed with descriptive and inferential statistics. The results of this research are authentic assessment model design based on showcase portfolio which involves: 1) Steps in implementing the authentic assessment based Showcase, assessment rubric of cognitive aspects, assessment rubric of affective aspects, and assessment rubric of skill aspect. 2) The average ability of the students' problem solving which is scored by using authentic assessment based on showcase portfolio was in high category and the students' response in good category.

  19. Students’ Mathematical Literacy in Solving PISA Problems Based on Keirsey Personality Theory

    Science.gov (United States)

    Masriyah; Firmansyah, M. H.

    2018-01-01

    This research is descriptive-qualitative research. The purpose is to describe students’ mathematical literacy in solving PISA on space and shape content based on Keirsey personality theory. The subjects are four junior high school students grade eight with guardian, artisan, rational or idealist personality. Data collecting methods used test and interview. Data of Keirsey Personality test, PISA test, and interview were analysed. Profile of mathematical literacy of each subject are described as follows. In formulating, guardian subject identified mathematical aspects are formula of rectangle area and sides length; significant variables are terms/conditions in problem and formula of ever encountered question; translated into mathematical language those are measurement and arithmetic operations. In employing, he devised and implemented strategies using ease of calculation on area-subtraction principle; declared truth of result but the reason was less correct; didn’t use and switch between different representations. In interpreting, he declared result as area of house floor; declared reasonableness according measurement estimation. In formulating, artisan subject identified mathematical aspects are plane and sides length; significant variables are solution procedure on both of daily problem and ever encountered question; translated into mathematical language those are measurement, variables, and arithmetic operations as well as symbol representation. In employing, he devised and implemented strategies using two design comparison; declared truth of result without reason; used symbol representation only. In interpreting, he expressed result as floor area of house; declared reasonableness according measurement estimation. In formulating, rational subject identified mathematical aspects are scale and sides length; significant variables are solution strategy on ever encountered question; translated into mathematical language those are measurement, variable, arithmetic

  20. The effect of creative problem solving on students’ mathematical adaptive reasoning

    Science.gov (United States)

    Muin, A.; Hanifah, S. H.; Diwidian, F.

    2018-01-01

    This research was conducted to analyse the effect of creative problem solving (CPS) learning model on the students’ mathematical adaptive reasoning. The method used in this study was a quasi-experimental with randomized post-test only control group design. Samples were taken as many as two classes by cluster random sampling technique consisting of experimental class (CPS) as many as 40 students and control class (conventional) as many as 40 students. Based on the result of hypothesis testing with the t-test at the significance level of 5%, it was obtained that significance level of 0.0000 is less than α = 0.05. This shows that the students’ mathematical adaptive reasoning skills who were taught by CPS model were higher than the students’ mathematical adaptive reasoning skills of those who were taught by conventional model. The result of this research showed that the most prominent aspect of adaptive reasoning that could be developed through a CPS was inductive intuitive. Two aspects of adaptive reasoning, which were inductive intuitive and deductive intuitive, were mostly balanced. The different between inductive intuitive and deductive intuitive aspect was not too big. CPS model can develop student mathematical adaptive reasoning skills. CPS model can facilitate development of mathematical adaptive reasoning skills thoroughly.

  1. Electromagnetic Problems Solving by Conformal Mapping: A Mathematical Operator for Optimization

    Directory of Open Access Journals (Sweden)

    Wesley Pacheco Calixto

    2010-01-01

    Full Text Available Having the property to modify only the geometry of a polygonal structure, preserving its physical magnitudes, the Conformal Mapping is an exceptional tool to solve electromagnetism problems with known boundary conditions. This work aims to introduce a new developed mathematical operator, based on polynomial extrapolation. This operator has the capacity to accelerate an optimization method applied in conformal mappings, to determinate the equipotential lines, the field lines, the capacitance, and the permeance of some polygonal geometry electrical devices with an inner dielectric of permittivity ε. The results obtained in this work are compared with other simulations performed by the software of finite elements method, Flux 2D.

  2. Strategic competence of senior secondary school students in solving mathematics problem based on cognitive style

    Science.gov (United States)

    Syukriani, Andi; Juniati, Dwi; Siswono, Tatag Yuli Eko

    2017-08-01

    The purpose of this study was to explore the strategic competence of senior secondary school students in solving mathematics problems. Terdapat dua subjek, satu bergaya kognitif field-independent dan satu bergaya kognitif field-dependent tetapi keduanya memiliki tingkat prestasi belajar matematika yang setara. There were two subjects, one field-independent cognitive style and one field-dependent cognitive style. They had an equivalent high level of mathematics achievement. Keduanya dipilih berdasarkan hasil tes kompetensi matematika dan GEFT (Group Embedded Figures Test). Subjects were selected based on the test results of mathematics competence and GEFT (Group Embedded Figures Test). Kompetensi strategis dapat merangsang perkembangan otonomi dan fleksibilitas dalam diri siswa karena merupakan keterampilan yang sangat dibutuhkan di sepanjang abad 21. Gaya kognitif merupakan kecenderungan siswa dalam mengolah informasi sangat mempengaruhi performance dalam menyelesaikan masalah matematika. Strategic competence can stimulate the development of autonomy and flexibility of students and they are skills which are needed in the 21st century. Cognitive style is the tendency of students in processing informations and it greatly affects the performance in solving mathematics problems. Hasil penelitian menunjukkan bahwa subjek FI cenderung analitis baik pada pembentukan bayangannya maupun pada gambar yang dibuatnya untuk memproses informasi berdasarkan dengan struktur pengetahuannya sendiri (Internally directed). The research result showed that subject FI tended to be analytical both in forming the mental imagination and the picture to process information in accordance with his own knowledge structure (internally directed). Subjek FD kurang analitis dan tidak dapat mengenal bentuk sederhana (konsep matematika) dari bentuk yang kompleks (Exeternally directed) sehingga menerima ide sebagaimana yang disajikan. Subject FD was less analytical and unable to recognize simple form

  3. Solving a bi-objective mathematical programming model for bloodmobiles location routing problem

    Directory of Open Access Journals (Sweden)

    Masoud Rabbani

    2017-01-01

    Full Text Available Perishability of platelets, uncertainty of donors’ arrival and conflicting views in platelet supply chain have made platelet supply chain planning a problematic issue. In this paper, mobile blood collection system for platelet production is investigated. Two mathematical models are presented to cover the bloodmobile collection planning problem. The first model is a multi-objective fuzzy mathematical programming in which the bloodmobiles locations are considered with the aim of maximizing potential amount of blood collection and minimizing the operational cost. The second model is a vehicle routing problem with time windows which studies the shuttles routing problem. To tackle the first model, it is reformulated as a crisp multi objective linear programming model and then solved through a fuzzy multi objective programming approach. Several sensitivity analysis are conducted on important parameters to demonstrate the applicability of the proposed model. The proposed model is then solved by using a tailored Simulated Annealing (SA algorithm. The numerical results demonstrate promising efficiency of the proposed solution method.

  4. VStops: A Thinking Strategy and Visual Representation Approach in Mathematical Word Problem Solving toward Enhancing STEM Literacy

    Science.gov (United States)

    Abdullah, Nasarudin; Halim, Lilia; Zakaria, Effandi

    2014-01-01

    This study aimed to determine the impact of strategic thinking and visual representation approaches (VStops) on the achievement, conceptual knowledge, metacognitive awareness, awareness of problem-solving strategies, and student attitudes toward mathematical word problem solving among primary school students. The experimental group (N = 96)…

  5. Pupils' Visual Representations in Standard and Problematic Problem Solving in Mathematics: Their Role in the Breach of the Didactical Contract

    Science.gov (United States)

    Deliyianni, Eleni; Monoyiou, Annita; Elia, Iliada; Georgiou, Chryso; Zannettou, Eleni

    2009-01-01

    This study investigated the modes of representations generated by kindergarteners and first graders while solving standard and problematic problems in mathematics. Furthermore, it examined the influence of pupils' visual representations on the breach of the didactical contract rules in problem solving. The sample of the study consisted of 38…

  6. The Effects of Schema-Based Instruction on the Mathematical Problem Solving of Students with Emotional and Behavioral Disorders

    Science.gov (United States)

    Peltier, Corey; Vannest, Kimberly J.

    2018-01-01

    The current study examines the effects of schema instruction on the problem-solving performance of four second-grade students with emotional and behavioral disorders. The existence of a functional relationship between the schema instruction intervention and problem-solving accuracy in mathematics is examined through a single case experiment using…

  7. Schema-Based Strategy Instruction and the Mathematical Problem-Solving Performance of Two Students with Emotional or Behavioral Disorders

    Science.gov (United States)

    Peltier, Corey; Vannest, Kimberly J.

    2016-01-01

    The purpose of this study was to analyze the effects of schema instruction on the mathematical problem solving of students with emotional or behavioral disorders (EBD). The participants were two fourth-grade students identified with EBD. The intervention package consisted of schema instruction, strategy instruction on problem-solving heuristics…

  8. Gender Differences in Solving Mathematics Problems among Two-Year College Students in a Developmental Algebra Class and Related Factors.

    Science.gov (United States)

    Schonberger, Ann K.

    A study was conducted at the University of Maine at Orono (UMO) to examine gender differences with respect to mathematical problem-solving ability, visual spatial ability, abstract reasoning ability, field independence/dependence, independent learning style, and developmental problem-solving ability (i.e., formal reasoning ability). Subjects…

  9. High profile students’ growth of mathematical understanding in solving linier programing problems

    Science.gov (United States)

    Utomo; Kusmayadi, TA; Pramudya, I.

    2018-04-01

    Linear program has an important role in human’s life. This linear program is learned in senior high school and college levels. This material is applied in economy, transportation, military and others. Therefore, mastering linear program is useful for provision of life. This research describes a growth of mathematical understanding in solving linear programming problems based on the growth of understanding by the Piere-Kieren model. Thus, this research used qualitative approach. The subjects were students of grade XI in Salatiga city. The subjects of this study were two students who had high profiles. The researcher generally chose the subjects based on the growth of understanding from a test result in the classroom; the mark from the prerequisite material was ≥ 75. Both of the subjects were interviewed by the researcher to know the students’ growth of mathematical understanding in solving linear programming problems. The finding of this research showed that the subjects often folding back to the primitive knowing level to go forward to the next level. It happened because the subjects’ primitive understanding was not comprehensive.

  10. Understanding and quantifying cognitive complexity level in mathematical problem solving items

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    SUSAN E. EMBRETSON

    2008-09-01

    Full Text Available The linear logistic test model (LLTM; Fischer, 1973 has been applied to a wide variety of new tests. When the LLTM application involves item complexity variables that are both theoretically interesting and empirically supported, several advantages can result. These advantages include elaborating construct validity at the item level, defining variables for test design, predicting parameters of new items, item banking by sources of complexity and providing a basis for item design and item generation. However, despite the many advantages of applying LLTM to test items, it has been applied less often to understand the sources of complexity for large-scale operational test items. Instead, previously calibrated item parameters are modeled using regression techniques because raw item response data often cannot be made available. In the current study, both LLTM and regression modeling are applied to mathematical problem solving items from a widely used test. The findings from the two methods are compared and contrasted for their implications for continued development of ability and achievement tests based on mathematical problem solving items.

  11. The Effect of Dynamic and Interactive Mathematics Learning Environments (DIMLE), Supporting Multiple Representations, on Perceptions of Elementary Mathematics Pre-Service Teachers in Problem Solving Process

    Science.gov (United States)

    Ozdemir, S.; Reis, Z. Ayvaz

    2013-01-01

    Mathematics is an important discipline, providing crucial tools, such as problem solving, to improve our cognitive abilities. In order to solve a problem, it is better to envision and represent through multiple means. Multiple representations can help a person to redefine a problem with his/her own words in that envisioning process. Dynamic and…

  12. Developing calculus textbook model that supported with GeoGebra to enhancing students’ mathematical problem solving and mathematical representation

    Science.gov (United States)

    Dewi, N. R.; Arini, F. Y.

    2018-03-01

    The main purpose of this research is developing and produces a Calculus textbook model that supported with GeoGebra. This book was designed to enhancing students’ mathematical problem solving and mathematical representation. There were three stages in this research i.e. define, design, and develop. The textbooks consisted of 6 chapters which each chapter contains introduction, core materials and include examples and exercises. The textbook developed phase begins with the early stages of designed the book (draft 1) which then validated by experts. Revision of draft 1 produced draft 2. The data were analyzed with descriptive statistics. The analysis showed that the Calculus textbook model that supported with GeoGebra, valid and fill up the criteria of practicality.

  13. Analysis of students’ creative thinking level in problem solving based on national council of teachers of mathematics

    Science.gov (United States)

    Hobri; Suharto; Rifqi Naja, Ahmad

    2018-04-01

    This research aims to determine students’ creative thinking level in problem solving based on NCTM in function subject. The research type is descriptive with qualitative approach. Data collection methods which were used are test and interview. Creative thinking level in problem solving based on NCTM indicators consists of (1) Make mathematical model from a contextual problem and solve the problem, (2) Solve problem using various possible alternatives, (3) Find new alternative(s) to solve the problem, (4) Determine the most efficient and effective alternative for that problem, (5) Review and correct mistake(s) on the process of problem solving. Result of the research showed that 10 students categorized in very satisfying level, 23 students categorized in satisfying level and 1 students categorized in less satisfying level. Students in very satisfying level meet all indicators, students in satisfying level meet first, second, fourth, and fifth indicator, while students in less satisfying level only meet first and fifth indicator.

  14. The Different Patterns of Gesture between Genders in Mathematical Problem Solving of Geometry

    Science.gov (United States)

    Harisman, Y.; Noto, M. S.; Bakar, M. T.; Amam, A.

    2017-02-01

    This article discusses about students’ gesture between genders in answering problems of geometry. Gesture aims to check students’ understanding which is undefined from their writings. This study is a qualitative research, there were seven questions given to two students of eight grade Junior High School who had the equal ability. The data of this study were collected from mathematical problem solving test, videoing students’ presentation, and interviewing students by asking questions to check their understandings in geometry problems, in this case the researchers would observe the students’ gesture. The result of this study revealed that there were patterns of gesture through students’ conversation and prosodic cues, such as tones, intonation, speech rate and pause. Female students tended to give indecisive gestures, for instance bowing, hesitating, embarrassing, nodding many times in shifting cognitive comprehension, forwarding their body and asking questions to the interviewer when they found tough questions. However, male students acted some gestures such as playing their fingers, focusing on questions, taking longer time to answer hard questions, staying calm in shifting cognitive comprehension. We suggest to observe more sample and focus on students’ gesture consistency in showing their understanding to solve the given problems.

  15. Using Coaching to Improve the Teaching of Problem Solving to Year 8 Students in Mathematics

    Science.gov (United States)

    Kargas, Christine Anestis; Stephens, Max

    2014-01-01

    This study investigated how to improve the teaching of problem solving in a large Melbourne secondary school. Coaching was used to support and equip five teachers, some with limited experiences in teaching problem solving, with knowledge and strategies to build up students' problem solving and reasoning skills. The results showed increased…

  16. Are Middle School Mathematics Teachers Able to Solve Word Problems without Using Variable?

    Science.gov (United States)

    Gökkurt Özdemir, Burçin; Erdem, Emrullah; Örnek, Tugba; Soylu, Yasin

    2018-01-01

    Many people consider problem solving as a complex process in which variables such as "x," "y" are used. Problems may not be solved by only using "variable." Problem solving can be rationalized and made easier using practical strategies. When especially the development of children at younger ages is considered, it is…

  17. Problem-Solving Rubrics Revisited: Attending to the Blending of Informal Conceptual and Formal Mathematical Reasoning

    Science.gov (United States)

    Hull, Michael M.; Kuo, Eric; Gupta, Ayush; Elby, Andrew

    2013-01-01

    Much research in engineering and physics education has focused on improving students' problem-solving skills. This research has led to the development of step-by-step problem-solving strategies and grading rubrics to assess a student's expertise in solving problems using these strategies. These rubrics value "communication" between the…

  18. The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition

    Science.gov (United States)

    Çiğdem Özcan, Zeynep

    2016-04-01

    Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving skills. The aim of this study is to investigate the relationship between mathematical problem-solving skills and the three dimensions of self-regulated learning (motivation, metacognition, and behaviour), and whether this relationship is of a predictive nature. The sample of this study consists of 323 students from two public secondary schools in Istanbul. In this study, the mathematics homework behaviour scale was administered to measure students' homework behaviours. For metacognition measurements, the mathematics metacognition skills test for students was administered to measure offline mathematical metacognitive skills, and the metacognitive experience scale was used to measure the online mathematical metacognitive experience. The internal and external motivational scales used in the Programme for International Student Assessment (PISA) test were administered to measure motivation. A hierarchic regression analysis was conducted to determine the relationship between the dependent and independent variables in the study. Based on the findings, a model was formed in which 24% of the total variance in students' mathematical problem-solving skills is explained by the three sub-dimensions of the self-regulated learning model: internal motivation (13%), willingness to do homework (7%), and post-problem retrospective metacognitive experience (4%).

  19. Evaluation of the Effectiveness of a Tablet Computer Application (App) in Helping Students with Visual Impairments Solve Mathematics Problems

    Science.gov (United States)

    Beal, Carole R.; Rosenblum, L. Penny

    2018-01-01

    Introduction: The authors examined a tablet computer application (iPad app) for its effectiveness in helping students studying prealgebra to solve mathematical word problems. Methods: Forty-three visually impaired students (that is, those who are blind or have low vision) completed eight alternating mathematics units presented using their…

  20. The development of a professional development intervention for mathematical problem-solving pedagogy in a localised context

    Directory of Open Access Journals (Sweden)

    Brantina Chirinda

    2017-06-01

    Full Text Available This article reports on the design and findings of the first iteration of a classroom-based design research project which endeavours to design a professional development intervention for teachers’ mathematical problem-solving pedagogy. The major outcome of this study is the generation of design principles that can be used by other researchers developing a professional development (PD intervention for mathematical problem-solving pedagogy. This study contributes to the mathematical problem-solving pedagogy and PD body of knowledge by working with teachers in an under-researched environment (an informal settlement in Gauteng, South Africa. In this iteration, two experienced Grade 9 mathematics teachers and their learners at a public secondary school in Gauteng, South Africa, participated in a 6-month intervention. Findings from the data are discussed in light of their implications for the next cycle and other PD studies.

  1. Mathematical logic as a mean of solving the problems of power supply for buildings and constructions

    Science.gov (United States)

    Pryadko, Igor; Nozdrina, Ekaterina; Boltaevsky, Andrey

    2017-10-01

    The article analyzes the questions of application of mathematical logic in engineering design associated with machinery and construction. The aim of the work is to study the logical working-out of Russian electrical engineer V.I. Shestakov. These elaborations are considered in connection with the problem of analysis and synthesis of relay contact circuits of the degenerate (A) class which the scientist solved. The article proposes to use Shestakov’s elaborations for optimization of buildings and constructions of modern high-tech. In the second part of the article the events are actualized in association with the development of problems of application of mathematical logic in the analysis and synthesis of electric circuits, relay and bridging. The arguments in favor of the priority of the authorship of the elaborations of Russian electrical engineer V. I. Shestakov, K. Shannon - one of the founders of computer science, and Japanese engineer A. Nakashima are discussed. The issue of contradiction between V. I. Shestakov and representatives of the school of M. A. Gavrilov is touched on.

  2. Using Mathematics and Engineering to Solve Problems in Secondary Level Biology

    Science.gov (United States)

    Cox, Charles; Reynolds, Birdy; Schunn, Christian; Schuchardt, Anita

    2016-01-01

    There are strong classroom ties between mathematics and the sciences of physics and chemistry, but those ties seem weaker between mathematics and biology. Practicing biologists realize both that there are interesting mathematics problems in biology, and that viewing classroom biology in the context of another discipline could support students'…

  3. A comparison between strategies applied by mathematicians and mathematics teachers to solve a problem

    OpenAIRE

    Guerrero-Ortiz, Carolina; Mena-Lorca, Jaime

    2015-01-01

    International audience; This study analyses the results obtained from comparing the paths shown by expert mathematicians on the one hand and mathematics teachers on the other, when addressing a hypothetical problem that requires the construction of a mathematical model. The research was conducted with a qualitative approach, applying a case study which involved a group of mathematics teachers and three experts from different mathematical areas. The results show that the process of constructin...

  4. The Interference of Stereotype Threat with Women's Generation of Mathematical Problem-Solving Strategies.

    Science.gov (United States)

    Quinn, Diane M.; Spencer, Steven J.

    2001-01-01

    Investigated whether stereotype threat would depress college women's math performance. In one test, men outperformed women when solving word problems, though women performed equally when problems were converted into numerical equivalents. In another test, participants solved difficult problems in high or reduced stereotype threat conditions. Women…

  5. Constructing squares as a mathematical problem solving process in pre-school

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    MARIA ANGELA SHIAKALLI

    2014-06-01

    Full Text Available Could problem solving be the object of teaching in early education? Could children’s engagement in problem solving processes lead to skills and conceptual understanding development? Could appropriate teaching interventions scaffold children’s efforts? The sample consisted of 25 children attending public pre-school in Cyprus. The children were asked to construct different sized squares. Findings show that children responded positively to the problem and were successful in solving it. During the problem solving process children demonstrated development of skills and conceptual understanding. Teacher-children and children-children interactions played an important role in the positive outcome of the activity.

  6. Turkish Primary School Students' Strategies in Solving a Non-Routine Mathematical Problem and Some Implications for the Curriculum Design and Implementation

    Science.gov (United States)

    Erdogan, Abdulkadir

    2015-01-01

    Turkish primary mathematics curriculum emphasizes the role of problem solving for teaching mathematics and pays particular attention to problem solving strategies. Patterns as a subject and the use of patterns as a non-routine problem solving strategy are also emphasized in the curriculum. The primary purpose of this study was to determine how…

  7. The Language Factor in Elementary Mathematics Assessments: Computational Skills and Applied Problem Solving in a Multidimensional IRT Framework

    Science.gov (United States)

    Hickendorff, Marian

    2013-01-01

    The results of an exploratory study into measurement of elementary mathematics ability are presented. The focus is on the abilities involved in solving standard computation problems on the one hand and problems presented in a realistic context on the other. The objectives were to assess to what extent these abilities are shared or distinct, and…

  8. Investigating Plane Geometry Problem-Solving Strategies of Prospective Mathematics Teachers in Technology and Paper-and-Pencil Environments

    Science.gov (United States)

    Koyuncu, Ilhan; Akyuz, Didem; Cakiroglu, Erdinc

    2015-01-01

    This study aims to investigate plane geometry problem-solving strategies of prospective mathematics teachers using dynamic geometry software (DGS) and paper-and-pencil (PPB) environments after receiving an instruction with GeoGebra (GGB). Four plane geometry problems were used in a multiple case study design to understand the solution strategies…

  9. Evaluation of the Effect of Mathematical Routines on the Development of Skills in Mathematical Problem Solving and School Motivation of Primary School Students in Abitibi-Témiscamingue

    Science.gov (United States)

    Rajotte, Thomas; Marcotte, Christine; Bureau-Levasseur, Lisa

    2016-01-01

    In recent decades, the dropout rate in Abitibi-Témiscamingue is a worrying phenomenon. An analysis of ministerial examination results identifies that students in Abitibi-Témiscamingue have specific difficulties with mathematical problem solving tasks. Among the activities that develop those skills, the daily routines in mathematics seem to be a…

  10. Improvement of Word Problem Solving and Basic Mathematics Competencies in Students with Attention Deficit/Hyperactivity Disorder and Mathematical Learning Difficulties

    Science.gov (United States)

    González-Castro, Paloma; Cueli, Marisol; Areces, Débora; Rodríguez, Celestino; Sideridis, Georgios

    2016-01-01

    Problem solving represents a salient deficit in students with mathematical learning difficulties (MLD) primarily caused by difficulties with informal and formal mathematical competencies. This study proposes a computerized intervention tool, the integrated dynamic representation (IDR), for enhancing the early learning of basic mathematical…

  11. Analysis Critical Thinking Stage of Eighth Grade in PBL-Scaffolding Setting To Solve Mathematical Problems

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    Nur Aisyah Isti

    2017-03-01

    Full Text Available The purpose of this research was described critical thinking stage of students grade VIII in setting PBL and scaffolding to solve mathematics problems. Critical thinking stage consists of clarification, assesment, inference, and strategy/tactics. The subject were teo students in the level of capacity to think critical (uncritical, less critical, quite critical, and critical. So that this research subject was 8 students in VIII A One State Junior High School of Temanggung. The result showed a description (1 critical thinking stage of students in setting PBL, in clarification the higher level of capacity to think critical students, students can identification information from question fully, can identificatio problem became detailed, and can explored the relationship among the information; (2 a strategy of scaffolding were given by critical thinking stage and TKBK, in assesment, scaffolding had given was given hint/key classically; and (3 transformation characteristic of the critical thinking stage of students after given scaffolding, it because of habituation in setting PBL and scaffolding.

  12. The profile of conceptual comprehension of pre-service teacher in the mathematical problem solving with low emotional intelligence

    Science.gov (United States)

    Prayitno, S. H.; Suwarsono, St.; Siswono, T. Y. E.

    2018-03-01

    Conceptual comprehension in this research is the ability to use the procedures that are owned by pre-service teachers to solve problems by finding the relation of the concept to another, or can be done by identifying the type of problem and associating it with a troubleshooting procedures, or connect the mathematical symbols with mathematical ideas and incorporate them into a series of logical reasoning, or by using prior knowledge that occurred directly, through its conceptual knowledge. The goal of this research is to describe the profile of conceptual comprehensin of pre-service teachers with low emotional intelligence in mathematical problems solving. Through observation and in-depth interview with the research subject the conclusion was that: pre-service teachers with low emotional intelligence pertained to the level of formal understanding in understanding the issues, relatively to the level of intuitive understanding in planning problem solving, to the level of relational understanding in implementing the relational problem solving plan, and pertained to the level of formal understanding in looking back to solve the problem.

  13. Review of Street-Fighting Mathematics: The Art of Educated Guessing and Opportunistic Problem Solving by Sanjoy Mahajan

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    Thomas J. Pfaff

    2015-07-01

    Full Text Available Mahajan, Sanjoy. Street-Fighting Mathematics: The Art of Educated Guessing and Opportunistic Problem Solving (The MIT Press, Cambridge, Massachusetts, 2010. 152 pp. ISBN 978--0--262--51429--3 Street-Fighting Mathematics is an engaging collection of problem-solving techniques. The book is not for a general audience, as it requires a significant level of mathematical and scientific background knowledge. In particular, most of the book requires knowledge of Calculus I and there are examples that will require knowledge of Physics. At the same time, there are parts of the book that don't require this much background. While the title of the book may be misleading, as it is really street-fighting mathematics for people with a fair amount of training in the subject, there is a lot to be gained from reading this book, and calculus teachers may find it to be a useful resource.

  14. Comparison of student's learning achievement through realistic mathematics education (RME) approach and problem solving approach on grade VII

    Science.gov (United States)

    Ilyas, Muhammad; Salwah

    2017-02-01

    The type of this research was experiment. The purpose of this study was to determine the difference and the quality of student's learning achievement between students who obtained learning through Realistic Mathematics Education (RME) approach and students who obtained learning through problem solving approach. This study was a quasi-experimental research with non-equivalent experiment group design. The population of this study was all students of grade VII in one of junior high school in Palopo, in the second semester of academic year 2015/2016. Two classes were selected purposively as sample of research that was: year VII-5 as many as 28 students were selected as experiment group I and VII-6 as many as 23 students were selected as experiment group II. Treatment that used in the experiment group I was learning by RME Approach, whereas in the experiment group II by problem solving approach. Technique of data collection in this study gave pretest and posttest to students. The analysis used in this research was an analysis of descriptive statistics and analysis of inferential statistics using t-test. Based on the analysis of descriptive statistics, it can be concluded that the average score of students' mathematics learning after taught using problem solving approach was similar to the average results of students' mathematics learning after taught using realistic mathematics education (RME) approach, which are both at the high category. In addition, It can also be concluded that; (1) there was no difference in the results of students' mathematics learning taught using realistic mathematics education (RME) approach and students who taught using problem solving approach, (2) quality of learning achievement of students who received RME approach and problem solving approach learning was same, which was at the high category.

  15. How students process equations in solving quantitative synthesis problems? Role of mathematical complexity in students’ mathematical performance

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    Bashirah Ibrahim

    2017-10-01

    Full Text Available We examine students’ mathematical performance on quantitative “synthesis problems” with varying mathematical complexity. Synthesis problems are tasks comprising multiple concepts typically taught in different chapters. Mathematical performance refers to the formulation, combination, and simplification of equations. Generally speaking, formulation and combination of equations require conceptual reasoning; simplification of equations requires manipulation of equations as computational tools. Mathematical complexity is operationally defined by the number and the type of equations to be manipulated concurrently due to the number of unknowns in each equation. We use two types of synthesis problems, namely, sequential and simultaneous tasks. Sequential synthesis tasks require a chronological application of pertinent concepts, and simultaneous synthesis tasks require a concurrent application of the pertinent concepts. A total of 179 physics major students from a second year mechanics course participated in the study. Data were collected from written tasks and individual interviews. Results show that mathematical complexity negatively influences the students’ mathematical performance on both types of synthesis problems. However, for the sequential synthesis tasks, it interferes only with the students’ simplification of equations. For the simultaneous synthesis tasks, mathematical complexity additionally impedes the students’ formulation and combination of equations. Several reasons may explain this difference, including the students’ different approaches to the two types of synthesis problems, cognitive load, and the variation of mathematical complexity within each synthesis type.

  16. The Relationship between 8th Grade Students’ Opinions about Problem Solving, Beliefs about Mathematics, Learned Hopelessness and Academics Success

    OpenAIRE

    Agaç, Gülay; MASAL, Ercan

    2017-01-01

    Related literature emphasizes that affective factors are impactful on cognitive factors. For this reason, this study aims at revealing the relationship between problem solving,  which is one of metacognitive characteristics, beliefs about mathematics and learned hopelessness, which are two affective characteristics. Therefore, addressing emotional aspects together with cognitive abilities will give rise to understanding of the students’ current situation and predicting ab...

  17. Exploring Effects of High School Students' Mathematical Processing Skills and Conceptual Understanding of Chemical Concepts on Algorithmic Problem Solving

    Science.gov (United States)

    Gultepe, Nejla; Yalcin Celik, Ayse; Kilic, Ziya

    2013-01-01

    The purpose of the study was to examine the effects of students' conceptual understanding of chemical concepts and mathematical processing skills on algorithmic problem-solving skills. The sample (N = 554) included grades 9, 10, and 11 students in Turkey. Data were collected using the instrument "MPC Test" and with interviews. The MPC…

  18. Selective Spatial Working Memory Impairment in a Group of Children with Mathematics Learning Disabilities and Poor Problem-Solving Skills

    Science.gov (United States)

    Passolunghi, Maria Chiara; Mammarella, Irene Cristina

    2012-01-01

    This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with MLD, relative to TD children,…

  19. Counting to 20: Online Implementation of a Face-to-Face, Elementary Mathematics Methods Problem-Solving Activity

    Science.gov (United States)

    Schwartz, Catherine Stein

    2012-01-01

    This study describes implementation of the same problem-solving activity in both online and face-to-face environments. The activity, done in the first class period or first module of a K-2 mathematics methods course, was initially used in a face-to-face class and then adapted later for use in an online class. While the task was originally designed…

  20. Revisiting Mathematical Problem Solving and Posing in the Digital Era: Toward Pedagogically Sound Uses of Modern Technology

    Science.gov (United States)

    Abramovich, S.

    2014-01-01

    The availability of sophisticated computer programs such as "Wolfram Alpha" has made many problems found in the secondary mathematics curriculum somewhat obsolete for they can be easily solved by the software. Against this background, an interplay between the power of a modern tool of technology and educational constraints it presents is…

  1. Learning by Preparing to Teach: Fostering Self-Regulatory Processes and Achievement during Complex Mathematics Problem Solving

    Science.gov (United States)

    Muis, Krista R.; Psaradellis, Cynthia; Chevrier, Marianne; Di Leo, Ivana; Lajoie, Susanne P.

    2016-01-01

    We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for…

  2. Holistic Mathematics Instruction: Interactive Problem Solving and Real Life Situations Help Learners Understand Math Concepts.

    Science.gov (United States)

    Archambeault, Betty

    1993-01-01

    Holistic math focuses on problem solving with numbers and concepts. Whole math activities for adults include shopping for groceries, eating in restaurants, buying gas, taking medicine, measuring a room, estimating servings, and compiling a family cookbook. (SK)

  3. The mathematical statement for the solving of the problem of N-version software system design

    Science.gov (United States)

    Kovalev, I. V.; Kovalev, D. I.; Zelenkov, P. V.; Voroshilova, A. A.

    2015-10-01

    The N-version programming, as a methodology of the fault-tolerant software systems design, allows successful solving of the mentioned tasks. The use of N-version programming approach turns out to be effective, since the system is constructed out of several parallel executed versions of some software module. Those versions are written to meet the same specification but by different programmers. The problem of developing an optimal structure of N-version software system presents a kind of very complex optimization problem. This causes the use of deterministic optimization methods inappropriate for solving the stated problem. In this view, exploiting heuristic strategies looks more rational. In the field of pseudo-Boolean optimization theory, the so called method of varied probabilities (MVP) has been developed to solve problems with a large dimensionality.

  4. Does chess instruction improve mathematical problem-solving ability? Two experimental studies with an active control group.

    Science.gov (United States)

    Sala, Giovanni; Gobet, Fernand

    2017-12-01

    It has been proposed that playing chess enables children to improve their ability in mathematics. These claims have been recently evaluated in a meta-analysis (Sala & Gobet, 2016, Educational Research Review, 18, 46-57), which indicated a significant effect in favor of the groups playing chess. However, the meta-analysis also showed that most of the reviewed studies used a poor experimental design (in particular, they lacked an active control group). We ran two experiments that used a three-group design including both an active and a passive control group, with a focus on mathematical ability. In the first experiment (N = 233), a group of third and fourth graders was taught chess for 25 hours and tested on mathematical problem-solving tasks. Participants also filled in a questionnaire assessing their meta-cognitive ability for mathematics problems. The group playing chess was compared to an active control group (playing checkers) and a passive control group. The three groups showed no statistically significant difference in mathematical problem-solving or metacognitive abilities in the posttest. The second experiment (N = 52) broadly used the same design, but the Oriental game of Go replaced checkers in the active control group. While the chess-treated group and the passive control group slightly outperformed the active control group with mathematical problem solving, the differences were not statistically significant. No differences were found with respect to metacognitive ability. These results suggest that the effects (if any) of chess instruction, when rigorously tested, are modest and that such interventions should not replace the traditional curriculum in mathematics.

  5. Error Patterns in Problem Solving.

    Science.gov (United States)

    Babbitt, Beatrice C.

    Although many common problem-solving errors within the realm of school mathematics have been previously identified, a compilation of such errors is not readily available within learning disabilities textbooks, mathematics education texts, or teacher's manuals for school mathematics texts. Using data on error frequencies drawn from both the Fourth…

  6. The benefits of computer-generated feedback for mathematics problem solving.

    Science.gov (United States)

    Fyfe, Emily R; Rittle-Johnson, Bethany

    2016-07-01

    The goal of the current research was to better understand when and why feedback has positive effects on learning and to identify features of feedback that may improve its efficacy. In a randomized experiment, second-grade children received instruction on a correct problem-solving strategy and then solved a set of relevant problems. Children were assigned to receive no feedback, immediate feedback, or summative feedback from the computer. On a posttest the following day, feedback resulted in higher scores relative to no feedback for children who started with low prior knowledge. Immediate feedback was particularly effective, facilitating mastery of the material for children with both low and high prior knowledge. Results suggest that minimal computer-generated feedback can be a powerful form of guidance during problem solving. Copyright © 2016 Elsevier Inc. All rights reserved.

  7. Pre-Service Secondary Mathematics Teachers' Metacognitive Awareness and Metacognitive Behaviours in Problem Solving Processes

    Science.gov (United States)

    Bas, Fatih

    2016-01-01

    This study aims to observe the pre-service secondary mathematics teachers' metacognitive awareness in terms of the variables gender and class level and determine their metacognitive behaviours which showed in the non-routine problems. A partially mixed sequential dominant status design was carried out with a total of 287 participants. The data of…

  8. Factors involved in making post-performance judgments in mathematics problem-solving.

    Science.gov (United States)

    García Fernández, Trinidad; Kroesbergen, Evelyn; Rodríguez Pérez, Celestino; González-Castro, Paloma; González-Pienda, Julio A

    2015-01-01

    This study examines the impact of executive functions, affective-motivational variables related to mathematics, mathematics achievement and task characteristics on fifth and sixth graders’ calibration accuracy after completing two mathematical problems. A sample of 188 students took part in the study. They were divided into two groups as function of their judgment accuracy after completing the two tasks (accurate= 79, inaccurate= 109). Differences between these groups were examined. The discriminative value of these variables to predict group membership was analyzed, as well as the effect of age, gender, and grade level. The results indicated that accurate students showed better levels of executive functioning, and more positive feelings, beliefs, and motivation related to mathematics. They also spent more time on the tasks. Mathematics achievement, perceived usefulness of mathematics, and time spent on Task 1 significantly predicted group membership, classifying 71.3% of the sample correctly. These results support the relationship between academic achievement and calibration accuracy, suggesting the need to consider a wide range of factors when explaining performance judgments.

  9. Teaching Mathematical Problem Solving to Middle School Students in Math, Technology Education, and Special Education Classrooms

    Science.gov (United States)

    Bottge, Brian A.; Heinrichs, Mary; Mehta, Zara Dee; Rueda, Enrique; Hung, Ya-Hui; Danneker, Jeanne

    2004-01-01

    This study compared two approaches for teaching sixth-grade middle school students to solve math problems in math, technology education, and special education classrooms. A total of 17 students with disabilities and 76 students without disabilities were taught using either enhanced anchored instruction (EAI) or text-based instruction coupled with…

  10. Problem Solving and the Use of Digital Technologies within the Mathematical Working Space Framework

    Science.gov (United States)

    Santos-Trigo, Manuel; Moreno-Armella, Luis; Camacho-Machín, Matías

    2016-01-01

    The aim of this study is to analyze and document the extent to which high school teachers rely on a set of technology affordances to articulate epistemological and cognitive actions in problem solving approaches. Participants were encouraged to construct dynamic representations of tasks and always to look for different ways to identify and support…

  11. Combining fuzzy mathematics with fuzzy logic to solve business management problems

    Science.gov (United States)

    Vrba, Joseph A.

    1993-12-01

    Fuzzy logic technology has been applied to control problems with great success. Because of this, many observers fell that fuzzy logic is applicable only in the control arena. However, business management problems almost never deal with crisp values. Fuzzy systems technology--a combination of fuzzy logic, fuzzy mathematics and a graphical user interface--is a natural fit for developing software to assist in typical business activities such as planning, modeling and estimating. This presentation discusses how fuzzy logic systems can be extended through the application of fuzzy mathematics and the use of a graphical user interface to make the information contained in fuzzy numbers accessible to business managers. As demonstrated through examples from actual deployed systems, this fuzzy systems technology has been employed successfully to provide solutions to the complex real-world problems found in the business environment.

  12. Methods of solving nonstandard problems

    CERN Document Server

    Grigorieva, Ellina

    2015-01-01

    This book, written by an accomplished female mathematician, is the second to explore nonstandard mathematical problems – those that are not directly solved by standard mathematical methods but instead rely on insight and the synthesis of a variety of mathematical ideas.   It promotes mental activity as well as greater mathematical skills, and is an ideal resource for successful preparation for the mathematics Olympiad. Numerous strategies and techniques are presented that can be used to solve intriguing and challenging problems of the type often found in competitions.  The author uses a friendly, non-intimidating approach to emphasize connections between different fields of mathematics and often proposes several different ways to attack the same problem.  Topics covered include functions and their properties, polynomials, trigonometric and transcendental equations and inequalities, optimization, differential equations, nonlinear systems, and word problems.   Over 360 problems are included with hints, ...

  13. A Comparative Study of Three Different Mathematical Methods for Solving the Unit Commitment Problem

    Directory of Open Access Journals (Sweden)

    Mehmet Kurban

    2009-01-01

    Full Text Available The unit commitment (UC problem which is an important subject in power system engineering is solved by using Lagragian relaxation (LR, penalty function (PF, and augmented Lagrangian penalty function (ALPF methods due to their higher solution quality and faster computational time than metaheuristic approaches. This problem is considered to be a nonlinear programming-(NP- hard problem because it is nonlinear, mixed-integer, and nonconvex. These three methods used for solving the problem are based on dual optimization techniques. ALPF method which combines the algorithmic aspects of both LR and PF methods is firstly used for solving the UC problem. These methods are compared to each other based on feasible schedule for each stage, feasible cost, dual cost, duality gap, duration time, and number of iterations. The numerical results show that the ALPF method gives the best duality gap, feasible and dual cost instead of worse duration time and the number of iterations. The four-unit Tuncbilek thermal plant which is located in Kutahya region in Turkey is chosen as a test system in this study. The programs used for all the analyses are coded and implemented using general algebraic modeling system (GAMS.

  14. Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability

    Science.gov (United States)

    Tolar, Tammy D.; Fuchs, Lynn; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L.

    2014-01-01

    Three cohorts of third-grade students (N = 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research traditions in defining math learning disability (LD) status: low achievement versus extremely low achievement and IQ-achievement discrepant versus strictly low-achieving LD. We use methods from these two traditions to form math problem solving LD groups. To evaluate group differences, we used MANOVA-based profile and canonical analyses to control for relations among the outcomes and regression to control for group definition variables. Results suggest that basic arithmetic is the key distinguishing characteristic that separates low-achieving problem solvers (including LD, regardless of definition) from typically achieving students. Word problem solving is the key distinguishing characteristic that separates IQ-achievement-discrepant from strictly low-achieving LD students, favoring the IQ-achievement-discrepant students. PMID:24939971

  15. The effect of Think Pair Share (TPS) using scientific approach on students’ self-confidence and mathematical problem-solving

    Science.gov (United States)

    Rifa’i, A.; Lestari, H. P.

    2018-03-01

    This study was designed to know the effects of Think Pair Share using Scientific Approach on students' self-confidence and mathematical problem-solving. Quasi-experimental with pre-test post-test non-equivalent group method was used as a basis for design this study. Self-confidence questionnaire and problem-solving test have been used for measurement of the two variables. Two classes of the first grade in religious senior high school (MAN) in Indonesia were randomly selected for this study. Teaching sequence and series from mathematics book at control group in the traditional way and at experiment group has been in TPS using scientific approach learning method. For data analysis regarding students’ problem-solving skill and self-confidence, One-Sample t-Test, Independent Sample t-Test, and Multivariate of Variance (MANOVA) were used. The results showed that (1) TPS using a scientific approach and traditional learning had positive effects (2) TPS using scientific approach learning in comparative with traditional learning had a more significant effect on students’ self-confidence and problem-solving skill.

  16. The Enhancement of Junior High School Students' Abilities in Mathematical Problem Solving Using Soft Skill-based Metacognitive Learning

    OpenAIRE

    Murni, Atma; Sabandar, Jozua; S. Kusumah, Yaya; Kartasamita, Bana Goerbana

    2013-01-01

    The aim of this study is to know the differences of enhancement in mathematical problem solving ability (MPSA) between the students who received soft skill- based metacognitive learning (SSML) with the students who got conventional learning (CL). This research is a quasi experimental design with pretest-postest control group. The population in this study is the students of Junior High School in Pekanbaru city. The sample consist of 135 students, 68 of them are from the high-level...

  17. ASSESSING CONCEPTUAL UNDERSTANDING IN MATHEMATICS: Using Derivative Function to Solve Connected Problems

    Directory of Open Access Journals (Sweden)

    Nevin ORHUN

    2013-07-01

    Full Text Available Open and distance education plays an important role in the actualization of cultural goals as well as in societal developments. This is an independent teaching and learning method for mathematics which forms the dynamic of scientific thinking. Distance education is an important alternative to traditional teaching applications. These contributions brought by technology enable students to participate actively in having access to information and questioning it. Such an application increases students’ motivation and teaches how mathematics can be used in daily life. Derivative is a mathematical concept which can be used in many areas of daily life. The aim of this study is to enable the concept of derivatives to be understood well by using the derivative function in the solution of various problems. It also aims at interpreting difficulties theoretically in the solution of problems and determining mistakes in terms of teaching methods. In this study, how various aspects of derivatives are understood is emphasized. These aspects concern the explanation of concepts and process, and also their application to certain concepts in physics. Students’ depth of understanding of derivatives was analyzed based on two aspects of understanding; theoretical analysis and contextual application. Follow-up interviews were conducted with five students. The results show that the students preferred to apply an algebraic symbolic aspect instead of using logical meanings of function and its derivative. In addition, in relation to how the graph of the derivative function affects the aspect of function, it was determined that the students displayed low performance.

  18. Development of Finnish Elementary Pupils’ Problem-Solving Skills in Mathematics

    Directory of Open Access Journals (Sweden)

    Anu Laine

    2014-09-01

    Full Text Available The purpose of this study is to determine how Finnish pupils’ problemsolving skills develop from the 3rd to 5th grade. As research data, we use one non-standard problem from pre- and post-test material from a three-year follow-up study, in the area of Helsinki, Finland. The problems in both tests consisted of four questions related to each other. The purpose of the formulation of the problem was to help the pupils to find how many solutions for a certain answer exist. The participants in the study were 348 third-graders and 356 fifth-graders. Pupils’ fluency, i.e. ability to develop different solutions, was found to correlate with their ability to solve the problem. However, the proportions of the pupils (17% of the 3rd graders and 21% of the 5th graders who answered that there were an infinite number of solutions are of the same magnitude. Thus, the pupils’ ability to solve this kind of problem does not seem to have developed from the 3rd to the 5th grade. The lack and insufficiency of pupils’ justifications reveal the importance of the teacher carefully listening to the pupils’ ideas in order to be able to promote pupils’ understanding of the concept of infinity, as well as the basic calculations.

  19. Using mathematics to solve real world problems: the role of enablers

    Science.gov (United States)

    Geiger, Vincent; Stillman, Gloria; Brown, Jill; Galbriath, Peter; Niss, Mogens

    2018-03-01

    The purpose of this article is to report on a newly funded research project in which we will investigate how secondary students apply mathematical modelling to effectively address real world situations. Through this study, we will identify factors, mathematical, cognitive, social and environmental that "enable" year 10/11 students to successfully begin the modelling process, that is, formulate and mathematise a real world problem. The 3-year study will take a design research approach in working intensively with six schools across two educational jurisdictions. It is anticipated that this research will generate new theoretical and practical insights into the role of "enablers" within the process of mathematisation, leading to the development of principles for the design and implementation for tasks that support students' development as modellers.

  20. Combining project based learning with exercises in problem solving in order to train analytical mathematical skills

    DEFF Research Database (Denmark)

    Friesel, Anna

    2013-01-01

    This paper presents the contents and the teaching methods used in the fourth semester course - REG4E - an important subject in engineering, namely Control Theory and Dynamical Systems. Control Theory courses in engineering education are usually related to exercises in the laboratory or to projects....... However, in order to understand complexity of control systems, the students need to possess an analytical understanding of abstract mathematical problems. Our main goal is to illustrate the theory through the robot project, but at the same time we force our students to train their analytical skills...

  1. Solved problems in electromagnetics

    CERN Document Server

    Salazar Bloise, Félix; Bayón Rojo, Ana; Gascón Latasa, Francisco

    2017-01-01

    This book presents the fundamental concepts of electromagnetism through problems with a brief theoretical introduction at the beginning of each chapter. The present book has a strong  didactic character. It explains all the mathematical steps and the theoretical concepts connected with the development of the problem. It guides the reader to understand the employed procedures to learn to solve the exercises independently. The exercises are structured in a similar way: The chapters begin with easy problems increasing progressively in the level of difficulty. This book is written for students of physics and engineering in the framework of the new European Plans of Study for Bachelor and Master and also for tutors and lecturers. .

  2. Students’ thinking preferences in solving mathematics problems based on learning styles: a comparison of paper-pencil and geogebra

    Science.gov (United States)

    Farihah, Umi

    2018-04-01

    The purpose of this study was to analyze students’ thinking preferences in solving mathematics problems using paper pencil comparing to geogebra based on their learning styles. This research employed a qualitative descriptive study. The subjects of this research was six of eighth grade students of Madrasah Tsanawiyah Negeri 2 Trenggalek, East Java Indonesia academic year 2015-2016 with their difference learning styles; two visual students, two auditory students, and two kinesthetic students.. During the interview, the students presented the Paper and Pencil-based Task (PBTs) and the Geogebra-based Task (GBTs). By investigating students’ solution methods and the representation in solving the problems, the researcher compared their visual and non-visual thinking preferences in solving mathematics problems while they were using Geogebra and without Geogebra. Based on the result of research analysis, it was shown that the comparison between students’ PBTs and GBTs solution either visual, auditory, or kinesthetic represented how Geogebra can influence their solution method. By using Geogebra, they prefer using visual method while presenting GBTs to using non-visual method.

  3. Application of Learning Engineering Techniques Thinking Aloud Pair Problem Solving in Learning Mathematics Students Class VII SMPN 15 Padang

    Science.gov (United States)

    Widuri, S. Y. S.; Almash, L.; Zuzano, F.

    2018-04-01

    The students activity and responsible in studying mathematic is still lack. It gives an effect for the bad result in studying mathematic. There is one of learning technic to increase students activity in the classroom and the result of studying mathematic with applying a learning technic. It is “Thinking Aloud Pair Problem Solving (TAPPS)”. The purpose of this research is to recognize the developing of students activity in mathematic subject during applying that technic “TAPPS” in seven grade at SMPN 15 Padang and compare the students proportion in learning mathematic with TAPPS between learning process without it in seven grade at SMPN 15 Padang. Students activity for indicators 1, 2, 3, 4, 5, 6 at each meeting is likely to increase and students activity for indicator 7 at each meeting is likely to decrease. The finding of this research is χ 2 = 9,42 and the value of p is 0,0005 < p < 0,005. Therefore p < 0,05 has means H 0 was rejected and H 1 was accepted. Thus, it was concluded that the activities and result in studying mathematic increased after applying learning technic the TAPPS.

  4. Diagnosing and alleviating the impact of performance pressure on mathematical problem solving.

    Science.gov (United States)

    DeCaro, Marci S; Rotar, Kristin E; Kendra, Matthew S; Beilock, Sian L

    2010-08-01

    High-pressure academic testing situations can lead people to perform below their actual ability levels by co-opting working memory (WM) resources needed for the task at hand (Beilock, 2008). In the current work we examine how performance pressure impacts WM and design an intervention to alleviate pressure's negative impact. Specifically, we explore the hypothesis that high-pressure situations trigger distracting thoughts and worries that rely heavily on verbal WM. Individuals performed verbally based and spatially based mathematics problems in a low-pressure or high-pressure testing situation. Results demonstrated that performance on problems that rely heavily on verbal WM resources was less accurate under high-pressure than under low-pressure tests. Performance on spatially based problems that do not rely heavily on verbal WM was not affected by pressure. Moreover, the more people reported worrying during test performance, the worse they performed on the verbally based (but not spatially based) maths problems. Asking some individuals to focus on the problem steps by talking aloud helped to keep pressure-induced worries at bay and eliminated pressure's negative impact on performance.

  5. Problem Solving in the Digital Age: New Ideas for Secondary Mathematics Teacher Education

    Science.gov (United States)

    Abramovich, Sergei; Connell, Michael

    2017-01-01

    The paper reflects on an earlier research on the use of technology in secondary mathematics teacher education through the lenses of newer digital tools (Wolfram Alpha, Maple), most recent standards for teaching mathematics, and recommendations for the preparation of schoolteachers. New ideas of technology integration into mathematics education…

  6. The relation between early constructive play and mathematical word problem solving is mediated by spatial ability. A path analysis in sixth grade students.

    NARCIS (Netherlands)

    Oostermeijer, M.; Boonen, A.J.H.; Jolles, J.

    2014-01-01

    The scientific literature shows that constructive play activities are positively related to children's spatial ability. Likewise, a close positive relation is found between spatial ability and mathematical word problem-solving performances. The relation between children's constructive play and their

  7. Mathematical visualization process of junior high school students in solving a contextual problem based on cognitive style

    Science.gov (United States)

    Utomo, Edy Setiyo; Juniati, Dwi; Siswono, Tatag Yuli Eko

    2017-08-01

    The aim of this research was to describe the mathematical visualization process of Junior High School students in solving contextual problems based on cognitive style. Mathematical visualization process in this research was seen from aspects of image generation, image inspection, image scanning, and image transformation. The research subject was the students in the eighth grade based on GEFT test (Group Embedded Figures Test) adopted from Within to determining the category of cognitive style owned by the students namely field independent or field dependent and communicative. The data collection was through visualization test in contextual problem and interview. The validity was seen through time triangulation. The data analysis referred to the aspect of mathematical visualization through steps of categorization, reduction, discussion, and conclusion. The results showed that field-independent and field-dependent subjects were difference in responding to contextual problems. The field-independent subject presented in the form of 2D and 3D, while the field-dependent subject presented in the form of 3D. Both of the subjects had different perception to see the swimming pool. The field-independent subject saw from the top, while the field-dependent subject from the side. The field-independent subject chose to use partition-object strategy, while the field-dependent subject chose to use general-object strategy. Both the subjects did transformation in an object rotation to get the solution. This research is reference to mathematical curriculum developers of Junior High School in Indonesia. Besides, teacher could develop the students' mathematical visualization by using technology media or software, such as geogebra, portable cabri in learning.

  8. Quantitative Reasoning in Problem Solving

    Science.gov (United States)

    Ramful, Ajay; Ho, Siew Yin

    2015-01-01

    In this article, Ajay Ramful and Siew Yin Ho explain the meaning of quantitative reasoning, describing how it is used in the to solve mathematical problems. They also describe a diagrammatic approach to represent relationships among quantities and provide examples of problems and their solutions.

  9. Teacher Formation in the Mathematical Thinking through Problem Solving in the Second Phase of the CCyM Network of Reading Comprehension and Mathematics

    Directory of Open Access Journals (Sweden)

    LUZ STELLA LÓPEZ

    2008-12-01

    Full Text Available This article shares the design, implementation, and evaluation of theLesson Study process used for the professional development of teachers of mathematics, through the Red de Comprensión Lectora y Matemáticas – CCyM Network, in ways to teach mathematics through problem solving. The program began with a course on the implementation of the Thinking Classroom, followed by the semi-presencial Lesson Study process. An analysis of teacher interactions during the Lesson Study process yielded these categories of study: Group Collective Thinking, Mathematical Pedagogical Content Knowledge, Subject Matter Knowledge, Knowledge about Technology, and Expert Support. The analysis reflected variations in group interactions, in the command of concepts, in reflective practice, in the ability to make arguments and to propose changes in practice, and in the ability to self-regulate.

  10. Analysis of difficulties in mathematics problem solving based on revised Bloom’s Taxonomy viewed from high self-efficacy

    Science.gov (United States)

    Prismana, R. D. E.; Kusmayadi, T. A.; Pramudya, I.

    2018-04-01

    The ability of solving problem is a part of the mathematic curriculum that is very important. Problem solving prefers the process and strategy that is done by students in solving a problem rather than the result. This learning concept in accordance with the stages on the revised bloom’s taxonomy. The revised Bloom’s Taxonomy has two dimensions, namely the dimension of cognitive process and the dimension of knowledge. Dimension of knowledge has four categories, but this study only restricted on two knowledge, conceptual knowledge and procedural knowledge. Dimensions of cognitive processes are categorized into six kinds, namely remembering, understanding, applying, analyzing, evaluating, and creating. Implementation of learning more emphasis on the role of students. Students must have their own belief in completing tasks called self-efficacy. This research is a qualitative research. This research aims to know the site of the students’ difficulty based on revised Bloom’s Taxonomy viewed from high self-efficacy. The results of the study stated the students with high self efficacy have difficulties site. They are evaluating conceptual knowledge, evaluating procedural knowledge, creating conceptual knowledge, and creating procedural knowledge. It could be the consideration of teachers in the teaching, so as to reduce the difficulties of learning in students.

  11. Assessing metacognition of grade 2 and grade 4 students using an adaptation of multi-method interview approach during mathematics problem-solving

    Science.gov (United States)

    Kuzle, A.

    2018-06-01

    The important role that metacognition plays as a predictor for student mathematical learning and for mathematical problem-solving, has been extensively documented. But only recently has attention turned to primary grades, and more research is needed at this level. The goals of this paper are threefold: (1) to present metacognitive framework during mathematics problem-solving, (2) to describe their multi-method interview approach developed to study student mathematical metacognition, and (3) to empirically evaluate the utility of their model and the adaptation of their approach in the context of grade 2 and grade 4 mathematics problem-solving. The results are discussed not only with regard to further development of the adapted multi-method interview approach, but also with regard to their theoretical and practical implications.

  12. Using Science to Promote Preservice Teacher Understanding of Problem Solving in Mathematics

    Science.gov (United States)

    Tobias, Jennifer M.; Ortiz, Enrique

    2007-01-01

    Preservice elementary teachers need to be given the experiences of integrating mathematics with other subjects. They need to go into the classroom with the understanding that mathematics is not an isolated topic. This article describes a paper airplane activity that was presented in a class of preservice elementary education teachers to show how…

  13. Using mathematics to solve real world problems: the role of enablers

    DEFF Research Database (Denmark)

    Niss, Mogens Allan; Geiger, Vincent; Stillman, Gloria

    2018-01-01

    The purpose of this article is to report on a newly funded research project in which we will investigate how secondary students apply mathematical modelling to effectively address real world situations. Through this study, we will identify factors, mathematical, cognitive, social and environmenta...

  14. Mathematics Prerequisites for Introductory Geoscience Courses: Using Technology to Help Solve the Problem

    Science.gov (United States)

    Burn, H. E.; Wenner, J. M.; Baer, E. M.

    2011-12-01

    The quantitative components of introductory geoscience courses can pose significant barriers to students. Many academic departments respond by stripping courses of their quantitative components or by attaching prerequisite mathematics courses [PMC]. PMCs cause students to incur additional costs and credits and may deter enrollment in introductory courses; yet, stripping quantitative content from geoscience courses masks the data-rich, quantitative nature of geoscience. Furthermore, the diversity of math skills required in geoscience and students' difficulty with transferring mathematical knowledge across domains suggest that PMCs may be ineffective. Instead, this study explores an alternative strategy -- to remediate students' mathematical skills using online modules that provide students with opportunities to build contextual quantitative reasoning skills. The Math You Need, When You Need It [TMYN] is a set of modular online student resources that address mathematical concepts in the context of the geosciences. TMYN modules are online resources that employ a "just-in-time" approach - giving students access to skills and then immediately providing opportunities to apply them. Each module places the mathematical concept in multiple geoscience contexts. Such an approach illustrates the immediate application of a principle and provides repeated exposure to a mathematical skill, enhancing long-term retention. At the same time, placing mathematics directly in several geoscience contexts better promotes transfer of learning by using similar discourse (words, tools, representations) and context that students will encounter when applying mathematics in the future. This study uses quantitative and qualitative data to explore the effectiveness of TMYN modules in remediating students' mathematical skills. Quantitative data derive from ten geoscience courses that used TMYN modules during the fall 2010 and spring 2011 semesters; none of the courses had a PMC. In all courses

  15. Pose and Solve Varignon Converse Problems

    Science.gov (United States)

    Contreras, José N.

    2014-01-01

    The activity of posing and solving problems can enrich learners' mathematical experiences because it fosters a spirit of inquisitiveness, cultivates their mathematical curiosity, and deepens their views of what it means to do mathematics. To achieve these goals, a mathematical problem needs to be at the appropriate level of difficulty,…

  16. Evaluating the mathematical models to Solve Job Shop Problem with the Use of human resources specialists in projects

    Directory of Open Access Journals (Sweden)

    Renato Penha

    2012-10-01

    Full Text Available A project can be defined as a complex system. This requires the use of resources (human, material, technology, etc., allocated among alternative uses, as a means to achieve specific goals by the presence of constraints of different orders. The planning, allocation and prioritization of resources, including human resource specialists (HRE, is performed by means of single project management.This treatment can cause internal strife by using the same resource or even its underuse, and may worsen in software development environments due to the high degree of interdependence, uncertainty and risk of each project. This need is related to the so called Job Shop Problem (JSP. In this context, the objective of this study is to evaluate the mathematical models of genetic algorithm and optimization and their contributions to solve Job Shop Problem in software development projects with the use of human resources specialists.

  17. Mathematics Education Problems and Attempts to Solve Them in Nowadays Lithuanian School

    Directory of Open Access Journals (Sweden)

    Malaukytė Ieva

    2017-07-01

    Full Text Available The decreasing number of the Lithuanian residents has strong impact on the educational system: the number of pupils is decreasing, the schools are getting closed. School is considered to be the provider of educational services, so it is necessary to search, how to preserve and attract clients – pupils. The growing competition induces search for distinctiveness among the schools. According to the theory of generations of William Strauss and Neil Howe, now we have to educate representatives of generation Z, who do not like violence, restrictions, want to be distinctive and are open to the world of technologies. The teacher faces the challenge when s/he wants to convey mathematical skills to these pupils. The profile teaching followed by training based on individual curricula provided more choices for the pupils. This freedom led to the dead-end of mathematical literacy and forced to return to a compulsory national final exam of Mathematics and to change the indexes for the persons entering studies of the first cycle and integrated studies. In the article, mathematics achievements and situation in schools in Lithuania as well as the measures taken to improve mathematical literacy in the country are described.

  18. The Effects of a Communicative Approach on the Mathematical Problem Solving Proficiency of Language Minority Students.

    Science.gov (United States)

    Kaplan, Rochelle G.; Patino, Rodrigo A.

    Although it takes only 2 years to attain conversational competence in a second language, it takes up to 7 years to realize sufficient language competence to achieve academically at the level of native speakers. Specific adaptations in instructional methods in mathematics for language minority students should include techniques from English as a…

  19. Engineering Students' Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online

    Science.gov (United States)

    Villarreal-Treviño, Maria Guadalupe; Villarreal-Lozano, Ricardo Jesus; Morales-Martinez, Guadalupe Elizabeth; Lopez-Ramirez, Ernesto Octavio; Flores-Moreno, Norma Esthela

    2017-01-01

    This study explored in a sample of 560 high level education students their judgment formation to perceived self-efficacy to solve mathematical tasks. Students had to read 36 experimental vignettes describing educative scenarios to learn mathematics. Each scenario presented four manipulated pieces of information (learning modality, task difficulty,…

  20. The Contribution of Reasoning to the Utilization of Feedback from Software When Solving Mathematical Problems

    Science.gov (United States)

    Olsson, Jan

    2018-01-01

    This study investigates how students' reasoning contributes to their utilization of computer-generated feedback. Sixteen 16-year-old students solved a linear function task designed to present a challenge to them using dynamic software, GeoGebra, for assistance. The data were analysed with respect both to character of reasoning and to the use of…

  1. Problem solving and problem strategies in the teaching and learning ...

    African Journals Online (AJOL)

    Perennial poor performance recorded annually in both internal and external examinations in Mathematics has been a great concern for the Mathematics Educators in Nigeria. This paper discusses problem-solving and influence of problem-solving strategies on students' performance in mathematics. The concept of ...

  2. Functional Thinking Profile of Junior High School Student in Solving Mathematical Problem Observed by Differences of Sex

    Science.gov (United States)

    Siregar, A. P.; Juniati, D.; Sulaiman, R.

    2018-01-01

    This study involving 2 grade VIII students was taken place in SMPK Anak Bangsa Surabaya. Subjects were selected using equal mathematics ability criteria. Data was collected using provision of problem-solving tasks and followed by a task-based interview. Obtained data was analysed through the following steps, which are data reduction, data presentation, and conclusions. Meanwhile, to obtain a valid data, in this study, researchers used data triangulation. The results indicated that in the problem number 1 about identifying patterns, the subjects of male and female show a tendency of similarities in stating what is known and asked the question. However, the male students provided a more specific answer in explaining the magnitude of the difference between the first quantity and the increased differences in the other quantities. Related the activities in determining the relationship between two quantities, male subjects and women subject tended to have similarities in the sense of using trial and error on existing mathematical operations. It can be concluded that the functional way of thinking both subjects is relatively identic. Nevertheless, the male subject showed the more specific answer in finding the difference between the two quantities and finding the correspondence relationship between the quantities.

  3. How Readability Factors Are Differentially Associated with Performance for Students of Different Backgrounds When Solving Mathematics Word Problems

    Science.gov (United States)

    Walkington, Candace; Clinton, Virginia; Shivraj, Pooja

    2018-01-01

    The link between reading and mathematics achievement is well known, and an important question is whether readability factors in mathematics problems are differentially impacting student groups. Using 20 years of data from the National Assessment of Educational Progress and the Trends in International Mathematics and Science Study, we examine how…

  4. Problem Solving and Learning

    Science.gov (United States)

    Singh, Chandralekha

    2009-07-01

    One finding of cognitive research is that people do not automatically acquire usable knowledge by spending lots of time on task. Because students' knowledge hierarchy is more fragmented, "knowledge chunks" are smaller than those of experts. The limited capacity of short term memory makes the cognitive load high during problem solving tasks, leaving few cognitive resources available for meta-cognition. The abstract nature of the laws of physics and the chain of reasoning required to draw meaningful inferences makes these issues critical. In order to help students, it is crucial to consider the difficulty of a problem from the perspective of students. We are developing and evaluating interactive problem-solving tutorials to help students in the introductory physics courses learn effective problem-solving strategies while solidifying physics concepts. The self-paced tutorials can provide guidance and support for a variety of problem solving techniques, and opportunity for knowledge and skill acquisition.

  5. Solving inverse problems of mathematical physics by means of the PHOENICS software package

    Energy Technology Data Exchange (ETDEWEB)

    Matsevity, Y; Lushpenko, S [Institute for Problems in Machinery, National Academy of Sciences of Ukraine Pozharskogo, Kharkov (Ukraine)

    1998-12-31

    Several approaches on organizing solution of inverse problems by means of PHOENICS on the basis of the technique of automated fitting are proposing. A version of a `nondestructive` method of using PHOENICS in the inverse problem solution regime and the ways of altering the program in the case of introducing optimization facilities in it are under consideration. (author) 12 refs.

  6. Solving inverse problems of mathematical physics by means of the PHOENICS software package

    Energy Technology Data Exchange (ETDEWEB)

    Matsevity, Y.; Lushpenko, S. [Institute for Problems in Machinery, National Academy of Sciences of Ukraine Pozharskogo, Kharkov (Ukraine)

    1997-12-31

    Several approaches on organizing solution of inverse problems by means of PHOENICS on the basis of the technique of automated fitting are proposing. A version of a `nondestructive` method of using PHOENICS in the inverse problem solution regime and the ways of altering the program in the case of introducing optimization facilities in it are under consideration. (author) 12 refs.

  7. Solving the empty space problem in robot path planning by mathematical morphology

    NARCIS (Netherlands)

    Roerdink, J.B.T.M.

    1993-01-01

    In this paper we formulate a morphological approach to path planning problems, in particular with respect to the empty­-space problem, that is, the question of finding the allowed states for an object, moving in a space with obstacles. Our approach is based upon a recent generalization of

  8. The Relationship between Mathematical Problem-Solving Skills and Self-Regulated Learning through Homework Behaviours, Motivation, and Metacognition

    Science.gov (United States)

    Özcan, Zeynep Çigdem

    2016-01-01

    Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving…

  9. Utilization of online technologies in mathematical problem solving at high school level: Student and teacher perceptions

    Directory of Open Access Journals (Sweden)

    Zeynep Yurtseven Avci

    2014-08-01

    Full Text Available The availability of internet-based technologies and practices are increasing every day for our daily lives. Most of those contemporary technologies have interactive features and provide unique opportunities for today’s learners. Although a growing amount of research focuses on learning with online tools, little known about which features and affordances contribute for effective classroom learning. This study investigates student and teacher perceptions on how students’ mathematics learning was impacted by online practice, communication and collaboration tools. The present experimental research has been designed with using qualitative case study method and provides detailed accounts of students' experiences with the technologies along with investigation of the features and affordances of the tools that made them contribute to effective learning.

  10. Teaching Creative Problem Solving.

    Science.gov (United States)

    Christensen, Kip W.; Martin, Loren

    1992-01-01

    Interpersonal and cognitive skills, adaptability, and critical thinking can be developed through problem solving and cooperative learning in technology education. These skills have been identified as significant needs of the workplace as well as for functioning in society. (SK)

  11. Mathematical programming models for solving in equal-sized facilities layout problems. A genetic search method

    International Nuclear Information System (INIS)

    Tavakkoli-Moghaddam, R.

    1999-01-01

    This paper present unequal-sized facilities layout solutions generated by a genetic search program. named Layout Design using a Genetic Algorithm) 9. The generalized quadratic assignment problem requiring pre-determined distance and material flow matrices as the input data and the continuous plane model employing a dynamic distance measure and a material flow matrix are discussed. Computational results on test problems are reported as compared with layout solutions generated by the branch - and bound algorithm a hybrid method merging simulated annealing and local search techniques, and an optimization process of an enveloped block

  12. Elementary Students' Metacognitive Processes and Post-Performance Calibration on Mathematical Problem-Solving Tasks

    Science.gov (United States)

    García, Trinidad; Rodríguez, Celestino; González-Castro, Paloma; González-Pienda, Julio Antonio; Torrance, Mark

    2016-01-01

    Calibration, or the correspondence between perceived performance and actual performance, is linked to students' metacognitive and self-regulatory skills. Making students more aware of the quality of their performance is important in elementary school settings, and more so when math problems are involved. However, many students seem to be poorly…

  13. Interactive problem solving using LOGO

    CERN Document Server

    Boecker, Heinz-Dieter; Fischer, Gerhard

    2014-01-01

    This book is unique in that its stress is not on the mastery of a programming language, but on the importance and value of interactive problem solving. The authors focus on several specific interest worlds: mathematics, computer science, artificial intelligence, linguistics, and games; however, their approach can serve as a model that may be applied easily to other fields as well. Those who are interested in symbolic computing will find that Interactive Problem Solving Using LOGO provides a gentle introduction from which one may move on to other, more advanced computational frameworks or more

  14. The role of pattern recognition in creative problem solving: a case study in search of new mathematics for biology.

    Science.gov (United States)

    Hong, Felix T

    2013-09-01

    Rosen classified sciences into two categories: formalizable and unformalizable. Whereas formalizable sciences expressed in terms of mathematical theories were highly valued by Rutherford, Hutchins pointed out that unformalizable parts of soft sciences are of genuine interest and importance. Attempts to build mathematical theories for biology in the past century was met with modest and sporadic successes, and only in simple systems. In this article, a qualitative model of humans' high creativity is presented as a starting point to consider whether the gap between soft and hard sciences is bridgeable. Simonton's chance-configuration theory, which mimics the process of evolution, was modified and improved. By treating problem solving as a process of pattern recognition, the known dichotomy of visual thinking vs. verbal thinking can be recast in terms of analog pattern recognition (non-algorithmic process) and digital pattern recognition (algorithmic process), respectively. Additional concepts commonly encountered in computer science, operations research and artificial intelligence were also invoked: heuristic searching, parallel and sequential processing. The refurbished chance-configuration model is now capable of explaining several long-standing puzzles in human cognition: a) why novel discoveries often came without prior warning, b) why some creators had no ideas about the source of inspiration even after the fact, c) why some creators were consistently luckier than others, and, last but not least, d) why it was so difficult to explain what intuition, inspiration, insight, hunch, serendipity, etc. are all about. The predictive power of the present model was tested by means of resolving Zeno's paradox of Achilles and the Tortoise after one deliberately invoked visual thinking. Additional evidence of its predictive power must await future large-scale field studies. The analysis was further generalized to constructions of scientific theories in general. This approach

  15. Find the Dimensions: Students Solving a Tiling Problem

    Science.gov (United States)

    Obara, Samuel

    2018-01-01

    Students learn mathematics by solving problems. Mathematics textbooks are full of problems, and mathematics teachers use these problems to test students' understanding of mathematical concepts. This paper discusses how problem-solving skills can be fostered with a geometric tiling problem.

  16. THE DEVELOPMENT OF ELECTRONIC TEACHING MATERIALS BY FLIPBOOK ASSISTANCE BASED PROBLEM SOLVING SKILL WITH CTL APPROACH ON LEARNING MATHEMATICS CLASS V

    Directory of Open Access Journals (Sweden)

    RUSNILAWATI Eva Gustiana RUSNILAWATI

    2018-01-01

    Full Text Available The purpose of this research is to produce Flipbook-based Electronic Teaching Materials (BAE based on problem solving skills with CTL Approach on Vocational School Class V learning valid, practical, and effective. This type of research is development research (Development Research. This research developed Flipbook-assisted Electronic Teaching Materials (BAE on the mathematics learning of Class V Primary School by using the 4-D development model developed by Thiagarajan, Semmel, and Semmel. The validation results show that the developed Teaching Materials are worthy of use with a good minimum category. The results of the experiments show that Electronic Materials developed are practical and effective. Completed learning in the classical has reached the minimum criteria of 75% that is for problem-solving test reached 86%. Based on a questionnaire of attitudes toward mathematics, 88% of students showed an increase in attitude scores on mathematics, and 85% of students showed attitudes toward mathematics with a good minimum category.

  17. Distributed Problem-Solving

    DEFF Research Database (Denmark)

    Chemi, Tatiana

    2016-01-01

    This chapter aims to deconstruct some persistent myths about creativity: the myth of individualism and of the genius. By looking at literature that approaches creativity as a participatory and distributed phenomenon and by bringing empirical evidence from artists’ studios, the author presents a p......, what can educators at higher education learn from the ways creative groups solve problems? How can artists contribute to inspiring higher education?......This chapter aims to deconstruct some persistent myths about creativity: the myth of individualism and of the genius. By looking at literature that approaches creativity as a participatory and distributed phenomenon and by bringing empirical evidence from artists’ studios, the author presents...... a perspective that is relevant to higher education. The focus here is on how artists solve problems in distributed paths, and on the elements of creative collaboration. Creative problem-solving will be looked at as an ongoing dialogue that artists engage with themselves, with others, with recipients...

  18. Solving Environmental Problems

    DEFF Research Database (Denmark)

    Ørding Olsen, Anders; Sofka, Wolfgang; Grimpe, Christoph

    2017-01-01

    for Research and Technological Development (FP7), our results indicate that the problem-solving potential of a search strategy increases with the diversity of existing knowledge of the partners in a consortium and with the experience of the partners involved. Moreover, we identify a substantial negative effect...... dispersed. Hence, firms need to collaborate. We shed new light on collaborative search strategies led by firms in general and for solving environmental problems in particular. Both topics are largely absent in the extant open innovation literature. Using data from the European Seventh Framework Program...

  19. The Effect of Learning Environments Based on Problem Solving on Students' Achievements of Problem Solving

    Science.gov (United States)

    Karatas, Ilhan; Baki, Adnan

    2013-01-01

    Problem solving is recognized as an important life skill involving a range of processes including analyzing, interpreting, reasoning, predicting, evaluating and reflecting. For that reason educating students as efficient problem solvers is an important role of mathematics education. Problem solving skill is the centre of mathematics curriculum.…

  20. Encouraging Sixth-Grade Students' Problem-Solving Performance by Teaching through Problem Solving

    Science.gov (United States)

    Bostic, Jonathan D.; Pape, Stephen J.; Jacobbe, Tim

    2016-01-01

    This teaching experiment provided students with continuous engagement in a problem-solving based instructional approach during one mathematics unit. Three sections of sixth-grade mathematics were sampled from a school in Florida, U.S.A. and one section was randomly assigned to experience teaching through problem solving. Students' problem-solving…

  1. The Effects of Computer Programming on High School Students' Reasoning Skills and Mathematical Self-Efficacy and Problem Solving

    Science.gov (United States)

    Psycharis, Sarantos; Kallia, Maria

    2017-01-01

    In this paper we investigate whether computer programming has an impact on high school student's reasoning skills, problem solving and self-efficacy in Mathematics. The quasi-experimental design was adopted to implement the study. The sample of the research comprised 66 high school students separated into two groups, the experimental and the…

  2. The Social Essentials of Learning: An Experimental Investigation of Collaborative Problem Solving and Knowledge Construction in Mathematics Classrooms in Australia and China

    Science.gov (United States)

    Chan, Man Ching Esther; Clarke, David; Cao, Yiming

    2018-01-01

    Interactive problem solving and learning are priorities in contemporary education, but these complex processes have proved difficult to research. This project addresses the question "How do we optimise social interaction for the promotion of learning in a mathematics classroom?" Employing the logic of multi-theoretic research design,…

  3. The Effect of Scratch- and Lego Mindstorms Ev3-Based Programming Activities on Academic Achievement, Problem-Solving Skills and Logical-Mathematical Thinking Skills of Students

    Science.gov (United States)

    Korkmaz, Özgen

    2016-01-01

    The aim of this study was to investigate the effect of the Scratch and Lego Mindstorms Ev3 programming activities on academic achievement with respect to computer programming, and on the problem-solving and logical-mathematical thinking skills of students. This study was a semi-experimental, pretest-posttest study with two experimental groups and…

  4. Strategy Keys as Tools for Problem Solving

    Science.gov (United States)

    Herold-Blasius, Raja

    2017-01-01

    Problem solving is one of the main competences we seek to teach students at school for use in their future lives. However, when dealing with mathematical problems, teachers encounter a wide variety of difficulties. To foster students' problem-solving skills, the authors developed "strategy keys." Strategy keys can serve as material to…

  5. Simon on problem solving

    DEFF Research Database (Denmark)

    Foss, Kirsten; Foss, Nicolai Juul

    2006-01-01

    as a general approach to problem solving. We apply these Simonian ideas to organisational issues, specifically new organisational forms. Specifically, Simonian ideas allow us to develop a morphology of new organisational forms and to point to some design problems that characterise these forms.......Two of Herbert Simon's best-known papers are 'The Architecture of Complexity' and 'The Structure of Ill-Structured Problems.' We discuss the neglected links between these two papers, highlighting the role of decomposition in the context of problems on which constraints have been imposed...

  6. Toward Solving the Problem of Problem Solving: An Analysis Framework

    Science.gov (United States)

    Roesler, Rebecca A.

    2016-01-01

    Teaching is replete with problem solving. Problem solving as a skill, however, is seldom addressed directly within music teacher education curricula, and research in music education has not examined problem solving systematically. A framework detailing problem-solving component skills would provide a needed foundation. I observed problem solving…

  7. Introspection in Problem Solving

    Science.gov (United States)

    Jäkel, Frank; Schreiber, Cornell

    2013-01-01

    Problem solving research has encountered an impasse. Since the seminal work of Newell und Simon (1972) researchers do not seem to have made much theoretical progress (Batchelder and Alexander, 2012; Ohlsson, 2012). In this paper we argue that one factor that is holding back the field is the widespread rejection of introspection among cognitive…

  8. Problem Solving in Practice

    Science.gov (United States)

    Greene, Kim; Heyck-Williams, Jeff; Timpson Gray, Elicia

    2017-01-01

    Problem solving spans all grade levels and content areas, as evidenced by this compilation of projects from schools across the United States. In one project, high school girls built a solar-powered tent to serve their city's homeless population. In another project, 4th graders explored historic Jamestown to learn about the voices lost to history.…

  9. The Comparison of the Effectiveness of Cognitive and Cognitive-Metacognitive Strategies based on Mathematical Problem-Solving Skills on 9th Grade Girl Students with Intellectual Disability

    Directory of Open Access Journals (Sweden)

    Seyyedeh Somayyeh Jalil-Abkenar

    2012-01-01

    Full Text Available Objective: The purpose of present research was the comparison of the effectiveness of cognitive & cognitive-metacognitive strategies based on mathematical problem-solving skills on 9th grade girl students with intellectual disability in Tehran Province. Materials & Methods: The research is an experimental, comparing pre-test and post-test data. The participants were chosen by cluster sampling from three schools three districts of Tehran Province (Gharchak, Shahrerey and Shahryar. Fifteen female students with Intellectual disability were assigned from each school and they were divided into three, one control and two experiment groups. For experimental groups students cognitive & cognitive-metacognitive strategies were taught in the 15 instructional sessions, but the control group students did not receive none of strategies in the same sessions. The instruments consist of Wechsler intelligence test was used for matching the groups in terms of IQ, a teacher performed the tests for mathematical problem-solving and instructional pakage of cognitive and cognitive-metacognitive strategies. The data analysis was done by using descriptive statistics (mean, standard deviation and frequency table and ANCOVA. Results: The findings of this research showed that there was significant increasing in mathematical problem-solving skills in the group receiving cognitive-metacognitive strategies in comparison with the cognitive group (P<0.005 and control group (P<0.001. Beside, the mean difference of the cognitive group was significantly more than the control group (P<0.003. Conclusion: The mathematical problem-solving skill of the students have been improved through cognitive-metacognitive and cognitive strategies. Also, the instruction of cognitive-metacognitive strategies, in compared with cognitive strategy caused more improvement on the performance of mathematical problem-solving skills.

  10. A Review of the Effects of Visual-Spatial Representations and Heuristics on Word Problem Solving in Middle School Mathematics

    Science.gov (United States)

    Kribbs, Elizabeth E.; Rogowsky, Beth A.

    2016-01-01

    Mathematics word-problems continue to be an insurmountable challenge for many middle school students. Educators have used pictorial and schematic illustrations within the classroom to help students visualize these problems. However, the data shows that pictorial representations can be more harmful than helpful in that they only display objects or…

  11. Solved problems in electrochemistry

    International Nuclear Information System (INIS)

    Piron, D.L.

    2004-01-01

    This book presents calculated solutions to problems in fundamental and applied electrochemistry. It uses industrial data to illustrate scientific concepts and scientific knowledge to solve practical problems. It is subdivided into three parts. The first uses modern basic concepts, the second studies the scientific basis for electrode and electrolyte thermodynamics (including E-pH diagrams and the minimum energy involved in transformations) and the kinetics of rate processes (including the energy lost in heat and in parasite reactions). The third part treats larger problems in electrolysis and power generation, as well as in corrosion and its prevention. Each chapter includes three sections: the presentation of useful principles; some twenty problems with their solutions; and, a set of unsolved problems

  12. Creativity and Problem Solving

    DEFF Research Database (Denmark)

    Vidal, Rene Victor Valqui

    2004-01-01

    This paper presents some modern and interdisciplinary concepts about creativity and creative processes of special relevance for Operational Research workers. Central publications in the area Creativity-Operational Research are shortly reviewed. Some creative tools and the Creative Problem Solving...... approach are also discussed. Finally, some applications of these concepts and tools are outlined. Some central references are presented for further study of themes related to creativity or creative tools....

  13. Creativity and problem Solving

    Directory of Open Access Journals (Sweden)

    René Victor Valqui Vidal

    2004-12-01

    Full Text Available This paper presents some modern and interdisciplinary concepts about creativity and creative processes of special relevance for Operational Research workers. Central publications in the area Creativity-Operational Research are shortly reviewed. Some creative tools and the Creative Problem Solving approach are also discussed. Finally, some applications of these concepts and tools are outlined. Some central references are presented for further study of themes related to creativity or creative tools.

  14. Students’ difficulties in probabilistic problem-solving

    Science.gov (United States)

    Arum, D. P.; Kusmayadi, T. A.; Pramudya, I.

    2018-03-01

    There are many errors can be identified when students solving mathematics problems, particularly in solving the probabilistic problem. This present study aims to investigate students’ difficulties in solving the probabilistic problem. It focuses on analyzing and describing students errors during solving the problem. This research used the qualitative method with case study strategy. The subjects in this research involve ten students of 9th grade that were selected by purposive sampling. Data in this research involve students’ probabilistic problem-solving result and recorded interview regarding students’ difficulties in solving the problem. Those data were analyzed descriptively using Miles and Huberman steps. The results show that students have difficulties in solving the probabilistic problem and can be divided into three categories. First difficulties relate to students’ difficulties in understanding the probabilistic problem. Second, students’ difficulties in choosing and using appropriate strategies for solving the problem. Third, students’ difficulties with the computational process in solving the problem. Based on the result seems that students still have difficulties in solving the probabilistic problem. It means that students have not able to use their knowledge and ability for responding probabilistic problem yet. Therefore, it is important for mathematics teachers to plan probabilistic learning which could optimize students probabilistic thinking ability.

  15. Conceptual problem solving in high school physics

    OpenAIRE

    Jennifer L. Docktor; Natalie E. Strand; José P. Mestre; Brian H. Ross

    2015-01-01

    Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS) which guides students to identify principles, justify their use, and plan their solution in w...

  16. Conceptual Problem Solving in High School Physics

    Science.gov (United States)

    Docktor, Jennifer L.; Strand, Natalie E.; Mestre, José P.; Ross, Brian H.

    2015-01-01

    Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an…

  17. Appreciative Problem Solving

    DEFF Research Database (Denmark)

    Hansen, David

    2012-01-01

    Many industrial production work systems have increased in complexity, and their new business model scompete on innovation, rather than low cost.At a medical device production facility committed to Lean Production, a research project was carried out to use Appreciative Inquiry to better engage...... employee strengths in continuou simprovements of the work system. The research question was: “How can Lean problem solving and Appreciative Inquiry be combined for optimized work system innovation?” The research project was carried out as a co-creation process with close cooperation between researcher...

  18. Planning and Problem Solving

    Science.gov (United States)

    1982-10-01

    Artificial Intelig ~ence (Vol. III, edited by Paul R. Cohen and’ Edward A.. Feigenbaum)’, The chapter was written B’ Paul Cohen, with contributions... Artificial Intelligence (Vol. III, edited by Paul R. Cohen and EdWard A. Feigenbaum). The chapter was written by Paul R. Cohen, with contributions by Stephen...Wheevoats"EntermdI’ Planning and ProblemSolving by Paul R. Cohen Chaptb-rXV-of Volumec III’of the Handbook of Artificial Intelligence edited by Paul R

  19. The social essentials of learning: an experimental investigation of collaborative problem solving and knowledge construction in mathematics classrooms in Australia and China

    Science.gov (United States)

    Chan, Man Ching Esther; Clarke, David; Cao, Yiming

    2018-03-01

    Interactive problem solving and learning are priorities in contemporary education, but these complex processes have proved difficult to research. This project addresses the question "How do we optimise social interaction for the promotion of learning in a mathematics classroom?" Employing the logic of multi-theoretic research design, this project uses the newly built Science of Learning Research Classroom (ARC-SR120300015) at The University of Melbourne and equivalent facilities in China to investigate classroom learning and social interactions, focusing on collaborative small group problem solving as a way to make the social aspects of learning visible. In Australia and China, intact classes of local year 7 students with their usual teacher will be brought into the research classroom facilities with built-in video cameras and audio recording equipment to participate in purposefully designed activities in mathematics. The students will undertake a sequence of tasks in the social units of individual, pair, small group (typically four students) and whole class. The conditions for student collaborative problem solving and learning will be manipulated so that student and teacher contributions to that learning process can be distinguished. Parallel and comparative analyses will identify culture-specific interactive patterns and provide the basis for hypotheses about the learning characteristics underlying collaborative problem solving performance documented in the research classrooms in each country. The ultimate goals of the project are to generate, develop and test more sophisticated hypotheses for the optimisation of social interaction in the mathematics classroom in the interest of improving learning and, particularly, student collaborative problem solving.

  20. The Development of Learning Model Based on Problem Solving to Construct High-Order Thinking Skill on the Learning Mathematics of 11th Grade in SMA/MA

    Science.gov (United States)

    Syahputra, Edi; Surya, Edy

    2017-01-01

    This paper is a summary study of team Postgraduate on 11th grade. The objective of this study is to develop a learning model based on problem solving which can construct high-order thinking on the learning mathematics in SMA/MA. The subject of dissemination consists of Students of 11th grade in SMA/MA in 3 kabupaten/kota in North Sumatera, namely:…

  1. Schema building profiles among elementary school students in solving problems related to operations of addition to fractions on the basis of mathematic abilities

    Science.gov (United States)

    Gembong, S.; Suwarsono, S. T.; Prabowo

    2018-03-01

    Schema in the current study refers to a set of action, process, object and other schemas already possessed to build an individual’s ways of thinking to solve a given problem. The current study aims to investigate the schemas built among elementary school students in solving problems related to operations of addition to fractions. The analyses of the schema building were done qualitatively on the basis of the analytical framework of the APOS theory (Action, Process, Object, and Schema). Findings show that the schemas built on students of high and middle ability indicate the following. In the action stage, students were able to add two fractions by way of drawing a picture or procedural way. In the Stage of process, they could add two and three fractions. In the stage of object, they could explain the steps of adding two fractions and change a fraction into addition of fractions. In the last stage, schema, they could add fractions by relating them to another schema they have possessed i.e. the least common multiple. Those of high and middle mathematic abilities showed that their schema building in solving problems related to operations odd addition to fractions worked in line with the framework of the APOS theory. Those of low mathematic ability, however, showed that their schema on each stage did not work properly.

  2. The SQUARE ONE TV Interview: Children's Reactions to the Series--Volume IV. Children's Problem-Solving Behavior and Their Attitudes toward Mathematics: A Study of the Effects of SQUARE ONE TV.

    Science.gov (United States)

    Hall, Eve R.; And Others

    The current period in mathematics education can be characterized as one of reform. Many feel that children in the United States are not learning enough appropriate mathematics; these critics are concerned with the specific areas of problem solving and children's conceptions of the nature and uses of mathematics. A pretest/posttest experimental…

  3. Mathematical learning disabilities and attention deficit and/or hyperactivity disorder: A study of the cognitive processes involved in arithmetic problem solving.

    Science.gov (United States)

    Iglesias-Sarmiento, Valentín; Deaño, Manuel; Alfonso, Sonia; Conde, Ángeles

    2017-02-01

    The purpose of this study was to examine the contribution of cognitive functioning to arithmetic problem solving and to explore the cognitive profiles of children with attention deficit and/or hyperactivity disorder (ADHD) and with mathematical learning disabilities (MLD). The sample was made up of a total of 90 students of 4th, 5th, and 6th grade organized in three: ADHD (n=30), MLD (n=30) and typically achieving control (TA; n=30) group. Assessment was conducted in two sessions in which the PASS processes and arithmetic problem solving were evaluated. The ADHD group's performance in planning and attention was worse than that of the control group. Children with MLD obtained poorer results than the control group in planning and simultaneous and successive processing. Executive processes predicted arithmetic problem solving in the ADHD group whereas simultaneous processing was the unique predictor in the MLD sample. Children with ADHD and with MLD showed characteristic cognitive profiles. Groups' problem-solving performance can be predicted from their cognitive functioning. Copyright © 2016 Elsevier Ltd. All rights reserved.

  4. Applying Cooperative Techniques in Teaching Problem Solving

    Directory of Open Access Journals (Sweden)

    Krisztina Barczi

    2013-12-01

    Full Text Available Teaching how to solve problems – from solving simple equations to solving difficult competition tasks – has been one of the greatest challenges for mathematics education for many years. Trying to find an effective method is an important educational task. Among others, the question arises as to whether a method in which students help each other might be useful. The present article describes part of an experiment that was designed to determine the effects of cooperative teaching techniques on the development of problem-solving skills.

  5. Methods of solving sequence and series problems

    CERN Document Server

    Grigorieva, Ellina

    2016-01-01

    This book aims to dispel the mystery and fear experienced by students surrounding sequences, series, convergence, and their applications. The author, an accomplished female mathematician, achieves this by taking a problem solving approach, starting with fascinating problems and solving them step by step with clear explanations and illuminating diagrams. The reader will find the problems interesting, unusual, and fun, yet solved with the rigor expected in a competition. Some problems are taken directly from mathematics competitions, with the name and year of the exam provided for reference. Proof techniques are emphasized, with a variety of methods presented. The text aims to expand the mind of the reader by often presenting multiple ways to attack the same problem, as well as drawing connections with different fields of mathematics. Intuitive and visual arguments are presented alongside technical proofs to provide a well-rounded methodology. With nearly 300 problems including hints, answers, and solutions,Met...

  6. Best Known Problem Solving Strategies in "High-Stakes" Assessments

    Science.gov (United States)

    Hong, Dae S.

    2011-01-01

    In its mathematics standards, National Council of Teachers of Mathematics (NCTM) states that problem solving is an integral part of all mathematics learning and exposure to problem solving strategies should be embedded across the curriculum. Furthermore, by high school, students should be able to use, decide and invent a wide range of strategies.…

  7. Problem-Solving: Scaling the "Brick Wall"

    Science.gov (United States)

    Benson, Dave

    2011-01-01

    Across the primary and secondary phases, pupils are encouraged to use and apply their knowledge, skills, and understanding of mathematics to solve problems in a variety of forms, ranging from single-stage word problems to the challenge of extended rich tasks. Amongst many others, Cockcroft (1982) emphasised the importance and relevance of…

  8. A reflexive perspective in problem solving

    OpenAIRE

    Chio, José Angel; Álvarez, Aida; López, Margarita

    2013-01-01

    The objective of this paper is to favour the methodological process of reflexive analysis in problem solving in the general teaching methods that concentrates in strengthening the dimensional analysis, to gain a greater preparation of the students for the solution of mathematical problems.

  9. Analysis of difficulties in mathematics learning on students with guardian personality type in problem-solving HOTS geometry test

    Science.gov (United States)

    Karimah, R. K. N.; Kusmayadi, T. A.; Pramudya, I.

    2018-04-01

    Learning in the current 2013 curriculum is based on contextual issues based on questions that can encourage students to think broadly. HOTS is a real-life based assessment of everyday life, but in practice, the students are having trouble completing the HOTS issue. Learning difficulty is also influenced by personality type Based on the fact that the real difference one can see from a person is behavior. Kersey classifies the personality into 4 types, namely Idealist, Rational, Artisan, and Guardian. The researcher focuses on the type of guardian personality that is the type of personality that does not like the picture. This study aims to describe the difficulty of learning mathematics in students with a type of guardian personality in the completion of Geometry materials especially in solving HOTS. This research type is descriptive qualitative research. Instruments used in this study were the researchers themselves, personality class test sheets, learning difficulty test sheets in the form of HOTS Geometry test, and interview guides. The results showed that students with guardian personality it was found that a total of 3.37 % difficulties of number fact skill, 4.49 % difficulties of arithmetics skill, 37.08 % difficulties of information skill, 31.46% difficulties of language skill, 23.60 % difficulties of visual-spatial skill.

  10. Tangram solved? Prefrontal cortex activation analysis during geometric problem solving.

    Science.gov (United States)

    Ayaz, Hasan; Shewokis, Patricia A; Izzetoğlu, Meltem; Çakır, Murat P; Onaral, Banu

    2012-01-01

    Recent neuroimaging studies have implicated prefrontal and parietal cortices for mathematical problem solving. Mental arithmetic tasks have been used extensively to study neural correlates of mathematical reasoning. In the present study we used geometric problem sets (tangram tasks) that require executive planning and visuospatial reasoning without any linguistic representation interference. We used portable optical brain imaging (functional near infrared spectroscopy--fNIR) to monitor hemodynamic changes within anterior prefrontal cortex during tangram tasks. Twelve healthy subjects were asked to solve a series of computerized tangram puzzles and control tasks that required same geometric shape manipulation without problem solving. Total hemoglobin (HbT) concentration changes indicated a significant increase during tangram problem solving in the right hemisphere. Moreover, HbT changes during failed trials (when no solution found) were significantly higher compared to successful trials. These preliminary results suggest that fNIR can be used to assess cortical activation changes induced by geometric problem solving. Since fNIR is safe, wearable and can be used in ecologically valid environments such as classrooms, this neuroimaging tool may help to improve and optimize learning in educational settings.

  11. Les Representations Graphiques Dans La Resolution De Problemes: Une Experience D'Entrainement D'Etudiants Dans Un Club Mathematique (Graphic Representations in Problem Solving: A Training Program for Students in a Mathematical Club).

    Science.gov (United States)

    Callejo, Maria Luz

    1994-01-01

    Reports, in French, an investigation on the use of graphic representations in problem-solving tasks of the type in Spanish Mathematical Olympiads. Analysis showed that the choice and interpretation of the first graphic representation played a decisive role in the discovery of the solution. (34 references) (Author/MKR)

  12. Influence of a Mathematics Teachers' Circle on Elementary Teachers' Use of Problem Solving

    Science.gov (United States)

    Garner, Mary L.; Watson, Virginia; Rogers, Beth; Head, Catherine

    2017-01-01

    Math teachers' circles are a form of professional development that is recommended by the Conference Board of the Mathematical Sciences in their publication Mathematical Education of Teachers II (2012). However, little research has been published on how effective math teachers' circles are in advancing the mathematical knowledge of teachers and…

  13. Solving complex fisheries management problems

    DEFF Research Database (Denmark)

    Petter Johnsen, Jahn; Eliasen, Søren Qvist

    2011-01-01

    A crucial issue for the new EU common fisheries policy is how to solve the discard problem. Through a study of the institutional set up and the arrangements for solving the discard problem in Denmark, the Faroe Islands, Iceland and Norway, the article identifies the discard problem as related...

  14. Solving America's Math Problem

    Science.gov (United States)

    Vigdor, Jacob

    2013-01-01

    Concern about students' math achievement is nothing new, and debates about the mathematical training of the nation's youth date back a century or more. In the early 20th century, American high-school students were starkly divided, with rigorous math courses restricted to a college-bound elite. At midcentury, the "new math" movement sought,…

  15. Versions of the Collocation and Least Residuals Method for Solving Problems of Mathematical Physics in the Convex Quadrangular Domains

    Directory of Open Access Journals (Sweden)

    Vasily A. Belyaev

    2017-01-01

    Full Text Available The new versions of the collocations and least residuals (CLR method of high-order accuracy are proposed and implemented for the numerical solution of the boundary value problems for PDE in the convex quadrangular domains. Their implementation and numerical experiments are performed by the examples of solving the biharmonic and Poisson equations. The solution of the biharmonic equation is used for simulation of the stress-strain state of an isotropic plate under the action of the transverse load. Differential problems are projected into the space of fourth-degree polynomials by the CLR method. The boundary conditions for the approximate solution are put down exactly on the boundary of the computational domain. The versions of the CLR method are implemented on the grids, which are constructed by two different ways. In the first version, a “quasiregular” grid is constructed in the domain, the extreme lines of this grid coincide with the boundaries of the domain. In the second version, the domain is initially covered by a regular grid with rectangular cells. Herewith, the collocation and matching points that are situated outside the domain are used for approximation of the differential equations in the boundary cells that had been crossed by the boundary. In addition the “small” irregular triangular cells that had been cut off by the domain boundary from rectangular cells of the initial regular grid are joined to adjacent quadrangular cells. This technique allowed to essentially reduce the conditionality of the system of linear algebraic equations of the approximate problem in comparison with the case when small irregular cells together with other cells were used as independent ones for constructing an approximate solution of the problem. It is shown that the approximate solution of problems converges with high order and matches with high accuracy with the analytical solution of the test problems in the case of the known solution in

  16. Diagrams benefit symbolic problem-solving.

    Science.gov (United States)

    Chu, Junyi; Rittle-Johnson, Bethany; Fyfe, Emily R

    2017-06-01

    The format of a mathematics problem often influences students' problem-solving performance. For example, providing diagrams in conjunction with story problems can benefit students' understanding, choice of strategy, and accuracy on story problems. However, it remains unclear whether providing diagrams in conjunction with symbolic equations can benefit problem-solving performance as well. We tested the impact of diagram presence on students' performance on algebra equation problems to determine whether diagrams increase problem-solving success. We also examined the influence of item- and student-level factors to test the robustness of the diagram effect. We worked with 61 seventh-grade students who had received 2 months of pre-algebra instruction. Students participated in an experimenter-led classroom session. Using a within-subjects design, students solved algebra problems in two matched formats (equation and equation-with-diagram). The presence of diagrams increased equation-solving accuracy and the use of informal strategies. This diagram benefit was independent of student ability and item complexity. The benefits of diagrams found previously for story problems generalized to symbolic problems. The findings are consistent with cognitive models of problem-solving and suggest that diagrams may be a useful additional representation of symbolic problems. © 2017 The British Psychological Society.

  17. Open problems in mathematics

    CERN Document Server

    Nash, Jr, John Forbes

    2016-01-01

    The goal in putting together this unique compilation was to present the current status of the solutions to some of the most essential open problems in pure and applied mathematics. Emphasis is also given to problems in interdisciplinary research for which mathematics plays a key role. This volume comprises highly selected contributions by some of the most eminent mathematicians in the international mathematical community on longstanding problems in very active domains of mathematical research. A joint preface by the two volume editors is followed by a personal farewell to John F. Nash, Jr. written by Michael Th. Rassias. An introduction by Mikhail Gromov highlights some of Nash’s legendary mathematical achievements. The treatment in this book includes open problems in the following fields: algebraic geometry, number theory, analysis, discrete mathematics, PDEs, differential geometry, topology, K-theory, game theory, fluid mechanics, dynamical systems and ergodic theory, cryptography, theoretical computer sc...

  18. Difficulties in Genetics Problem Solving.

    Science.gov (United States)

    Tolman, Richard R.

    1982-01-01

    Examined problem-solving strategies of 30 high school students as they solved genetics problems. Proposes a new sequence of teaching genetics based on results: meiosis, sex chromosomes, sex determination, sex-linked traits, monohybrid and dihybrid crosses (humans), codominance (humans), and Mendel's pea experiments. (JN)

  19. Problem Solving, Scaffolding and Learning

    Science.gov (United States)

    Lin, Shih-Yin

    2012-01-01

    Helping students to construct robust understanding of physics concepts and develop good solving skills is a central goal in many physics classrooms. This thesis examine students' problem solving abilities from different perspectives and explores strategies to scaffold students' learning. In studies involving analogical problem solving…

  20. Problem Solving on a Monorail.

    Science.gov (United States)

    Barrow, Lloyd H.; And Others

    1994-01-01

    This activity was created to address a lack of problem-solving activities for elementary children. A "monorail" activity from the Evening Science Program for K-3 Students and Parents program is presented to illustrate the problem-solving format. Designed for performance at stations by groups of two students. (LZ)

  1. Spreadsheet-Enhanced Problem Solving in Context as Modeling

    Directory of Open Access Journals (Sweden)

    Sergei Abramovich

    2003-07-01

    development through situated mathematical problem solving. Modeling activities described in this paper support the epistemological position regarding the interplay that exists between the development of mathematical concepts and available methods of calculation. The spreadsheet used is Microsoft Excel 2001

  2. Adaptive Problem Solving

    Science.gov (United States)

    2017-03-01

    Borrajo and Raquel Fuentetaja, Universidad Carlos III de Madrid on the meta-level search architecture for finding good combinations of representations and...heuristics on a problem-by-problem basis. The other is with Carlos Linares also from Universidad Carlos III de Madrid on developing effective

  3. Quickfire Challenges to Inspire Problem Solving

    Science.gov (United States)

    Harper, Suzanne R.; Cox, Dana C.

    2017-01-01

    In the authors' attempts to incorporate problem solving into their mathematics courses, they have found that student ambition and creativity are often hampered by feelings of risk, as many students are conditioned to value a produced solution over the actual process of building one. Eliminating risk is neither possible nor desired. The challenge,…

  4. On Solving "Problems"

    Science.gov (United States)

    Ghez, Richard

    2006-04-01

    Counting and estimating are no doubt ancient survival skills. And yet, present educational methods tend to downplay these very skills. This breeds senseless innumeracy and social disruption. Jumbling inches with centimeters, for example, can cause a Mars mission to fail. With minor distortion, elementary and high schools (and beyond) teach that all fractions are simple, that all square roots are rational, and that trigonometric functions need be evaluated only for 30, 45, and 60 degrees. We thus inflict threefold damage on our children and students. First, they come to believe that numbers beyond 10 (except for current account deficits) are intuitively inaccessible; second, that answers to all mathematical questions are "formulas"; and third, that the art of estimation merely requires punching keys on a calculator—a dismal sort of black magic. These beliefs I wish to expose in the form of eight short numerical tales.

  5. Solving radwaste problems

    International Nuclear Information System (INIS)

    Oyen, L.C.

    1976-01-01

    The combination of regulatory changes and increased waste volume has resulted in design changes in waste processing systems. Problems resulting from waste segregation as a basis for design philosophy are considered, and solutions to the problems are suggested. The importance of operator training, maintenance procedures, good housekeeping, water management, and offsite shipment of solids is discussed. Flowsheets for radioactive waste processing systems for boiling water reactors and pressurized water reactors are included

  6. Dreams and creative problem-solving.

    Science.gov (United States)

    Barrett, Deirdre

    2017-10-01

    Dreams have produced art, music, novels, films, mathematical proofs, designs for architecture, telescopes, and computers. Dreaming is essentially our brain thinking in another neurophysiologic state-and therefore it is likely to solve some problems on which our waking minds have become stuck. This neurophysiologic state is characterized by high activity in brain areas associated with imagery, so problems requiring vivid visualization are also more likely to get help from dreaming. This article reviews great historical dreams and modern laboratory research to suggest how dreams can aid creativity and problem-solving. © 2017 New York Academy of Sciences.

  7. Capturing Problem-Solving Processes Using Critical Rationalism

    Science.gov (United States)

    Chitpin, Stephanie; Simon, Marielle

    2012-01-01

    The examination of problem-solving processes continues to be a current research topic in education. Knowing how to solve problems is not only a key aspect of learning mathematics but is also at the heart of cognitive theories, linguistics, artificial intelligence, and computers sciences. Problem solving is a multistep, higher-order cognitive task…

  8. Schema Knowledge for Solving Arithmetic Story Problems: Some Affective Components.

    Science.gov (United States)

    Marshall, Sandra P.

    This report discusses the role of affect in cognitive processing. The importance of affect in processing mathematical information is described in the context of solving arithmetic story problems. Some ideas are offered about the way affective responses to mathematical problem solving situations influence the development, maintenance, and retrieval…

  9. What is physics problem solving competency?

    DEFF Research Database (Denmark)

    Niss, Martin

    2018-01-01

    on the nature of physics problem- solving competency. The first, Sommerfeld’s, is a “theory first, phenomenon second” approach. Here the relevant problems originate in one of the theories of physics and the job goal of the problem- solver is to make a mathematical analysis of the suitable equation......A central goal of physics education is to teach problem-solving competency, but the nature of this competency is not well-described in the literature. The present paperarticle uses recent historical scholarship on Arnold Sommerfeld and Enrico Fermi to identify and characterize two positions......(s) and then give a qualitative analysis of the phenomenon that arise from these mathematical results. Fermi’s position is a “phenomenon first, theory second” approach, where the starting point is a physical phenomenon that is analyzed and then brought into the realm of a physics theory. The two positions...

  10. Simon on Problem-Solving

    DEFF Research Database (Denmark)

    Foss, Kirsten; Foss, Nicolai Juul

    as a general approach to problem solving. We apply these Simonian ideas to organizational issues, specifically new organizational forms. Specifically, Simonian ideas allow us to develop a morphology of new organizational forms and to point to some design problems that characterize these forms.Keywords: Herbert...... Simon, problem-solving, new organizational forms. JEL Code: D23, D83......Two of Herbert Simon's best-known papers are "The Architecture of Complexity" and "The Structure of Ill-Structured Problems." We discuss the neglected links between these two papers, highlighting the role of decomposition in the context of problems on which constraints have been imposed...

  11. Issues in Combining the Use of Various Tools in Solving Mathematical Problems--Why Is Copy-Paste Often Useless

    Science.gov (United States)

    Lokar, Matija; Libbrecht, Paul

    2017-01-01

    Mathematical formulae are information objects that can be entered in a computer, visualized, and evaluated. Thus, by the majority of (mostly occasional) users it is also expected that they are transferable through the simple copy-paste procedure. This transfer is particularly interesting when users are involved in tasks that span different…

  12. What Factors Support or Inhibit Secondary Mathematics Pre-Service Teachers' Implementation of Problem-Solving Tasks during Professional Experience?

    Science.gov (United States)

    Little, Jake; Anderson, Judy

    2016-01-01

    There is an acknowledged gap between the theory presented in university preparation programmes and the reality of classroom practice that has resulted in many secondary mathematics pre-service teachers failing to implement university-endorsed teaching strategies. Using responses to a questionnaire and interviews, this qualitative study examined…

  13. MATHEMATICAL PROBLEMS OF INTEGRATIVE CONTENTS

    Directory of Open Access Journals (Sweden)

    V. Kushnir

    2014-09-01

    Full Text Available The tasks of integrative content requires the use of knowledge and skills on various themes both one discipline and different disciplines. Mostly in the classroom (or in homework the tasks on the properties absorption of different concepts using different theories are considered. Thus knowledge within only one discipline is formed, knowledge of the narrow sense (one subject. Such knowledge is "prescriptional", we call it idealized. After all, it is far from models of the real professional problems and problems of life in general, in order to solve them it is necessary to apply knowledge and skills acquired in different themes of the same objects,life experience. Practical formation of integrative knowledge requires statement of the educational problems before the subjects of studying, the problems within the "narrow objectivity" can not be resolved at all, or such kind of solving is too difficult to solve, for example, the nature and the context of solving problems (scientific approaches to solving problems, creating mathematical models, methods for solving such models, means of solving, application of methods, analysis of the models solution and the right choice, the inspection of solutions, etc. will sink in the conglomeration of technical operations. The problems with integrative content are usually more complicated than the problems of "narrow objectivity." In our problems the index of such difficulty is the essence of educational content, which is disclosed in the previous paragraph. The problems solution proposed in this article requires knowledge of the structural geometry (circle construction, touching two or three laps: with analytic geometry (method of coordinates on the plane; the distance between two points on the coordinate plane; algebra (system drawing irrational equations, method for solving such system, the solution of the system, analysis of the results and the right choose of the desired solution for found criterion, testing

  14. Conceptual problem solving in high school physics

    Science.gov (United States)

    Docktor, Jennifer L.; Strand, Natalie E.; Mestre, José P.; Ross, Brian H.

    2015-12-01

    Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS) which guides students to identify principles, justify their use, and plan their solution in writing before solving a problem. The CPS approach was implemented by high school physics teachers at three schools for major theorems and conservation laws in mechanics and CPS-taught classes were compared to control classes taught using traditional problem solving methods. Information about the teachers' implementation of the approach was gathered from classroom observations and interviews, and the effectiveness of the approach was evaluated from a series of written assessments. Results indicated that teachers found CPS easy to integrate into their curricula, students engaged in classroom discussions and produced problem solutions of a higher quality than before, and students scored higher on conceptual and problem solving measures.

  15. Conceptual problem solving in high school physics

    Directory of Open Access Journals (Sweden)

    Jennifer L. Docktor

    2015-09-01

    Full Text Available Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS which guides students to identify principles, justify their use, and plan their solution in writing before solving a problem. The CPS approach was implemented by high school physics teachers at three schools for major theorems and conservation laws in mechanics and CPS-taught classes were compared to control classes taught using traditional problem solving methods. Information about the teachers’ implementation of the approach was gathered from classroom observations and interviews, and the effectiveness of the approach was evaluated from a series of written assessments. Results indicated that teachers found CPS easy to integrate into their curricula, students engaged in classroom discussions and produced problem solutions of a higher quality than before, and students scored higher on conceptual and problem solving measures.

  16. Problem Solving with General Semantics.

    Science.gov (United States)

    Hewson, David

    1996-01-01

    Discusses how to use general semantics formulations to improve problem solving at home or at work--methods come from the areas of artificial intelligence/computer science, engineering, operations research, and psychology. (PA)

  17. Interactive Problem-Solving Interventions

    African Journals Online (AJOL)

    Frew Demeke Alemu

    concerted efforts of unofficial actors to establish unofficial communication ... Frew Demeke Alemu (LLB, LLM in International Human Rights Law from Lund ..... 24 Tamra Pearson d'Estrée (2009), “Problem-Solving Approaches”, (in The SAGE ...

  18. Problem Solving Reasoning and Problem Based Instruction in Geometry Learning

    Science.gov (United States)

    Sulistyowati, F.; Budiyono, B.; Slamet, I.

    2017-09-01

    This research aims to analyze the comparison Problem Solving Reasoning (PSR) and Problem Based Instruction (PBI) on problem solving and mathematical communication abilities viewed from Self-Regulated Learning (SRL). Learning was given to grade 8th junior high school students. This research uses quasi experimental method, and then with descriptive analysis. Data were analyzed using two-ways multivariate analysis of variance (MANOVA) and one-way analysis of variance (ANOVA) with different cells. The result of data analysis were learning model gives different effect, level of SRL gives the same effect, and there is no interaction between the learning model with the SRL on the problem solving and mathematical communication abilities. The t-test statistic was used to find out more effective learning model. Based on the test, regardless of the level of SRL, PSR is more effective than PBI for problemsolving ability. The result of descriptive analysis was PSR had the advantage in creating learning that optimizing the ability of learners in reasoning to solve a mathematical problem. Consequently, the PSR is the right learning model to be applied in the classroom to improve problem solving ability of learners.

  19. "I'm Not Very Good at Solving Problems": An Exploration of Students' Problem Solving Behaviours

    Science.gov (United States)

    Muir, Tracey; Beswick, Kim; Williamson, John

    2008-01-01

    This paper reports one aspect of a larger study which looked at the strategies used by a selection of grade 6 students to solve six non-routine mathematical problems. The data revealed that the students exhibited many of the behaviours identified in the literature as being associated with novice and expert problem solvers. However, the categories…

  20. Enhancing learners’ problem solving performance in mathematics: A cognitive load perspective - See more at: http://www.lectitopublishing.nl/Article/List/88/11/15#sthash.gmkglGIQ.dpuf

    Directory of Open Access Journals (Sweden)

    Joseph J. Dhlamini

    2016-03-01

    Full Text Available This paper reports on a pilot study that investigated the effect of implementing a context-based problem solving instruction (CBPSI to enhance the problem solving performance of high school mathematics learners. Primarily, the pilot study aimed: (1 to evaluate the efficiency of data collection instruments; and, (2 to test the efficacy of CBPSI in relation to learners’ problem solving performance. In this paper CBPSI refers to a teaching approach in which everyday problem solving knowledge and practices are uncovered when learners are exposed to tasks that give meaning to their everyday experiences. Given that the design of a pilot study lacked the inclusion of a control group, it is reasonable to conclude that the current design embraced elements of a pre-experimental research approach in which a one-group pre-test post-test design was followed. Participants consisted of a convenient sample of 57 Grade 10 learners who performed poorly in mathematics problem solving. The results of the study informed various conceptual and methodological revisions to strengthen the design of the main study, however, this paper reports only the effect of CBPSI on participants’ problem solving performance. The post-intervention achievement test suggested that CBPSI was effective in substantially accelerating learners’ problem solving performance (p<0.05. Using a cognitive load theory, it is possible to explain aspects of growth in learners’ problem solving performance in relation to the conceptual notion of human cognitive architecture.

  1. Students’ difficulties in solving linear equation problems

    Science.gov (United States)

    Wati, S.; Fitriana, L.; Mardiyana

    2018-03-01

    A linear equation is an algebra material that exists in junior high school to university. It is a very important material for students in order to learn more advanced mathematics topics. Therefore, linear equation material is essential to be mastered. However, the result of 2016 national examination in Indonesia showed that students’ achievement in solving linear equation problem was low. This fact became a background to investigate students’ difficulties in solving linear equation problems. This study used qualitative descriptive method. An individual written test on linear equation tasks was administered, followed by interviews. Twenty-one sample students of grade VIII of SMPIT Insan Kamil Karanganyar did the written test, and 6 of them were interviewed afterward. The result showed that students with high mathematics achievement donot have difficulties, students with medium mathematics achievement have factual difficulties, and students with low mathematics achievement have factual, conceptual, operational, and principle difficulties. Based on the result there is a need of meaningfulness teaching strategy to help students to overcome difficulties in solving linear equation problems.

  2. Strategies, Not Solutions: Involving Students in Problem Solving.

    Science.gov (United States)

    Von Kuster, Lee N.

    1984-01-01

    Defines problem solving, discusses the use of problems developed by students that are relevant to their own lives, presents examples of practical mathematics problems that deal with local situations, discusses fringe benefits of this type of problem solving, and addresses teachers' concern that this method consumes too much time. (MBR)

  3. Solved problems in classical electromagnetism

    CERN Document Server

    Franklin, Jerrold

    2018-01-01

    This original Dover publication is the companion to a new edition of the author's Classical Electromagnetism: Second Edition. The latter volume will feature only basic answers; this book will contain some problems from the reissue as well as many other new ones. All feature complete, worked-out solutions and form a valuable source of problem-solving material for students.

  4. Students' Problem Solving and Justification

    Science.gov (United States)

    Glass, Barbara; Maher, Carolyn A.

    2004-01-01

    This paper reports on methods of students' justifications of their solution to a problem in the area of combinatorics. From the analysis of the problem solving of 150 students in a variety of settings from high-school to graduate study, four major forms of reasoning evolved: (1) Justification by Cases, (2) Inductive Argument, (3) Elimination…

  5. Customer-centered problem solving.

    Science.gov (United States)

    Samelson, Q B

    1999-11-01

    If there is no single best way to attract new customers and retain current customers, there is surely an easy way to lose them: fail to solve the problems that arise in nearly every buyer-supplier relationship, or solve them in an unsatisfactory manner. Yet, all too frequently, companies do just that. Either we deny that a problem exists, we exert all our efforts to pin the blame elsewhere, or we "Band-Aid" the problem instead of fixing it, almost guaranteeing that we will face it again and again.

  6. Inference rule and problem solving

    Energy Technology Data Exchange (ETDEWEB)

    Goto, S

    1982-04-01

    Intelligent information processing signifies an opportunity of having man's intellectual activity executed on the computer, in which inference, in place of ordinary calculation, is used as the basic operational mechanism for such an information processing. Many inference rules are derived from syllogisms in formal logic. The problem of programming this inference function is referred to as a problem solving. Although logically inference and problem-solving are in close relation, the calculation ability of current computers is on a low level for inferring. For clarifying the relation between inference and computers, nonmonotonic logic has been considered. The paper deals with the above topics. 16 references.

  7. Dimensional analysis and qualitative methods in problem solving: II

    International Nuclear Information System (INIS)

    Pescetti, D

    2009-01-01

    We show that the underlying mathematical structure of dimensional analysis (DA), in the qualitative methods in problem-solving context, is the algebra of the affine spaces. In particular, we show that the qualitative problem-solving procedure based on the parallel decomposition of a problem into simple special cases yields the new original mathematical concepts of special points and special representations of affine spaces. A qualitative problem-solving algorithm piloted by the mathematics of DA is illustrated by a set of examples.

  8. Solving a bi-objective mathematical model for location-routing problem with time windows in multi-echelon reverse logistics using metaheuristic procedure

    Science.gov (United States)

    Ghezavati, V. R.; Beigi, M.

    2016-12-01

    During the last decade, the stringent pressures from environmental and social requirements have spurred an interest in designing a reverse logistics (RL) network. The success of a logistics system may depend on the decisions of the facilities locations and vehicle routings. The location-routing problem (LRP) simultaneously locates the facilities and designs the travel routes for vehicles among established facilities and existing demand points. In this paper, the location-routing problem with time window (LRPTW) and homogeneous fleet type and designing a multi-echelon, and capacitated reverse logistics network, are considered which may arise in many real-life situations in logistics management. Our proposed RL network consists of hybrid collection/inspection centers, recovery centers and disposal centers. Here, we present a new bi-objective mathematical programming (BOMP) for LRPTW in reverse logistic. Since this type of problem is NP-hard, the non-dominated sorting genetic algorithm II (NSGA-II) is proposed to obtain the Pareto frontier for the given problem. Several numerical examples are presented to illustrate the effectiveness of the proposed model and algorithm. Also, the present work is an effort to effectively implement the ɛ-constraint method in GAMS software for producing the Pareto-optimal solutions in a BOMP. The results of the proposed algorithm have been compared with the ɛ-constraint method. The computational results show that the ɛ-constraint method is able to solve small-size instances to optimality within reasonable computing times, and for medium-to-large-sized problems, the proposed NSGA-II works better than the ɛ-constraint.

  9. Problem solving skills for schizophrenia.

    Science.gov (United States)

    Xia, J; Li, Chunbo

    2007-04-18

    The severe and long-lasting symptoms of schizophrenia are often the cause of severe disability. Environmental stress such as life events and the practical problems people face in their daily can worsen the symptoms of schizophrenia. Deficits in problem solving skills in people with schizophrenia affect their independent and interpersonal functioning and impair their quality of life. As a result, therapies such as problem solving therapy have been developed to improve problem solving skills for people with schizophrenia. To review the effectiveness of problem solving therapy compared with other comparable therapies or routine care for those with schizophrenia. We searched the Cochrane Schizophrenia Group's Register (September 2006), which is based on regular searches of BIOSIS, CENTRAL, CINAHL, EMBASE, MEDLINE and PsycINFO. We inspected references of all identified studies for further trials. We included all clinical randomised trials comparing problem solving therapy with other comparable therapies or routine care. We extracted data independently. For homogenous dichotomous data we calculated random effects, relative risk (RR), 95% confidence intervals (CI) and, where appropriate, numbers needed to treat (NNT) on an intention-to-treat basis. For continuous data, we calculated weighted mean differences (WMD) using a random effects statistical model. We included only three small trials (n=52) that evaluated problem solving versus routine care, coping skills training or non-specific interaction. Inadequate reporting of data rendered many outcomes unusable. We were unable to undertake meta-analysis. Overall results were limited and inconclusive with no significant differences between treatment groups for hospital admission, mental state, behaviour, social skills or leaving the study early. No data were presented for global state, quality of life or satisfaction. We found insufficient evidence to confirm or refute the benefits of problem solving therapy as an additional

  10. Human Problem Solving in 2012

    Science.gov (United States)

    Funke, Joachim

    2013-01-01

    This paper presents a bibliography of 263 references related to human problem solving, arranged by subject matter. The references were taken from PsycInfo and Academic Premier data-base. Journal papers, book chapters, and dissertations are included. The topics include human development, education, neuroscience, and research in applied settings. It…

  11. The Problem-Solving Approach in the Teaching of Number Theory

    Science.gov (United States)

    Toh, Pee Choon; Leong, Yew Hoong; Toh, Tin Lam; Dindyal, Jaguthsing; Quek, Khiok Seng; Tay, Eng Guan; Ho, Foo Him

    2014-01-01

    Mathematical problem solving is the mainstay of the mathematics curriculum for Singapore schools. In the preparation of prospective mathematics teachers, the authors, who are mathematics teacher educators, deem it important that pre-service mathematics teachers experience non-routine problem solving and acquire an attitude that predisposes them to…

  12. Cognitive Skills Used to Solve Mathematical Word Problems and Numerical Operations: A Study of 6- to 7-Year-Old Children

    Science.gov (United States)

    Bjork, Isabel Maria; Bowyer-Crane, Claudine

    2013-01-01

    This study investigates the relationship between skills that underpin mathematical word problems and those that underpin numerical operations, such as addition, subtraction, division and multiplication. Sixty children aged 6-7 years were tested on measures of mathematical ability, reading accuracy, reading comprehension, verbal intelligence and…

  13. Genetics problem solving and worldview

    Science.gov (United States)

    Dale, Esther

    The research goal was to determine whether worldview relates to traditional and real-world genetics problem solving. Traditionally, scientific literacy emphasized content knowledge alone because it was sufficient to solve traditional problems. The contemporary definition of scientific literacy is, "The knowledge and understanding of scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs and economic productivity" (NRC, 1996). An expanded definition of scientific literacy is needed to solve socioscientific issues (SSI), complex social issues with conceptual, procedural, or technological associations with science. Teaching content knowledge alone assumes that students will find the scientific explanation of a phenomenon to be superior to a non-science explanation. Formal science and everyday ways of thinking about science are two different cultures (Palmer, 1999). Students address this rift with cognitive apartheid, the boxing away of science knowledge from other types of knowledge (Jedege & Aikenhead, 1999). By addressing worldview, cognitive apartheid may decrease and scientific literacy may increase. Introductory biology students at the University of Minnesota during fall semester 2005 completed a written questionnaire-including a genetics content-knowledge test, four genetic dilemmas, the Worldview Assessment Instrument (WAI) and some items about demographics and religiosity. Six students responded to the interview protocol. Based on statistical analysis and interview data, this study concluded the following: (1) Worldview, in the form of metaphysics, relates to solving traditional genetic dilemmas. (2) Worldview, in the form of agency, relates to solving traditional genetics problems. (3) Thus, worldview must be addressed in curriculum, instruction, and assessment.

  14. Exploring Primary Student's Problem-Solving Ability by Doing Tasks Like PISA's Question

    OpenAIRE

    Novita, Rita; Zulkardi, Zulkardi; Hartono, Yusuf

    2012-01-01

    Problem solving plays an important role in mathematics and should have a prominent role in the mathematics education. The term “problem solving” refers to mathematics tasks that have the potential to provide intellectual challenges for enhancing students’ mathematical understanding and development. In addition, the contextual problem that requires students to connect their mathematical knowledge in solving mathematical situational problem is believed to be an impact on the development student...

  15. Comprehension and computation in Bayesian problem solving

    Directory of Open Access Journals (Sweden)

    Eric D. Johnson

    2015-07-01

    Full Text Available Humans have long been characterized as poor probabilistic reasoners when presented with explicit numerical information. Bayesian word problems provide a well-known example of this, where even highly educated and cognitively skilled individuals fail to adhere to mathematical norms. It is widely agreed that natural frequencies can facilitate Bayesian reasoning relative to normalized formats (e.g. probabilities, percentages, both by clarifying logical set-subset relations and by simplifying numerical calculations. Nevertheless, between-study performance on transparent Bayesian problems varies widely, and generally remains rather unimpressive. We suggest there has been an over-focus on this representational facilitator (i.e. transparent problem structures at the expense of the specific logical and numerical processing requirements and the corresponding individual abilities and skills necessary for providing Bayesian-like output given specific verbal and numerical input. We further suggest that understanding this task-individual pair could benefit from considerations from the literature on mathematical cognition, which emphasizes text comprehension and problem solving, along with contributions of online executive working memory, metacognitive regulation, and relevant stored knowledge and skills. We conclude by offering avenues for future research aimed at identifying the stages in problem solving at which correct versus incorrect reasoners depart, and how individual difference might influence this time point.

  16. Learning Matlab a problem solving approach

    CERN Document Server

    Gander, Walter

    2015-01-01

    This comprehensive and stimulating introduction to Matlab, a computer language now widely used for technical computing, is based on an introductory course held at Qian Weichang College, Shanghai University, in the fall of 2014.  Teaching and learning a substantial programming language aren’t always straightforward tasks. Accordingly, this textbook is not meant to cover the whole range of this high-performance technical programming environment, but to motivate first- and second-year undergraduate students in mathematics and computer science to learn Matlab by studying representative problems, developing algorithms and programming them in Matlab. While several topics are taken from the field of scientific computing, the main emphasis is on programming. A wealth of examples are completely discussed and solved, allowing students to learn Matlab by doing: by solving problems, comparing approaches and assessing the proposed solutions.

  17. Mathematical problems for chemistry students

    CERN Document Server

    Pota, Gyorgy

    2011-01-01

    Mathematical Problems for Chemistry Students has been compiled and written (a) to help chemistrystudents in their mathematical studies by providing them with mathematical problems really occurring in chemistry (b) to help practising chemists to activate their applied mathematical skills and (c) to introduce students and specialistsof the chemistry-related fields (physicists, mathematicians, biologists, etc.) intothe world of the chemical applications.Some problems of the collection are mathematical reformulations of those in the standard textbooks of chemistry, others we

  18. Solving-Problems and Hypermedia Systems

    Directory of Open Access Journals (Sweden)

    Ricardo LÓPEZ FERNÁNDEZ

    2009-06-01

    Full Text Available The solving problems like the transfer constitute two nuclei, related, essential in the cognitive investigation and in the mathematical education. No is in and of itself casual that, from the first moment, in the investigations on the application gives the computer science to the teaching the mathematics, cybernetic models were developed that simulated processes problem solving and transfer cotexts (GPS, 1969 and IDEA (Interactive Decision Envisioning Aid, Pea, BrunerCohen, Webster & Mellen, 1987. The present articulates it analyzes, that can contribute to the development in this respect the new technologies hypermedias, give applications that are good to implement processes of learning the heuristic thought and give the capacity of «transfer». From our perspective and from the experience that we have developed in this field, to carry out a function gives analysis and the theories on the problem solving, it requires that we exercise a previous of interpretation the central aspsects over the theories gives the solving problem and transfer starting from the classic theories on the prosecution of the information. In this sense, so much the theory gives the dual memory as the most recent, J. Anderson (1993 based on the mechanisms activation nodes information they allow to establish an interpretation suggester over the mental mechanism that you/they operate in the heuristic processes. On this analysis, the present articulates it develops a theoritical interpretation over the function gives the supports based on technology hypermedia advancing in the definition of a necessary theoretical body, having in it counts that on the other hand the practical experimentation is permanent concluding in the efficiency and effectiveness gives the support hypermedia like mechanism of comunication in the processes heuristic learning.

  19. Are Mathematics Problems a Problem for Women and Girls?

    Science.gov (United States)

    Schonberger, Ann K.

    The primary questions investigated are: Is it true that males excel in mathematical problem solving and, if so, when does this superiority develop? An examination of recent research showed that sex-related differences did exist, although small, even after controlling for mathematics background. Differences appeared in early adolescence and were…

  20. Problem solving and inference mechanisms

    Energy Technology Data Exchange (ETDEWEB)

    Furukawa, K; Nakajima, R; Yonezawa, A; Goto, S; Aoyama, A

    1982-01-01

    The heart of the fifth generation computer will be powerful mechanisms for problem solving and inference. A deduction-oriented language is to be designed, which will form the core of the whole computing system. The language is based on predicate logic with the extended features of structuring facilities, meta structures and relational data base interfaces. Parallel computation mechanisms and specialized hardware architectures are being investigated to make possible efficient realization of the language features. The project includes research into an intelligent programming system, a knowledge representation language and system, and a meta inference system to be built on the core. 30 references.

  1. Counterfactual Problem Solving and Situated Cognition

    Directory of Open Access Journals (Sweden)

    Glebkin V.V.,

    2017-08-01

    Full Text Available The paper describes and interprets data of a study on counterfactual problem solving in representatives of modern industrial culture. The study was inspired by similar experiments carried out by A.R. Luria during his expedition to Central Asia. The hypothesis of our study was that representatives of modern industrial culture would solve counterfactual puzzles at a slower rate and with higher numbers of mistakes than similar non-counterfactual tasks. The experiments we conducted supported this hypothesis as well as provided us with some insights as to how to further develop it. For instance, we found no significant differences in time lag in solving counterfactual and ‘realistic’ tasks between the subjects with mathematical and the ones with liberal arts education. As an interpretation of the obtained data, we suggest a two-stage model of counterfactual problem solving: on the first stage, where situated cognition dominates, the realistic situation is transferred into the system of symbols unrelated to this very situation; on the second stage, operations are carried out within the framework of this new system of symbols.

  2. Mathematics Literacy of Secondary Students in Solving Simultanenous Linear Equations

    Science.gov (United States)

    Sitompul, R. S. I.; Budayasa, I. K.; Masriyah

    2018-01-01

    This study examines the profile of secondary students’ mathematical literacy in solving simultanenous linear equations problems in terms of cognitive style of visualizer and verbalizer. This research is a descriptive research with qualitative approach. The subjects in this research consist of one student with cognitive style of visualizer and one student with cognitive style of verbalizer. The main instrument in this research is the researcher herself and supporting instruments are cognitive style tests, mathematics skills tests, problem-solving tests and interview guidelines. Research was begun by determining the cognitive style test and mathematics skill test. The subjects chosen were given problem-solving test about simultaneous linear equations and continued with interview. To ensure the validity of the data, the researcher conducted data triangulation; the steps of data reduction, data presentation, data interpretation, and conclusion drawing. The results show that there is a similarity of visualizer and verbalizer-cognitive style in identifying and understanding the mathematical structure in the process of formulating. There are differences in how to represent problems in the process of implementing, there are differences in designing strategies and in the process of interpreting, and there are differences in explaining the logical reasons.

  3. Error analysis of mathematics students who are taught by using the book of mathematics learning strategy in solving pedagogical problems based on Polya’s four-step approach

    Science.gov (United States)

    Halomoan Siregar, Budi; Dewi, Izwita; Andriani, Ade

    2018-03-01

    The purpose of this study is to analyse the types of students errors and causes of them in solving of pedagogic problems. The type of this research is qualitative descriptive, conducted on 34 students of mathematics education in academic year 2017 to 2018. The data in this study is obtained through interviews and tests. Furthermore, the data is then analyzed through three stages: 1) data reduction, 2) data description, and 3) conclusions. The data is reduced by organizing and classifying them in order to obtain meaningful information. After reducing, then the data presented in a simple form of narrative, graphics, and tables to illustrate clearly the errors of students. Based on the information then drawn a conclusion. The results of this study indicate that the students made various errors: 1) they made a mistake in answer what being asked at the problem, because they misunderstood the problem, 2) they fail to plan the learning process based on constructivism, due to lack of understanding of how to design the learning, 3) they determine an inappropriate learning tool, because they did not understand what kind of learning tool is relevant to use.

  4. Reversible Reasoning and the Working Backwards Problem Solving Strategy

    Science.gov (United States)

    Ramful, Ajay

    2015-01-01

    Making sense of mathematical concepts and solving mathematical problems may demand different forms of reasoning. These could be either domain-based, such as algebraic, geometric or statistical reasoning, while others are more general such as inductive/deductive reasoning. This article aims at giving visibility to a particular form of reasoning…

  5. Does Solving Insight-Based Problems Differ from Solving Learning-Based Problems? Some Evidence from an ERP Study

    Science.gov (United States)

    Leikin, Roza; Waisman, Ilana; Leikin, Mark

    2016-01-01

    We asked: "What are the similarities and differences in mathematical processing associated with solving learning-based and insight-based problems?" To answer this question, the ERP research procedure was employed with 69 male adolescent subjects who solved specially designed insight-based and learning-based tests. Solutions of…

  6. Community-powered problem solving.

    Science.gov (United States)

    Gouillart, Francis; Billings, Douglas

    2013-04-01

    Traditionally, companies have managed their constituencies with specific processes: marketing to customers, procuring from vendors, developing HR policies for employees, and so on. The problem is, such processes focus on repeatability and compliance, so they can lead to stagnation. Inviting your constituencies to collectively help you solve problems and exploit opportunities--"co-creation"--is a better approach. It allows you to continually tap the skills and insights of huge numbers of stakeholders and develop new ways to produce value for all. The idea is to provide stakeholders with platforms (physical and digital forums) on which they can interact, get them to start exploring new experiences and connections, and let the system grow organically. A co-creation initiative by a unit of Becton, Dickinson and Company demonstrates how this works. A global leader in syringes, BD set out to deepen its ties with hospital customers and help them reduce the incidence of infections from unsafe injection and syringe disposal practices. The effort began with a cross-functional internal team, brought in the hospital procurement and supply managers BD had relationships with, and then reached out to hospitals' infection-prevention and occupational health leaders. Eventually product designers, nurses, sustainability staffers, and even hospital CFOs were using the platform, contributing data that generated new best practices and reduced infections.

  7. LEGO Robotics: An Authentic Problem Solving Tool?

    Science.gov (United States)

    Castledine, Alanah-Rei; Chalmers, Chris

    2011-01-01

    With the current curriculum focus on correlating classroom problem solving lessons to real-world contexts, are LEGO robotics an effective problem solving tool? This present study was designed to investigate this question and to ascertain what problem solving strategies primary students engaged with when working with LEGO robotics and whether the…

  8. Perspectives on Problem Solving and Instruction

    Science.gov (United States)

    van Merrienboer, Jeroen J. G.

    2013-01-01

    Most educators claim that problem solving is important, but they take very different perspective on it and there is little agreement on how it should be taught. This article aims to sort out the different perspectives and discusses problem solving as a goal, a method, and a skill. As a goal, problem solving should not be limited to well-structured…

  9. An Integrated Architecture for Engineering Problem Solving

    National Research Council Canada - National Science Library

    Pisan, Yusuf

    1998-01-01

    .... This thesis describes the Integrated Problem Solving Architecture (IPSA) that combines qualitative, quantitative and diagrammatic reasoning skills to produce annotated solutions to engineering problems...

  10. Investigasi Kemampuan Problem Solving dan Problem Posing Matematis Mahasiswa Via Pendekatan Realistic

    OpenAIRE

    Afriansyah, Ekasatya Aldila

    2016-01-01

    Mathematical problem solving and problem posing skill are the mathematical skills that need to be owned by students. By having this skill, students can be more creative in expressing ideas by connecting the knowledge that they held previously. But in reality, there are some students who are lack of problem solving skill; therefore it is really important to improve learning through appropriate approach. Realistic approach had been chosen as the learning theory to be applied in the class. This ...

  11. The Correlation Study of Interest at Physics and Knowledge of Mathematics Basic Concepts towards the Ability to Solve Physics Problems of 7th Grade Students at Junior High School in Ambon Maluku Province, Indonesia

    Directory of Open Access Journals (Sweden)

    Izaak Hendrik Wenno

    2015-01-01

    Full Text Available The purpose of the study is to determine the relation between interest at Physics and knowledge of Mathematics basic concepts with the ability to solve Physics problems. The populations are all students in the 7th grade at the junior high school in Ambon, Maluku, Indonesia. The used sample schools are Junior High Schools 8, 9, and 10 during 2013/2014 academic year with 44 students per school. Two independent variables and one dependent variable are studied. The independent variables are the interest at Physics (X1 and the knowledge of Mathematics basic concepts (X2, while the dependent variable is the ability to solve Physics problems (Y. Data collection technique for X1 is an interview with questionnaire instrument, while for the X2 and Y is using the test technique with test items instrument. The obtained data from the measurements were analyzed with descriptive analysis and inferential analysis. The results show that there is a positive relation between interest at Physics and knowledge of Mathematics basic concepts with students’ ability to solve Physics problems.

  12. Examples and problems in mathematical statistics

    CERN Document Server

    Zacks, Shelemyahu

    2013-01-01

    This book presents examples that illustrate the theory of mathematical statistics and details how to apply the methods for solving problems.  While other books on the topic contain problems and exercises, they do not focus on problem solving. This book fills an important niche in the statistical theory literature by providing a theory/example/problem approach.  Each chapter is divided into four parts: Part I provides the needed theory so readers can become familiar with the concepts, notations, and proven results; Part II presents examples from a variety of fields including engineering, mathem

  13. IDEAL Problem Solving dalam Pembelajaran Matematika

    Directory of Open Access Journals (Sweden)

    Eny Susiana

    2012-01-01

    Full Text Available Most educators agree that problem solving is among the most meaningful and importantkinds of learning and thingking. That is, the central focus of learning and instructionshould be learning to solve problems. There are several warrants supporting that claims.They are authenticity, relevance, problem solving engages deeper learning angtherefore enhances meaning making, and constructed to represent problems (problemsolving is more meaningful. It is the reason why we must provide teaching and learningto make student’s problem solving skill in progress. There are many informationprocessingmodels of problem solving, such as simplified model of the problem-solvingprocess by Gicks, Polya’s problem solving process etc. One of them is IDEAL problemsolving. Each letter of IDEAL is stand for an aspect of thinking that is important forproblem solving. IDEAL is identify problem, Define Goal, Explore possible strategies,Anticipate outcme and Act, and Look back and learn. Using peer interaction andquestion prompt in small group in IDEAL problem solving teaching and Learning canimprove problem solving skill.Kata kunci: IDEAL Problem Solving, Interaksi Sebaya, Pertanyaan Penuntun, KelompokKecil.

  14. Problem solving teaching practices: Observer and teacher's view

    OpenAIRE

    Felmer , Patricio; Perdomo-Díaz , Josefa; Giaconi , Valentina; Espinoza , Carmen ,

    2015-01-01

    International audience; In this article, we report on an exploratory study on teaching practices related to problem solving of a group of 29 novel secondary mathematics teachers. For this purpose, two independent instruments were designed, the first one is based on lesson observations, and the second one is a questionnaire answered by teachers about their teaching practices while working on non-routine problem solving with their students. For each instrument, we perform a statistical analysis...

  15. Schoenfeld's problem solving theory in a student controlled learning environment

    NARCIS (Netherlands)

    Harskamp, E.; Suhre, C.

    2007-01-01

    This paper evaluates the effectiveness of a student controlled computer program for high school mathematics based on instruction principles derived from Schoenfeld's theory of problem solving. The computer program allows students to choose problems and to make use of hints during different episodes

  16. Students' errors in solving linear equation word problems: Case ...

    African Journals Online (AJOL)

    kofi.mereku

    Development in most areas of life is based on effective knowledge of science and ... Problem solving, as used in mathematics education literature, refers ... word problems, on the other hand, are those linear equation tasks or ... taught LEWPs in the junior high school, many of them reach the senior high school without a.

  17. ABC Problem in Elementary Mathematics Education: Arithmetic "before" Comprehension

    Science.gov (United States)

    Boote, Stacy K.; Boote, David N.

    2018-01-01

    Mathematical habits of prospective teachers affect problem comprehension and success and expose their beliefs about mathematics. Prospective elementary teachers (PSTs) (n = 121) engaged in a problem solving activity each week in class. Data were collected from PSTs enrolled in an undergraduate elementary mathematics methods course at a…

  18. The Relationship between Students' Performance on Conventional Standardized Mathematics Assessments and Complex Mathematical Modeling Problems

    Science.gov (United States)

    Kartal, Ozgul; Dunya, Beyza Aksu; Diefes-Dux, Heidi A.; Zawojewski, Judith S.

    2016-01-01

    Critical to many science, technology, engineering, and mathematics (STEM) career paths is mathematical modeling--specifically, the creation and adaptation of mathematical models to solve problems in complex settings. Conventional standardized measures of mathematics achievement are not structured to directly assess this type of mathematical…

  19. Problem solving using soft systems methodology.

    Science.gov (United States)

    Land, L

    This article outlines a method of problem solving which considers holistic solutions to complex problems. Soft systems methodology allows people involved in the problem situation to have control over the decision-making process.

  20. Solving Multiple Timetabling Problems at Danish High Schools

    DEFF Research Database (Denmark)

    Kristiansen, Simon

    name; Elective Course Student Sectioning. The problem is solved using ALNS and solutions are proven to be close to optimum. The algorithm has been implemented and made available for the majority of the high schools in Denmark. The second Student Sectioning problem presented is the sectioning of each...... high schools. Two types of consultations are presented; the Parental Consultation Timetabling Problem (PCTP) and the Supervisor Consultation Timetabling Problem (SCTP). One mathematical model containing both consultation types has been created and solved using an ALNS approach. The received solutions...... problems as mathematical models and solve them using operational research techniques. Two of the models and the suggested solution methods have resulted in implementations in an actual decision support software, and are hence available for the majority of the high schools in Denmark. These implementations...

  1. Struggling Students' Use of Representation When Developing Number Sense and Problem Solving Abilities

    OpenAIRE

    Roxburgh, Allison L.

    2016-01-01

    Through my experience I have found students often rely on concrete or pictorial strategies to solve mathematical problems. These strategies are great to build an understanding in mathematical concepts. However, using these strategies becomes a tedious task when working with multi-digit numbers to solve problems involving mathematical operations. For example, a student who relies on drawing base ten blocks to solve three-digit addition problems may experience fatigue, as this is not the most e...

  2. Assertiveness and problem solving in midwives.

    Science.gov (United States)

    Yurtsal, Zeliha Burcu; Özdemir, Levent

    2015-01-01

    Midwifery profession is required to bring solutions to problems and a midwife is expected to be an assertive person and to develop midwifery care. This study was planned to examine the relationship between assertiveness and problem-solving skills of midwives. This cross-sectional study was conducted with 201 midwives between July 2008 and February 2009 in the city center of Sivas. The Rathus Assertiveness Schedule (RAS) and Problem Solving Inventory (PSI) were used to determine the level of assertiveness and problem-solving skills of midwives. Statistical methods were used as mean, standard deviation, percentage, Student's T, ANOVA and Tukey HSD, Kruskal Wallis, Fisher Exact, Pearson Correlation and Chi-square tests and P problem-solving skills training. A statistically significant negative correlation was found between the RAS and PSI scores. The RAS scores decreased while the problem-solving scores increased (r: -0451, P problem solving skills of midwives, and midwives who were assertive solved their problems better than did others. Assertiveness and problem-solving skills training will contribute to the success of the midwifery profession. Midwives able to solve problems, and display assertive behaviors will contribute to the development of midwifery profession.

  3. Teaching Effective Problem Solving Strategies for Interns

    Science.gov (United States)

    Warren, Louis L.

    2005-01-01

    This qualitative study investigates what problem solving strategies interns learn from their clinical teachers during their internships. Twenty-four interns who completed their internship in the elementary grades shared what problem solving strategies had the greatest impact upon them in learning how to deal with problems during their internship.…

  4. Mathematical problems in meteorological modelling

    CERN Document Server

    Csomós, Petra; Faragó, István; Horányi, András; Szépszó, Gabriella

    2016-01-01

    This book deals with mathematical problems arising in the context of meteorological modelling. It gathers and presents some of the most interesting and important issues from the interaction of mathematics and meteorology. It is unique in that it features contributions on topics like data assimilation, ensemble prediction, numerical methods, and transport modelling, from both mathematical and meteorological perspectives. The derivation and solution of all kinds of numerical prediction models require the application of results from various mathematical fields. The present volume is divided into three parts, moving from mathematical and numerical problems through air quality modelling, to advanced applications in data assimilation and probabilistic forecasting. The book arose from the workshop “Mathematical Problems in Meteorological Modelling” held in Budapest in May 2014 and organized by the ECMI Special Interest Group on Numerical Weather Prediction. Its main objective is to highlight the beauty of the de...

  5. How to solve it a new aspect of mathematical method

    CERN Document Server

    Polya, G

    2014-01-01

    A perennial bestseller by eminent mathematician G. Polya, How to Solve It will show anyone in any field how to think straight. In lucid and appealing prose, Polya reveals how the mathematical method of demonstrating a proof or finding an unknown can be of help in attacking any problem that can be "reasoned" out-from building a bridge to winning a game of anagrams. Generations of readers have relished Polya's deft-indeed, brilliant-instructions on stripping away irrelevancies and going straight to the heart of the problem.

  6. Modern problems in insurance mathematics

    CERN Document Server

    Martin-Löf, Anders

    2014-01-01

    This book is a compilation of 21 papers presented at the International Cramér Symposium on Insurance Mathematics (ICSIM) held at Stockholm University in June, 2013. The book comprises selected contributions from several large research communities in modern insurance mathematics and its applications. The main topics represented in the book are modern risk theory and its applications, stochastic modelling of insurance business, new mathematical problems in life and non-life insurance, and related topics in applied and financial mathematics. The book is an original and useful source of inspiration and essential reference for a broad spectrum of theoretical and applied researchers, research students and experts from the insurance business. In this way, Modern Problems in Insurance Mathematics will contribute to the development of research and academy–industry co-operation in the area of insurance mathematics and its applications.

  7. Indoor Air Quality Problem Solving Tool

    Science.gov (United States)

    Use the IAQ Problem Solving Tool to learn about the connection between health complaints and common solutions in schools. This resource provides an easy, step-by-step process to start identifying and resolving IAQ problems found at your school.

  8. Dasar Perspektif Model Dan Pemodelan Pada Pembelajaran Matematika Dan Problem Solving Di Sekolah Menengah Atas (SMA)

    OpenAIRE

    Rosmartina

    2011-01-01

    Mathematical modeling is a complex mathematical activity, the teaching and learning of modeling and applications involves many aspects, of mathematical thinking and learning. Mathematical model is not use only in mathematics learning and natural sciences (such as physics, biology, earth science, meteorology and engineering) but also in the social sciences (such as economic, psychology, sociology and political science). Mathematical modeling in mathematical learning and problem solving involve...

  9. Solving global optimization problems on GPU cluster

    Energy Technology Data Exchange (ETDEWEB)

    Barkalov, Konstantin; Gergel, Victor; Lebedev, Ilya [Lobachevsky State University of Nizhni Novgorod, Gagarin Avenue 23, 603950 Nizhni Novgorod (Russian Federation)

    2016-06-08

    The paper contains the results of investigation of a parallel global optimization algorithm combined with a dimension reduction scheme. This allows solving multidimensional problems by means of reducing to data-independent subproblems with smaller dimension solved in parallel. The new element implemented in the research consists in using several graphic accelerators at different computing nodes. The paper also includes results of solving problems of well-known multiextremal test class GKLS on Lobachevsky supercomputer using tens of thousands of GPU cores.

  10. Creativity and Insight in Problem Solving

    Science.gov (United States)

    Golnabi, Laura

    2016-01-01

    This paper analyzes the thought process involved in problem solving and its categorization as creative thinking as defined by psychologist R. Weisberg (2006). Additionally, the notion of insight, sometimes present in unconscious creative thinking and often leading to creative ideas, is discussed in the context of geometry problem solving. In…

  11. Metacognition: Student Reflections on Problem Solving

    Science.gov (United States)

    Wismath, Shelly; Orr, Doug; Good, Brandon

    2014-01-01

    Twenty-first century teaching and learning focus on the fundamental skills of critical thinking and problem solving, creativity and innovation, and collaboration and communication. Metacognition is a crucial aspect of both problem solving and critical thinking, but it is often difficult to get students to engage in authentic metacognitive…

  12. Measuring Problem Solving Skills in "Portal 2"

    Science.gov (United States)

    Shute, Valerie J.; Wang, Lubin

    2013-01-01

    This paper examines possible improvement to problem solving skills as a function of playing the video game "Portal 2." Stealth assessment is used in the game to evaluate students' problem solving abilities--specifically basic and flexible rule application. The stealth assessment measures will be validated against commonly accepted…

  13. Concept mapping instrumental support for problem solving

    NARCIS (Netherlands)

    Stoyanov, S.; Stoyanov, Slavi; Kommers, Petrus A.M.

    2008-01-01

    The main theoretical position of this paper is that it is the explicit problem-solving support in concept mapping software that produces a stronger effect in problem-solving performance than the implicit support afforded by the graphical functionality of concept mapping software. Explicit

  14. Problem Solving Methods in Engineering Design

    DEFF Research Database (Denmark)

    Hartvig, Susanne C

    1999-01-01

    This short paper discusses typical engineering tasks and problem solving methods, based on a field study of engineering tasks at a Danish engineering firm. The field study has identified ten classes of design tasks and in this paper these classes are related to problem solving methods. The descri...

  15. The Process of Solving Complex Problems

    Science.gov (United States)

    Fischer, Andreas; Greiff, Samuel; Funke, Joachim

    2012-01-01

    This article is about Complex Problem Solving (CPS), its history in a variety of research domains (e.g., human problem solving, expertise, decision making, and intelligence), a formal definition and a process theory of CPS applicable to the interdisciplinary field. CPS is portrayed as (a) knowledge acquisition and (b) knowledge application…

  16. Problem Solving Strategies among Primary School Teachers

    Science.gov (United States)

    Yew, Wun Thiam; Lian, Lim Hooi; Meng, Chew Cheng

    2017-01-01

    The purpose of this article was to examine problem solving strategies among primary school teachers. The researchers employed survey research design to examine their problem solving strategies. The participants of this study consisted of 120 primary school teachers from a public university in Peninsula Malaysia who enrolled in a 4-year Graduating…

  17. A Multivariate Model of Physics Problem Solving

    Science.gov (United States)

    Taasoobshirazi, Gita; Farley, John

    2013-01-01

    A model of expertise in physics problem solving was tested on undergraduate science, physics, and engineering majors enrolled in an introductory-level physics course. Structural equation modeling was used to test hypothesized relationships among variables linked to expertise in physics problem solving including motivation, metacognitive planning,…

  18. Readiness for Solving Story Problems.

    Science.gov (United States)

    Dunlap, William F.

    1982-01-01

    Readiness activities are described which are designed to help learning disabled (LD) students learn to perform computations in story problems. Activities proceed from concrete objects to numbers and involve the students in devising story problems. The language experience approach is incorporated with the enactive, iconic, and symbolic levels of…

  19. Vibrations and Stability: Solved Problems

    DEFF Research Database (Denmark)

    Thomsen, Jon Juel

    Worked out solutions for exercise problems in J. J. Thomsen 'Vibrations and Stability: Advanced Theory, Analysis, and Tools', Springer, Berlin - Heidelberg, 2003.......Worked out solutions for exercise problems in J. J. Thomsen 'Vibrations and Stability: Advanced Theory, Analysis, and Tools', Springer, Berlin - Heidelberg, 2003....

  20. Problems in mathematical analysis III integration

    CERN Document Server

    Kaczor, W J

    2003-01-01

    We learn by doing. We learn mathematics by doing problems. This is the third volume of Problems in Mathematical Analysis. The topic here is integration for real functions of one real variable. The first chapter is devoted to the Riemann and the Riemann-Stieltjes integrals. Chapter 2 deals with Lebesgue measure and integration. The authors include some famous, and some not so famous, integral inequalities related to Riemann integration. Many of the problems for Lebesgue integration concern convergence theorems and the interchange of limits and integrals. The book closes with a section on Fourier series, with a concentration on Fourier coefficients of functions from particular classes and on basic theorems for convergence of Fourier series. The book is primarily geared toward students in analysis, as a study aid, for problem-solving seminars, or for tutorials. It is also an excellent resource for instructors who wish to incorporate problems into their lectures. Solutions for the problems are provided in the boo...

  1. Effects of Problem-Solving, Guided-Discovery and Expository ...

    African Journals Online (AJOL)

    This study investigated the relative effectiveness of problem-solving, guideddiscovery, and expository methods of instruction on students performance in redox reaction, considering their mathematics ability. It was a quasiexperimental research using non-randomized-pre-test post-test control group design with expository ...

  2. Pendekatan Problem Solving berbantuan Komputer dalam Pembelajaran Matematika

    Directory of Open Access Journals (Sweden)

    Laswadi Laswadi

    2015-06-01

    Full Text Available Creating effective mathematics learning is a complex and continuous undertaking. Using the right approach of learning and utilizing technological developments is an attempt to improve the quality of learning. This paper examines the problem solving learning computer-assisted and how its potential in developing high-order thinking skills of students. 

  3. The Effect of Some Constraints on Mathematics Instructors' Problem ...

    African Journals Online (AJOL)

    This study was designed to examine the effect of perceived constraints on four universities mathematics department instructors' classroom practices of problem solving in teaching mathematics. To this end, the target population of the study includes mathematics instructors in the Amhara Regional state universities. From a ...

  4. Addressing Mathematization Obstacles with Unformalized Problems in Physics Education

    DEFF Research Database (Denmark)

    Niss, Martin

    2018-01-01

    Abstract: Solving a physics problem requires that the problem solver either implicitly or explicitly structure the problem situation in such a way that she can set up the mathematical equations based on the relevant physics. This part of the mathematization process has been shown to cause obstacles...... for students (Niss, 2016). In the paper, we show how the students’ ability to perform this mathematization process can be trained by using so-called unformalized physics problems. Some examples of how this training can be done are provided from a course on problem solving in physics taught at Roskilde...

  5. Solving the wrong hierarchy problem

    International Nuclear Information System (INIS)

    Blinov, Nikita; Hook, Anson

    2016-01-01

    Many theories require augmenting the Standard Model with additional scalar fields with large order one couplings. We present a new solution to the hierarchy problem for these scalar fields. We explore parity- and Z_2-symmetric theories where the Standard Model Higgs potential has two vacua. The parity or Z_2 copy of the Higgs lives in the minimum far from the origin while our Higgs occupies the minimum near the origin of the potential. This approach results in a theory with multiple light scalar fields but with only a single hierarchy problem, since the bare mass is tied to the Higgs mass by a discrete symmetry. The new scalar does not have a new hierarchy problem associated with it because its expectation value and mass are generated by dimensional transmutation of the scalar quartic coupling. The location of the second Higgs minimum is not a free parameter, but is rather a function of the matter content of the theory. As a result, these theories are extremely predictive. We develop this idea in the context of a solution to the strong CP problem. Lastly, we show this mechanism postdicts the top Yukawa to be within 1σ of the currently measured value and predicts scalar color octets with masses in the range 9-200 TeV

  6. Synthesizing Huber's Problem Solving and Kolb's Learning Cycle: A Balanced Approach to Technical Problem Solving

    Science.gov (United States)

    Kamis, Arnold; Khan, Beverly K.

    2009-01-01

    How do we model and improve technical problem solving, such as network subnetting? This paper reports an experimental study that tested several hypotheses derived from Kolb's experiential learning cycle and Huber's problem solving model. As subjects solved a network subnetting problem, they mapped their mental processes according to Huber's…

  7. Sequenced Integration and the Identification of a Problem-Solving Approach through a Learning Process

    Science.gov (United States)

    Cormas, Peter C.

    2016-01-01

    Preservice teachers (N = 27) in two sections of a sequenced, methodological and process integrated mathematics/science course solved a levers problem with three similar learning processes and a problem-solving approach, and identified a problem-solving approach through one different learning process. Similar learning processes used included:…

  8. The effectiveness of problem-based learning on students’ problem solving ability in vector analysis course

    Science.gov (United States)

    Mushlihuddin, R.; Nurafifah; Irvan

    2018-01-01

    The student’s low ability in mathematics problem solving proved to the less effective of a learning process in the classroom. Effective learning was a learning that affects student’s math skills, one of which is problem-solving abilities. Problem-solving capability consisted of several stages: understanding the problem, planning the settlement, solving the problem as planned, re-examining the procedure and the outcome. The purpose of this research was to know: (1) was there any influence of PBL model in improving ability Problem solving of student math in a subject of vector analysis?; (2) was the PBL model effective in improving students’ mathematical problem-solving skills in vector analysis courses? This research was a quasi-experiment research. The data analysis techniques performed from the test stages of data description, a prerequisite test is the normality test, and hypothesis test using the ANCOVA test and Gain test. The results showed that: (1) there was an influence of PBL model in improving students’ math problem-solving abilities in vector analysis courses; (2) the PBL model was effective in improving students’ problem-solving skills in vector analysis courses with a medium category.

  9. Environmental problem-solving: Psychosocial factors

    Science.gov (United States)

    Miller, Alan

    1982-11-01

    This is a study of individual differences in environmental problem-solving, the probable roots of these differences, and their implications for the education of resource professionals. A group of student Resource Managers were required to elaborate their conception of a complex resource issue (Spruce Budworm management) and to generate some ideas on management policy. Of particular interest was the way in which subjects dealt with the psychosocial aspects of the problem. A structural and content analysis of responses indicated a predominance of relatively compartmentalized styles, a technological orientation, and a tendency to ignore psychosocial issues. A relationship between problem-solving behavior and personal (psychosocial) style was established which, in the context of other evidence, suggests that problem-solving behavior is influenced by more deep seated personality factors. The educational implication drawn was that problem-solving cannot be viewed simply as an intellectual-technical activity but one that involves, and requires the education of, the whole person.

  10. Mathematical Tasks without Words and Word Problems: Perceptions of Reluctant Problem Solvers

    Science.gov (United States)

    Holbert, Sydney Margaret

    2013-01-01

    This qualitative research study used a multiple, holistic case study approach (Yin, 2009) to explore the perceptions of reluctant problem solvers related to mathematical tasks without words and word problems. Participants were given a choice of working a mathematical task without words or a word problem during four problem-solving sessions. Data…

  11. Education for complex problem solving

    DEFF Research Database (Denmark)

    Kjær-Rasmussen, Lone Krogh

    The Problem-Based Learning model as it is practiced at Aalborg University grew out of expectations for future graduates in the 1970s. Many changes and developments have taken place since then in the ways the principles and methodologies are practiced, due to changes in society and governmental...... regulations. However, the basic educational principles and methodologies are still the same and seem to meet expectations from society and academic work places today. This is what surveys and research, done regularly, document. (see for instance Krogh, 2013)....

  12. Solving complex problems a handbook

    CERN Document Server

    Schönwandt, Walter; Grunau, Jens; Utz, Jürgen; Voermanek, Katrin

    2014-01-01

    When you're planning something big, problems appear rather quickly. We hear of them on a daily basis. The bigger or more complex a task, the more we have to deal with complicated, multidisciplinary task formulations. In many cases it is architecture, including urban and spatial planning, but also politics and all types of organizational forms, irrespective of whether they are public authorities or private enterprises, which are expected to deliver functional solutions for such challenges. This is precisely where this book is helpful. It introduces a methodology for developing target-specific,

  13. Could HPS Improve Problem-Solving?

    Science.gov (United States)

    Coelho, Ricardo Lopes

    2013-05-01

    It is generally accepted nowadays that History and Philosophy of Science (HPS) is useful in understanding scientific concepts, theories and even some experiments. Problem-solving strategies are a significant topic, since students' careers depend on their skill to solve problems. These are the reasons for addressing the question of whether problem solving could be improved by means of HPS. Three typical problems in introductory courses of mechanics—the inclined plane, the simple pendulum and the Atwood machine—are taken as the object of the present study. The solving strategies of these problems in the eighteenth and nineteenth century constitute the historical component of the study. Its philosophical component stems from the foundations of mechanics research literature. The use of HPS leads us to see those problems in a different way. These different ways can be tested, for which experiments are proposed. The traditional solving strategies for the incline and pendulum problems are adequate for some situations but not in general. The recourse to apparent weights in the Atwood machine problem leads us to a new insight and a solving strategy for composed Atwood machines. Educational implications also concern the development of logical thinking by means of the variety of lines of thought provided by HPS.

  14. The Development of a Culture of Problem Solving with Secondary Students through Heuristic Strategies

    Science.gov (United States)

    Eisenmann, Petr; Novotná, Jarmila; Pribyl, Jirí; Brehovský, Jirí

    2015-01-01

    The article reports the results of a longitudinal research study conducted in three mathematics classes in Czech schools with 62 pupils aged 12-18 years. The pupils were exposed to the use of selected heuristic strategies in mathematical problem solving for a period of 16 months. This was done through solving problems where the solution was the…

  15. Word Problem Solving of Students with Autistic Spectrum Disorders and Students with Typical Development

    Science.gov (United States)

    Bae, Young Seh

    2013-01-01

    Mathematical Word Problem Solving of Students with Autistic Spectrum Disorders and Students with Typical Development Young Seh Bae This study investigated mathematical word problem solving and the factors associated with the solution paths adopted by two groups of participants (N=40), students with autism spectrum disorders (ASDs) and typically…

  16. An Examination of the Relationship between Computation, Problem Solving, and Reading

    Science.gov (United States)

    Cormier, Damien C.; Yeo, Seungsoo; Christ, Theodore J.; Offrey, Laura D.; Pratt, Katherine

    2016-01-01

    The purpose of this study is to evaluate the relationship of mathematics calculation rate (curriculum-based measurement of mathematics; CBM-M), reading rate (curriculum-based measurement of reading; CBM-R), and mathematics application and problem solving skills (mathematics screener) among students at four levels of proficiency on a statewide…

  17. Solving inversion problems with neural networks

    Science.gov (United States)

    Kamgar-Parsi, Behzad; Gualtieri, J. A.

    1990-01-01

    A class of inverse problems in remote sensing can be characterized by Q = F(x), where F is a nonlinear and noninvertible (or hard to invert) operator, and the objective is to infer the unknowns, x, from the observed quantities, Q. Since the number of observations is usually greater than the number of unknowns, these problems are formulated as optimization problems, which can be solved by a variety of techniques. The feasibility of neural networks for solving such problems is presently investigated. As an example, the problem of finding the atmospheric ozone profile from measured ultraviolet radiances is studied.

  18. Solving computationally expensive engineering problems

    CERN Document Server

    Leifsson, Leifur; Yang, Xin-She

    2014-01-01

    Computational complexity is a serious bottleneck for the design process in virtually any engineering area. While migration from prototyping and experimental-based design validation to verification using computer simulation models is inevitable and has a number of advantages, high computational costs of accurate, high-fidelity simulations can be a major issue that slows down the development of computer-aided design methodologies, particularly those exploiting automated design improvement procedures, e.g., numerical optimization. The continuous increase of available computational resources does not always translate into shortening of the design cycle because of the growing demand for higher accuracy and necessity to simulate larger and more complex systems. Accurate simulation of a single design of a given system may be as long as several hours, days or even weeks, which often makes design automation using conventional methods impractical or even prohibitive. Additional problems include numerical noise often pr...

  19. The Association between Mathematical Word Problems and Reading Comprehension

    Science.gov (United States)

    Vilenius-Tuohimaa, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik

    2008-01-01

    This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9-10 (Grade 4). The children's text comprehension and mathematical word problem-solving performance was tested. Technical reading skills were investigated in order to categorise participants as…

  20. Solving Problems with the Percentage Bar

    Science.gov (United States)

    van Galen, Frans; van Eerde, Dolly

    2013-01-01

    At the end of primary school all children more of less know what a percentage is, but yet they often struggle with percentage problems. This article describes a study in which students of 13 and 14 years old were given a written test with percentage problems and a week later were interviewed about the way they solved some of these problems. In a…

  1. Three-M in Word Problem Solving

    Science.gov (United States)

    Hajra, Sayonita Ghosh; Kofman, Victoria

    2018-01-01

    We describe three activities that help undergraduates (pre-service teachers) to develop scientific vocabulary on measurable attributes and units of measurement. Measurable attributes are important features in understanding a word problem and solving the problem. These activities help students comprehend word problems better by identifying…

  2. Physics: Quantum problems solved through games

    Science.gov (United States)

    Maniscalco, Sabrina

    2016-04-01

    Humans are better than computers at performing certain tasks because of their intuition and superior visual processing. Video games are now being used to channel these abilities to solve problems in quantum physics. See Letter p.210

  3. Photoreactors for Solving Problems of Environmental Pollution

    Science.gov (United States)

    Tchaikovskaya, O. N.; Sokolova, I. V.

    2015-04-01

    Designs and physical aspects of photoreactors, their capabilities for a study of kinetics and mechanisms of processes proceeding under illumination with light, as well as application of photoreactors for solving various applied problem are discussed.

  4. Molecular science solving global problems

    International Nuclear Information System (INIS)

    Dunning, T.H. Jr.; Stults, B.R.

    1995-01-01

    From the late 1940s to the late 1980s, the Department of Energy (DOE) had a critical role in the Cold War. Many sites were built to contribute to the nation's nuclear weapons effort. However, not enough attention was paid to how the waste generated at these facilities should be handled. As a result, a number of sites fouled the soil around them or dumped low-level radioactive waste into nearby rivers. A DOE laboratory is under construction with a charter to help. Called the Environmental Molecular Sciences Laboratory (EMSL), this national user facility will be located at DOE's Pacific Northwest Laboratory (PNL) in Richland, WA. This laboratory has been funded by DOE and Congress to play a major role as the nation confronts the enormous challenge of reducing environmental and human risks from hundreds of government and industrial waste sites in an economically viable manner. The original proposal for the EMSL took a number of twists and turns on its way to its present form, but one thing remained constant: the belief that safe, permanent, cost-effective solutions to many of the country's environmental problems could be achieved only by multidisciplinary teams working to understand and control molecular processes. The processes of most concern are those that govern the transport and transformation of contaminants, the treatment and storage of high-level mixed wastes, and the risks those contaminants ultimately pose to workers and the public

  5. Applied Mathematical Problems in Engineering

    Directory of Open Access Journals (Sweden)

    Carlos Llopis-Albert

    2016-10-01

    Full Text Available There is a close relationship between engineering and mathematics, which has led to the development of new techniques in recent years. Likewise the developments in technology and computers have led to new ways of teaching mathematics for engineering students and the use of modern techniques and methods.  This research aims to provide insight on how to deal with mathematical problems for engineering students. This is performed by means of a fuzzy set/Qualitative Comparative Analysis applied to conflict resolution of Public Participation Projects in support to the EU Water Framework Directive.

  6. The art and science of problem solving

    DEFF Research Database (Denmark)

    Vidal, Rene Victor Valqui

    2005-01-01

    In this paper we will document that real-life problem solving in complex situations demands both rational (scientific) and intuitive (artistic) thinking. First, the concepts of art and science will be discussed; differences and similarities will be enhanced. Thereafter the concept of group problem...... solving facilitation both as science and art will be presented. A case study related to examination's planning will be discussed to illustrate the main concepts in practice. In addition, other cases studies will also be shortly presented....

  7. Obstacle problems in mathematical physics

    CERN Document Server

    Rodrigues, J-F

    1987-01-01

    The aim of this research monograph is to present a general account of the applicability of elliptic variational inequalities to the important class of free boundary problems of obstacle type from a unifying point of view of classical Mathematical Physics.The first part of the volume introduces some obstacle type problems which can be reduced to variational inequalities. Part II presents some of the main aspects of the theory of elliptic variational inequalities, from the abstract hilbertian framework to the smoothness of the variational solution, discussing in general the properties of the free boundary and including some results on the obstacle Plateau problem. The last part examines the application to free boundary problems, namely the lubrication-cavitation problem, the elastoplastic problem, the Signorini (or the boundary obstacle) problem, the dam problem, the continuous casting problem, the electrochemical machining problem and the problem of the flow with wake in a channel past a profile.

  8. Teaching Problem Solving without Modeling through "Thinking Aloud Pair Problem Solving."

    Science.gov (United States)

    Pestel, Beverly C.

    1993-01-01

    Reviews research relevant to the problem of unsatisfactory student problem-solving abilities and suggests a teaching strategy that addresses the issue. Author explains how she uses teaching aloud problem solving (TAPS) in college chemistry and presents evaluation data. Among the findings are that the TAPS class got fewer problems completely right,…

  9. Doing physics with scientific notebook a problem solving approach

    CERN Document Server

    Gallant, Joseph

    2012-01-01

    The goal of this book is to teach undergraduate students how to use Scientific Notebook (SNB) to solve physics problems. SNB software combines word processing and mathematics in standard notation with the power of symbolic computation. As its name implies, SNB can be used as a notebook in which students set up a math or science problem, write and solve equations, and analyze and discuss their results. Written by a physics teacher with over 20 years experience, this text includes topics that have educational value, fit within the typical physics curriculum, and show the benefits of using SNB.

  10. PEMBELAJARAN KONTEKSTUAL OPEN ENDED PROBLEM SOLVING DENGAN KOMIK MATEMATIKA UNTUK MENINGKATKAN KETERAMPILAN PEMECAHAN MASALAH

    Directory of Open Access Journals (Sweden)

    Lenny Kurniati

    2017-01-01

    ABSTRACT The aim of this research to develop a mathematics learning instrument using contextual open ended problem solving with mathematic comic to increase the problem solving skill which valid, practical and effective. The type of research used in this study is development research using modification of Plomp model. Learning instrumen that have been develop are: syllabus, Lesson plan, worksheet, mathematics comic, and problem solving ability test. The results showed: (1 device developed valid; (2 practical learning is characterized by the positive response of students and good teachers ability, (3 Effectiveness characterized by (a problem solving ability score of the experimental class higher than minimum completeness criterion, (b learn interest and problem solving skill, both affected the problem solving ability positively,  (c problem solving ability of the experimental class score is higher than the control class, (d problem solving skill of the experimental class is increasing by 31%, the problem solving ability of the experimental class higher than the control class.. Because of the learning instrument develope are valid, practice and effective, it is shows that the research has ben reach out. Keywords: contextual teaching and learning, open ended problem solving, mathematics comic, problem solving.

  11. Fostering Modeling Competencies: Benefits of Worked Examples, Problems to Be Solved, and Fading Procedures

    Science.gov (United States)

    Große, Cornelia S.

    2015-01-01

    The application of mathematics to real-world problems is moving more and more in the focus of attention of mathematics education; however, many learners experience huge difficulties in relating "pure" mathematics to everyday contents. In order to solve "modeling problems", it is first necessary to find a transition from a…

  12. Teaching Problem Solving to Students Receiving Tiered Interventions Using the Concrete-Representational-Abstract Sequence and Schema-Based Instruction

    Science.gov (United States)

    Flores, Margaret M.; Hinton, Vanessa M.; Burton, Megan E.

    2016-01-01

    Mathematical word problems are the most common form of mathematics problem solving implemented in K-12 schools. Identifying key words is a frequent strategy taught in classrooms in which students struggle with problem solving and show low success rates in mathematics. Researchers show that using the concrete-representational-abstract (CRA)…

  13. Exploring Primary Student’s Problem-Solving Ability by Doing Tasks Like PISA's Question

    Directory of Open Access Journals (Sweden)

    Rita Novita

    2012-07-01

    Full Text Available Problem solving plays an important role in mathematics and should have a prominent role in the mathematics education. The term “problem solving” refers to mathematics tasks that have the potential to provide intellectual challenges for enhancing students’ mathematical understanding and development. In addition, the contextual problem that requires students to connect their mathematical knowledge in solving mathematical situational problem is believed to be an impact on the development students’ problem-solving ability. The tasks that have been developed by PISA meet both of these criteria. As stated by the NCTM, that problem-solving skill and ability should be developed to students when they were in primary school (K5-8, therefore, it is important to do an effort to guide students in developing problem-solving ability from primary school such as accustom students to do some mathematical solving-problem tasks. Thus, in this research we tried to investigate how to develop mathematical problem-solving tasks like PISA’s question that have potential effect toward students’ mathematical problem-solving abilities?. We used a  formative evaluation type of development research as an mean  to achieve this research goal. This type of research is conducted in two steps, namely preliminary stage and formative evaluation stage covering self evaluation, prototyping (expert reviews, one-to-one, and small group, and  field test. This research involve four primary schools in Palembang, there are SD Muhammadiyah 6 Palembang, MIN 1 & MIN 2 Palembang, and SDN 179 Palembang. The result of this research showed that the mathematical problem-solving tasks  that have been developed have potential effect in exploring mathematical problem-solving ability of the primary school students. It  is shown from their work in solving problem where all of the indicators of problem solving competency have emerged quite well category. In addition, based on interview

  14. Solving Vertex Cover Problem Using DNA Tile Assembly Model

    Directory of Open Access Journals (Sweden)

    Zhihua Chen

    2013-01-01

    Full Text Available DNA tile assembly models are a class of mathematically distributed and parallel biocomputing models in DNA tiles. In previous works, tile assembly models have been proved be Turing-universal; that is, the system can do what Turing machine can do. In this paper, we use tile systems to solve computational hard problem. Mathematically, we construct three tile subsystems, which can be combined together to solve vertex cover problem. As a result, each of the proposed tile subsystems consists of Θ(1 types of tiles, and the assembly process is executed in a parallel way (like DNA’s biological function in cells; thus the systems can generate the solution of the problem in linear time with respect to the size of the graph.

  15. Innovative problem solving by wild spotted hyenas

    Science.gov (United States)

    Benson-Amram, Sarah; Holekamp, Kay E.

    2012-01-01

    Innovative animals are those able to solve novel problems or invent novel solutions to existing problems. Despite the important ecological and evolutionary consequences of innovation, we still know very little about the traits that vary among individuals within a species to make them more or less innovative. Here we examine innovative problem solving by spotted hyenas (Crocuta crocuta) in their natural habitat, and demonstrate for the first time in a non-human animal that those individuals exhibiting a greater diversity of initial exploratory behaviours are more successful problem solvers. Additionally, as in earlier work, we found that neophobia was a critical inhibitor of problem-solving success. Interestingly, although juveniles and adults were equally successful in solving the problem, juveniles were significantly more diverse in their initial exploratory behaviours, more persistent and less neophobic than were adults. We found no significant effects of social rank or sex on success, the diversity of initial exploratory behaviours, behavioural persistence or neophobia. Our results suggest that the diversity of initial exploratory behaviours, akin to some measures of human creativity, is an important, but largely overlooked, determinant of problem-solving success in non-human animals. PMID:22874748

  16. Fostering information problem solving skills through completion problems and prompts

    NARCIS (Netherlands)

    Frerejean, Jimmy; Brand-Gruwel, Saskia; Kirschner, Paul A.

    2012-01-01

    Frerejean, J., Brand-Gruwel, S., & Kirschner, P. A. (2012, November). Fostering information problem solving skills through completion problems and prompts. Poster presented at the ICO Fall School 2012, Girona, Spain.

  17. Fostering Information Problem Solving Skills Through Completion Problems and Prompts

    NARCIS (Netherlands)

    Frerejean, Jimmy; Brand-Gruwel, Saskia; Kirschner, Paul A.

    2012-01-01

    Frerejean, J., Brand-Gruwel, S., & Kirschner, P. A. (2012, September). Fostering Information Problem Solving Skills Through Completion Problems and Prompts. Poster presented at the EARLI SIG 6 & 7 "Instructional Design" and "Learning and Instruction with Computers", Bari, Italy.

  18. Development of a problem solving evaluation instrument; untangling of specific problem solving assets

    Science.gov (United States)

    Adams, Wendy Kristine

    The purpose of my research was to produce a problem solving evaluation tool for physics. To do this it was necessary to gain a thorough understanding of how students solve problems. Although physics educators highly value problem solving and have put extensive effort into understanding successful problem solving, there is currently no efficient way to evaluate problem solving skill. Attempts have been made in the past; however, knowledge of the principles required to solve the subject problem are so absolutely critical that they completely overshadow any other skills students may use when solving a problem. The work presented here is unique because the evaluation tool removes the requirement that the student already have a grasp of physics concepts. It is also unique because I picked a wide range of people and picked a wide range of tasks for evaluation. This is an important design feature that helps make things emerge more clearly. This dissertation includes an extensive literature review of problem solving in physics, math, education and cognitive science as well as descriptions of studies involving student use of interactive computer simulations, the design and validation of a beliefs about physics survey and finally the design of the problem solving evaluation tool. I have successfully developed and validated a problem solving evaluation tool that identifies 44 separate assets (skills) necessary for solving problems. Rigorous validation studies, including work with an independent interviewer, show these assets identified by this content-free evaluation tool are the same assets that students use to solve problems in mechanics and quantum mechanics. Understanding this set of component assets will help teachers and researchers address problem solving within the classroom.

  19. Problem Solving in Physics: Undergraduates' Framing, Procedures, and Decision Making

    Science.gov (United States)

    Modir, Bahar

    In this dissertation I will start with the broad research question of what does problem solving in upper division physics look like? My focus in this study is on students' problem solving in physics theory courses. Some mathematical formalisms are common across all physics core courses such as using the process of separation of variables, doing Taylor series, or using the orthogonality properties of mathematical functions to set terms equal to zero. However, there are slight differences in their use of these mathematical formalisms across different courses, possibly because of how students map different physical systems to these processes. Thus, my first main research question aims to answer how students perform these recurring processes across upper division physics courses. I break this broad question into three particular research questions: What knowledge pieces do students use to make connections between physics and procedural math? How do students use their knowledge pieces coherently to provide reasoning strategies in estimation problems? How do students look ahead into the problem to read the information out of the physical scenario to align their use of math in physics? Building on the previous body of the literature, I will use the theory family of Knowledge in Pieces and provide evidence to expand this theoretical foundation. I will compare my study with previous studies and provide suggestions on how to generalize these theory expansions for future use. My experimental data mostly come from video-based classroom data. Students in groups of 2-4 students solve in-class problems in quantum mechanics and electromagnetic fields 1 courses collaboratively. In addition, I will analyze clinical interviews to demonstrate how a single case study student plays an epistemic game to estimate the total energy in a hurricane. My second research question is more focused on a particular instructional context. How do students frame problem solving in quantum mechanics? I

  20. Noticing relevant problem features: activating prior knowledge affects problem solving by guiding encoding

    Science.gov (United States)

    Crooks, Noelle M.; Alibali, Martha W.

    2013-01-01

    This study investigated whether activating elements of prior knowledge can influence how problem solvers encode and solve simple mathematical equivalence problems (e.g., 3 + 4 + 5 = 3 + __). Past work has shown that such problems are difficult for elementary school students (McNeil and Alibali, 2000). One possible reason is that children's experiences in math classes may encourage them to think about equations in ways that are ultimately detrimental. Specifically, children learn a set of patterns that are potentially problematic (McNeil and Alibali, 2005a): the perceptual pattern that all equations follow an “operations = answer” format, the conceptual pattern that the equal sign means “calculate the total”, and the procedural pattern that the correct way to solve an equation is to perform all of the given operations on all of the given numbers. Upon viewing an equivalence problem, knowledge of these patterns may be reactivated, leading to incorrect problem solving. We hypothesized that these patterns may negatively affect problem solving by influencing what people encode about a problem. To test this hypothesis in children would require strengthening their misconceptions, and this could be detrimental to their mathematical development. Therefore, we tested this hypothesis in undergraduate participants. Participants completed either control tasks or tasks that activated their knowledge of the three patterns, and were then asked to reconstruct and solve a set of equivalence problems. Participants in the knowledge activation condition encoded the problems less well than control participants. They also made more errors in solving the problems, and their errors resembled the errors children make when solving equivalence problems. Moreover, encoding performance mediated the effect of knowledge activation on equivalence problem solving. Thus, one way in which experience may affect equivalence problem solving is by influencing what students encode about the

  1. Open problems in mathematical physics

    International Nuclear Information System (INIS)

    Coley, Alan A

    2017-01-01

    We present a list of open questions in mathematical physics. After a historical introduction, a number of problems in a variety of different fields are discussed, with the intention of giving an overall impression of the current status of mathematical physics, particularly in the topical fields of classical general relativity, cosmology and the quantum realm. This list is motivated by the recent article proposing 42 fundamental questions (in physics) which must be answered on the road to full enlightenment (Allen and Lidstrom 2017 Phys. Scr . 92 012501). But paraphrasing a famous quote by the British football manager Bill Shankly, in response to the question of whether mathematics can answer the Ultimate Question of Life, the Universe, and Everything, mathematics is, of course, much more important than that. (invited comment)

  2. Open problems in mathematical physics

    Science.gov (United States)

    Coley, Alan A.

    2017-09-01

    We present a list of open questions in mathematical physics. After a historical introduction, a number of problems in a variety of different fields are discussed, with the intention of giving an overall impression of the current status of mathematical physics, particularly in the topical fields of classical general relativity, cosmology and the quantum realm. This list is motivated by the recent article proposing 42 fundamental questions (in physics) which must be answered on the road to full enlightenment (Allen and Lidstrom 2017 Phys. Scr. 92 012501). But paraphrasing a famous quote by the British football manager Bill Shankly, in response to the question of whether mathematics can answer the Ultimate Question of Life, the Universe, and Everything, mathematics is, of course, much more important than that.

  3. Lesion mapping of social problem solving.

    Science.gov (United States)

    Barbey, Aron K; Colom, Roberto; Paul, Erick J; Chau, Aileen; Solomon, Jeffrey; Grafman, Jordan H

    2014-10-01

    Accumulating neuroscience evidence indicates that human intelligence is supported by a distributed network of frontal and parietal regions that enable complex, goal-directed behaviour. However, the contributions of this network to social aspects of intellectual function remain to be well characterized. Here, we report a human lesion study (n = 144) that investigates the neural bases of social problem solving (measured by the Everyday Problem Solving Inventory) and examine the degree to which individual differences in performance are predicted by a broad spectrum of psychological variables, including psychometric intelligence (measured by the Wechsler Adult Intelligence Scale), emotional intelligence (measured by the Mayer, Salovey, Caruso Emotional Intelligence Test), and personality traits (measured by the Neuroticism-Extraversion-Openness Personality Inventory). Scores for each variable were obtained, followed by voxel-based lesion-symptom mapping. Stepwise regression analyses revealed that working memory, processing speed, and emotional intelligence predict individual differences in everyday problem solving. A targeted analysis of specific everyday problem solving domains (involving friends, home management, consumerism, work, information management, and family) revealed psychological variables that selectively contribute to each. Lesion mapping results indicated that social problem solving, psychometric intelligence, and emotional intelligence are supported by a shared network of frontal, temporal, and parietal regions, including white matter association tracts that bind these areas into a coordinated system. The results support an integrative framework for understanding social intelligence and make specific recommendations for the application of the Everyday Problem Solving Inventory to the study of social problem solving in health and disease. © The Author (2014). Published by Oxford University Press on behalf of the Guarantors of Brain. All rights reserved

  4. A Case Study: Problem Solving in High School Mathematics Estudo de um Caso de Implantação da Metodologia de Resolução de Problemas no Ensino Médio

    Directory of Open Access Journals (Sweden)

    Melise Maria Vallim Reis

    2008-08-01

    Full Text Available This paper is based on activities developed in a public school project entitled “Development and Evaluation of a Participative Pedagogy of University in High School: emphasis on Mathematics, Science, and Communication”. In this project, we use qualitative research to study the introduction and development of a methodology that uses problem solving to teach Mathematics in a public high school class, in the State of São Paulo, Brazil. The data analysis showed that the experience was successful in generating new meanings for students, exposing them to an investigative approach, as well as stimulating their participation in the classes. It provided strong evidence that problem solving methodology is feasible for public schools, despite the many constraints that may interfere in the process. Keywords: Mathematics Education. Problem Solving. High School. Linear Systems and Functions.Este artigo é baseado em atividades desenvolvidas dentro de um projeto mais amplo – modalidade FAPESP “Ensino Público” – intitulado “Desenvolvimento e Avaliação de Uma Pedagogia Universitária Participativa no Ensino Médio: Atividades com ênfase em Matemática, Ciências e Comunicação”. Nele foram utilizados métodos de pesquisa qualitativa para o estudo da implantação da metodologia de ensino de Matemática através da Resolução de Problemas, junto a alguns alunos de uma escola pública, no interior do Estado de São Paulo. A análise dos dados mostrou que a experiência teve êxito, tanto para a geração de significados aos alunos, aproximando-os de uma proposta investigativa, quanto para a melhoria de sua participação em sala de aula. Trouxe indícios de que metodologias diferenciadas podem ser eficazes no ensino público, apesar das contingências do mesmo e das dificuldades geradas pelas mudanças. Palavras-chave: Educação Matemática. Resolução de Problemas. Ensino Médio. Sistemas Lineares e Funções.

  5. The Construction of Mathematical Literacy Problems for Geometry

    Science.gov (United States)

    Malasari, P. N.; Herman, T.; Jupri, A.

    2017-09-01

    The students of junior high school should have mathematical literacy ability to formulate, apply, and interpret mathematics in problem solving of daily life. Teaching these students are not enough by giving them ordinary mathematics problems. Teaching activities for these students brings consequence for teacher to construct mathematical literacy problems. Therefore, the aim of this study is to construct mathematical literacy problems to assess mathematical literacy ability. The steps of this study that consists of analysing, designing, theoretical validation, revising, limited testing to students, and evaluating. The data was collected with written test to 38 students of grade IX at one of state junior high school. Mathematical literacy problems consist of three essays with three indicators and three levels at polyhedron subject. The Indicators are formulating and employing mathematics. The results show that: (1) mathematical literacy problems which are constructed have been valid and practical, (2) mathematical literacy problems have good distinguishing characteristics and adequate distinguishing characteristics, (3) difficulty levels of problems are easy and moderate. The final conclusion is mathematical literacy problems which are constructed can be used to assess mathematical literacy ability.

  6. A Microgenetic Study of Insightful Problem Solving

    Science.gov (United States)

    Luwel, Koen; Siegler, Robert S.; Verschaffel, Lieven

    2008-01-01

    An eight-session microgenetic study of acquisition of an insightful problem-solving strategy was conducted. A total of 35 second graders who did not use this insightful strategy initially were assigned to two groups that differed in the frequency of problems likely to facilitate discovery and generalization of the strategy. Children in the…

  7. Using Computer Simulations in Chemistry Problem Solving

    Science.gov (United States)

    Avramiotis, Spyridon; Tsaparlis, Georgios

    2013-01-01

    This study is concerned with the effects of computer simulations of two novel chemistry problems on the problem solving ability of students. A control-experimental group, equalized by pair groups (n[subscript Exp] = n[subscript Ctrl] = 78), research design was used. The students had no previous experience of chemical practical work. Student…

  8. Discovering Steiner Triple Systems through Problem Solving

    Science.gov (United States)

    Sriraman, Bharath

    2004-01-01

    An attempt to implement problem solving as a teacher of ninth grade algebra is described. The problems selected were not general ones, they involved combinations and represented various situations and were more complex which lead to the discovery of Steiner triple systems.

  9. New method for solving multidimensional scattering problem

    International Nuclear Information System (INIS)

    Melezhik, V.S.

    1991-01-01

    A new method is developed for solving the quantum mechanical problem of scattering of a particle with internal structure. The multichannel scattering problem is formulated as a system of nonlinear functional equations for the wave function and reaction matrix. The method is successfully tested for the scattering from a nonspherical potential well and a long-range nonspherical scatterer. The method is also applicable to solving the multidimensional Schroedinger equation with a discrete spectrum. As an example the known problem of a hydrogen atom in a homogeneous magnetic field is analyzed

  10. Student Obstacles in Solving Algebraic Thinking Problems

    Science.gov (United States)

    Andini, W.; Suryadi, D.

    2017-09-01

    The aim of this research is to analize the student obstacles on solving algebraic thinking problems in low grades elementary school. This research is a preliminary qualitative research, and involved 66 students of grade 3 elementary school. From the analysis student test results, most of student experience difficulty in solving algebraic thinking problems. The main obstacle is the student’s difficulty in understanding the problem of generalizing the pattern because the students are not accustomed to see the rules that exist in generalize the pattern.

  11. The Music of Mathematics: Toward a New Problem Typology

    Science.gov (United States)

    Quarfoot, David

    Halmos (1980) once described problems and their solutions as "the heart of mathematics". Following this line of thinking, one might naturally ask: "What, then, is the heart of problems?". In this work, I attempt to answer this question using techniques from statistics, information visualization, and machine learning. I begin the journey by cataloging the features of problems delineated by the mathematics and mathematics education communities. These dimensions are explored in a large data set of students working thousands of problems at the Art of Problem Solving, an online company that provides adaptive mathematical training for students around the world. This analysis is able to concretely show how the fabric of mathematical problems changes across different subjects, difficulty levels, and students. Furthermore, it locates problems that stand out in the crowd -- those that synergize cognitive engagement, learning, and difficulty. This quantitatively-heavy side of the dissertation is partnered with a qualitatively-inspired portion that involves human scoring of 105 problems and their solutions. In this setting, I am able to capture elusive features of mathematical problems and derive a fuller picture of the space of mathematical problems. Using correlation matrices, principal components analysis, and clustering techniques, I explore the relationships among those features frequently discussed in mathematics problems (e.g., difficulty, creativity, novelty, affective engagement, authenticity). Along the way, I define a new set of uncorrelated features in problems and use these as the basis for a New Mathematical Problem Typology (NMPT). Grounded in the terminology of classical music, the NMPT works to quickly convey the essence and value of a problem, just as terms like "etude" and "mazurka" do for musicians. Taken together, these quantitative and qualitative analyses seek to terraform the landscape of mathematical problems and, concomitantly, the current thinking

  12. Students' Errors in Solving the Permutation and Combination Problems Based on Problem Solving Steps of Polya

    Science.gov (United States)

    Sukoriyanto; Nusantara, Toto; Subanji; Chandra, Tjang Daniel

    2016-01-01

    This article was written based on the results of a study evaluating students' errors in problem solving of permutation and combination in terms of problem solving steps according to Polya. Twenty-five students were asked to do four problems related to permutation and combination. The research results showed that the students still did a mistake in…

  13. Second International Conference on Soft Computing for Problem Solving

    CERN Document Server

    Nagar, Atulya; Deep, Kusum; Pant, Millie; Bansal, Jagdish; Ray, Kanad; Gupta, Umesh

    2014-01-01

    The present book is based on the research papers presented in the International Conference on Soft Computing for Problem Solving (SocProS 2012), held at JK Lakshmipat University, Jaipur, India. This book provides the latest developments in the area of soft computing and covers a variety of topics, including mathematical modeling, image processing, optimization, swarm intelligence, evolutionary algorithms, fuzzy logic, neural networks, forecasting, data mining, etc. The objective of the book is to familiarize the reader with the latest scientific developments that are taking place in various fields and the latest sophisticated problem solving tools that are being developed to deal with the complex and intricate problems that are otherwise difficult to solve by the usual and traditional methods. The book is directed to the researchers and scientists engaged in various fields of Science and Technology.

  14. Third International Conference on Soft Computing for Problem Solving

    CERN Document Server

    Deep, Kusum; Nagar, Atulya; Bansal, Jagdish

    2014-01-01

    The present book is based on the research papers presented in the 3rd International Conference on Soft Computing for Problem Solving (SocProS 2013), held as a part of the golden jubilee celebrations of the Saharanpur Campus of IIT Roorkee, at the Noida Campus of Indian Institute of Technology Roorkee, India. This book is divided into two volumes and covers a variety of topics including mathematical modelling, image processing, optimization, swarm intelligence, evolutionary algorithms, fuzzy logic, neural networks, forecasting, medical and health care, data mining etc. Particular emphasis is laid on soft computing and its application to diverse fields. The prime objective of the book is to familiarize the reader with the latest scientific developments that are taking place in various fields and the latest sophisticated problem solving tools that are being developed to deal with the complex and intricate problems, which are otherwise difficult to solve by the usual and traditional methods. The book is directed ...

  15. Mathematical problems in image processing

    International Nuclear Information System (INIS)

    Chidume, C.E.

    2000-01-01

    This is the second volume of a new series of lecture notes of the Abdus Salam International Centre for Theoretical Physics. This volume contains the lecture notes given by A. Chambolle during the School on Mathematical Problems in Image Processing. The school consisted of two weeks of lecture courses and one week of conference

  16. Rational approximatons for solving cauchy problems

    Directory of Open Access Journals (Sweden)

    Veyis Turut

    2016-08-01

    Full Text Available In this letter, numerical solutions of Cauchy problems are considered by multivariate Padé approximations (MPA. Multivariate Padé approximations (MPA were applied to power series solutions of Cauchy problems that solved by using He’s variational iteration method (VIM. Then, numerical results obtained by using multivariate Padé approximations were compared with the exact solutions of Cauchy problems.

  17. IMPROVEMENT OF THE «CARRIAGE-CARGO» SYSTEM MOTION MATHEMATICAL MODEL FOR SOLVING THE PROBLEM OF LIFTING AND TRANSPORT MACHINES CONTROL

    Directory of Open Access Journals (Sweden)

    О. Hryhorov

    2017-06-01

    Full Text Available The article deals with the study of a mathematical model that describes the cable crane «carriage-cargo» system motion, taking into account the carriage movement resistance, the wind strength and the friction forces. The obtained system equations can be used to build the controllability function for the «carriage-cargo» system and determine the cable crane control by minimizing the operation cycle time by cargo oscillation damping.

  18. Pengaruh Pembelajaran Inquiry dan Problem Solving terhadap Motivasi dan Prestasi Belajar Matematika

    Directory of Open Access Journals (Sweden)

    Henri Rianto

    2014-06-01

    This study aimed to describe the difference effect of inquiry approach and problem solving approach on motivations to learn mathematics and student mathematics achievement and the better  effect of inquiry approach and problem solving approach on motivations to learn mathematics and student mathematics achievement. This research was a quasi-experimental using nonrandomized control group, pretest-posttest design. The data were collected through non-test and test. The data were analyzed using the MANOVA test and independent sample t-test with significance level of 0,05. The results of the study show  the inquiry approach and problem solving approach was not effective to increase the student mathematics achievement, the inquiry approach and problem solving approach was not effective to increase the motivation to learn mathematics, and there is no difference effect between the inquiry approach and the problem solving approach on learning motivations and the student mathematics achievement. Keywords: inquiry approach, problem solving approach, motivations to learn mathematics, student mathematics achievement

  19. AI tools in computer based problem solving

    Science.gov (United States)

    Beane, Arthur J.

    1988-01-01

    The use of computers to solve value oriented, deterministic, algorithmic problems, has evolved a structured life cycle model of the software process. The symbolic processing techniques used, primarily in research, for solving nondeterministic problems, and those for which an algorithmic solution is unknown, have evolved a different model, much less structured. Traditionally, the two approaches have been used completely independently. With the advent of low cost, high performance 32 bit workstations executing identical software with large minicomputers and mainframes, it became possible to begin to merge both models into a single extended model of computer problem solving. The implementation of such an extended model on a VAX family of micro/mini/mainframe systems is described. Examples in both development and deployment of applications involving a blending of AI and traditional techniques are given.

  20. Problem solving with genetic algorithms and Splicer

    Science.gov (United States)

    Bayer, Steven E.; Wang, Lui

    1991-01-01

    Genetic algorithms are highly parallel, adaptive search procedures (i.e., problem-solving methods) loosely based on the processes of population genetics and Darwinian survival of the fittest. Genetic algorithms have proven useful in domains where other optimization techniques perform poorly. The main purpose of the paper is to discuss a NASA-sponsored software development project to develop a general-purpose tool for using genetic algorithms. The tool, called Splicer, can be used to solve a wide variety of optimization problems and is currently available from NASA and COSMIC. This discussion is preceded by an introduction to basic genetic algorithm concepts and a discussion of genetic algorithm applications.

  1. Pattern of mathematic representation ability in magnetic electricity problem

    Science.gov (United States)

    Hau, R. R. H.; Marwoto, P.; Putra, N. M. D.

    2018-03-01

    The mathematic representation ability in solving magnetic electricity problem gives information about the way students understand magnetic electricity. Students have varied mathematic representation pattern ability in solving magnetic electricity problem. This study aims to determine the pattern of students' mathematic representation ability in solving magnet electrical problems.The research method used is qualitative. The subject of this study is the fourth semester students of UNNES Physics Education Study Program. The data collection is done by giving a description test that refers to the test of mathematical representation ability and interview about field line topic and Gauss law. The result of data analysis of student's mathematical representation ability in solving magnet electric problem is categorized into high, medium and low category. The ability of mathematical representations in the high category tends to use a pattern of making known and asked symbols, writing equations, using quantities of physics, substituting quantities into equations, performing calculations and final answers. The ability of mathematical representation in the medium category tends to use several patterns of writing the known symbols, writing equations, using quantities of physics, substituting quantities into equations, performing calculations and final answers. The ability of mathematical representations in the low category tends to use several patterns of making known symbols, writing equations, substituting quantities into equations, performing calculations and final answer.

  2. Modeling visual problem solving as analogical reasoning.

    Science.gov (United States)

    Lovett, Andrew; Forbus, Kenneth

    2017-01-01

    We present a computational model of visual problem solving, designed to solve problems from the Raven's Progressive Matrices intelligence test. The model builds on the claim that analogical reasoning lies at the heart of visual problem solving, and intelligence more broadly. Images are compared via structure mapping, aligning the common relational structure in 2 images to identify commonalities and differences. These commonalities or differences can themselves be reified and used as the input for future comparisons. When images fail to align, the model dynamically rerepresents them to facilitate the comparison. In our analysis, we find that the model matches adult human performance on the Standard Progressive Matrices test, and that problems which are difficult for the model are also difficult for people. Furthermore, we show that model operations involving abstraction and rerepresentation are particularly difficult for people, suggesting that these operations may be critical for performing visual problem solving, and reasoning more generally, at the highest level. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  3. Insightful problem solving in an Asian elephant.

    Directory of Open Access Journals (Sweden)

    Preston Foerder

    Full Text Available The "aha" moment or the sudden arrival of the solution to a problem is a common human experience. Spontaneous problem solving without evident trial and error behavior in humans and other animals has been referred to as insight. Surprisingly, elephants, thought to be highly intelligent, have failed to exhibit insightful problem solving in previous cognitive studies. We tested whether three Asian elephants (Elephas maximus would use sticks or other objects to obtain food items placed out-of-reach and overhead. Without prior trial and error behavior, a 7-year-old male Asian elephant showed spontaneous problem solving by moving a large plastic cube, on which he then stood, to acquire the food. In further testing he showed behavioral flexibility, using this technique to reach other items and retrieving the cube from various locations to use as a tool to acquire food. In the cube's absence, he generalized this tool utilization technique to other objects and, when given smaller objects, stacked them in an attempt to reach the food. The elephant's overall behavior was consistent with the definition of insightful problem solving. Previous failures to demonstrate this ability in elephants may have resulted not from a lack of cognitive ability but from the presentation of tasks requiring trunk-held sticks as potential tools, thereby interfering with the trunk's use as a sensory organ to locate the targeted food.

  4. Problem Solving Model for Science Learning

    Science.gov (United States)

    Alberida, H.; Lufri; Festiyed; Barlian, E.

    2018-04-01

    This research aims to develop problem solving model for science learning in junior high school. The learning model was developed using the ADDIE model. An analysis phase includes curriculum analysis, analysis of students of SMP Kota Padang, analysis of SMP science teachers, learning analysis, as well as the literature review. The design phase includes product planning a science-learning problem-solving model, which consists of syntax, reaction principle, social system, support system, instructional impact and support. Implementation of problem-solving model in science learning to improve students' science process skills. The development stage consists of three steps: a) designing a prototype, b) performing a formative evaluation and c) a prototype revision. Implementation stage is done through a limited trial. A limited trial was conducted on 24 and 26 August 2015 in Class VII 2 SMPN 12 Padang. The evaluation phase was conducted in the form of experiments at SMPN 1 Padang, SMPN 12 Padang and SMP National Padang. Based on the development research done, the syntax model problem solving for science learning at junior high school consists of the introduction, observation, initial problems, data collection, data organization, data analysis/generalization, and communicating.

  5. Insightful problem solving in an Asian elephant.

    Science.gov (United States)

    Foerder, Preston; Galloway, Marie; Barthel, Tony; Moore, Donald E; Reiss, Diana

    2011-01-01

    The "aha" moment or the sudden arrival of the solution to a problem is a common human experience. Spontaneous problem solving without evident trial and error behavior in humans and other animals has been referred to as insight. Surprisingly, elephants, thought to be highly intelligent, have failed to exhibit insightful problem solving in previous cognitive studies. We tested whether three Asian elephants (Elephas maximus) would use sticks or other objects to obtain food items placed out-of-reach and overhead. Without prior trial and error behavior, a 7-year-old male Asian elephant showed spontaneous problem solving by moving a large plastic cube, on which he then stood, to acquire the food. In further testing he showed behavioral flexibility, using this technique to reach other items and retrieving the cube from various locations to use as a tool to acquire food. In the cube's absence, he generalized this tool utilization technique to other objects and, when given smaller objects, stacked them in an attempt to reach the food. The elephant's overall behavior was consistent with the definition of insightful problem solving. Previous failures to demonstrate this ability in elephants may have resulted not from a lack of cognitive ability but from the presentation of tasks requiring trunk-held sticks as potential tools, thereby interfering with the trunk's use as a sensory organ to locate the targeted food.

  6. Solving multiconstraint assignment problems using learning automata.

    Science.gov (United States)

    Horn, Geir; Oommen, B John

    2010-02-01

    This paper considers the NP-hard problem of object assignment with respect to multiple constraints: assigning a set of elements (or objects) into mutually exclusive classes (or groups), where the elements which are "similar" to each other are hopefully located in the same class. The literature reports solutions in which the similarity constraint consists of a single index that is inappropriate for the type of multiconstraint problems considered here and where the constraints could simultaneously be contradictory. This feature, where we permit possibly contradictory constraints, distinguishes this paper from the state of the art. Indeed, we are aware of no learning automata (or other heuristic) solutions which solve this problem in its most general setting. Such a scenario is illustrated with the static mapping problem, which consists of distributing the processes of a parallel application onto a set of computing nodes. This is a classical and yet very important problem within the areas of parallel computing, grid computing, and cloud computing. We have developed four learning-automata (LA)-based algorithms to solve this problem: First, a fixed-structure stochastic automata algorithm is presented, where the processes try to form pairs to go onto the same node. This algorithm solves the problem, although it requires some centralized coordination. As it is desirable to avoid centralized control, we subsequently present three different variable-structure stochastic automata (VSSA) algorithms, which have superior partitioning properties in certain settings, although they forfeit some of the scalability features of the fixed-structure algorithm. All three VSSA algorithms model the processes as automata having first the hosting nodes as possible actions; second, the processes as possible actions; and, third, attempting to estimate the process communication digraph prior to probabilistically mapping the processes. This paper, which, we believe, comprehensively reports the

  7. Solving the SAT problem using Genetic Algorithm

    Directory of Open Access Journals (Sweden)

    Arunava Bhattacharjee

    2017-08-01

    Full Text Available In this paper we propose our genetic algorithm for solving the SAT problem. We introduce various crossover and mutation techniques and then make a comparative analysis between them in order to find out which techniques are the best suited for solving a SAT instance. Before the genetic algorithm is applied to an instance it is better to seek for unit and pure literals in the given formula and then try to eradicate them. This can considerably reduce the search space, and to demonstrate this we tested our algorithm on some random SAT instances. However, to analyse the various crossover and mutation techniques and also to evaluate the optimality of our algorithm we performed extensive experiments on benchmark instances of the SAT problem. We also estimated the ideal crossover length that would maximise the chances to solve a given SAT instance.

  8. Perceptual Salience and Children's Multidimensional Problem Solving

    Science.gov (United States)

    Odom, Richard D.; Corbin, David W.

    1973-01-01

    Uni- and multidimensional processing of 6- to 9-year olds was studied using recall tasks in which an array of stimuli was reconstructed to match a model array. Results indicated that both age groups were able to solve multidimensional problems, but that solution rate was retarded by the unidimensional processing of highly salient dimensions.…

  9. Problem Solving in the Early Years

    Science.gov (United States)

    Diamond, Lindsay Lile

    2018-01-01

    Problem solving is recognized as a critical component to becoming a self-determined individual. The development of this skill should be fostered in the early years through the use of age-appropriate direct and embedded activities. However, many early childhood teachers may not be providing adequate instruction in this area. This column provides a…

  10. Young Children's Drawings in Problem Solving

    Science.gov (United States)

    Bakar, Kamariah Abu; Way, Jennifer; Bobis, Janette

    2016-01-01

    This paper explores young children's drawings (6 years old) in early number and addition activities in Malaysia. Observation, informal interviews and analysis of drawings revealed two types of drawing, and gave insight into the transitional process required for children to utilise drawings in problem solving. We argue the importance of valuing and…

  11. Problem-Solving Strategies for Career Planning.

    Science.gov (United States)

    McBryde, Merry J.; Karr-Kidwell, PJ

    The need for new expertise in problem solving in the work setting has emerged as a woman's issue because work outside the home has become a primary means for personal goal attainment for about half the women in the United States and because traditional career patterns and norms are ineffective. Career planning is the process of individual career…

  12. Instruction Emphasizing Effort Improves Physics Problem Solving

    Science.gov (United States)

    Li, Daoquan

    2012-01-01

    Effectively using strategies to solve complex problems is an important educational goal and is implicated in successful academic performance. However, people often do not spontaneously use the effective strategies unless they are motivated to do so. The present study was designed to test whether educating students about the importance of effort in…

  13. Collaborative Problem Solving Methods towards Critical Thinking

    Science.gov (United States)

    Yin, Khoo Yin; Abdullah, Abdul Ghani Kanesan; Alazidiyeen, Naser Jamil

    2011-01-01

    This research attempts to examine the collaborative problem solving methods towards critical thinking based on economy (AE) and non economy (TE) in the SPM level among students in the lower sixth form. The quasi experiment method that uses the modal of 3X2 factorial is applied. 294 lower sixth form students from ten schools are distributed…

  14. Supporting Organizational Problem Solving with a Workstation.

    Science.gov (United States)

    1982-07-01

    G. [., and Sussman, G. J. AMORD: Explicit Control or Reasoning. In Proceedings of the Symposium on Artificial Intellignece and Programming Languagues...0505 9. PERFORMING ORGANIZATION NAME AND ADDRESS 10. PROGRAM ELEMENT. PROJECT. TASK Artificial Intelligence Laboratory AREA& WORK UNIT NUMBERS 545...extending ideas from the field of Artificial Intelligence (A), we describ office work as a problem solving activity. A knowledge embedding language called

  15. Mental Imagery in Creative Problem Solving.

    Science.gov (United States)

    Polland, Mark J.

    In order to investigate the relationship between mental imagery and creative problem solving, a study of 44 separate accounts reporting mental imagery experiences associated with creative discoveries were examined. The data included 29 different scientists, among them Albert Einstein and Stephen Hawking, and 9 artists, musicians, and writers,…

  16. Problem solving environment for distributed interactive applications

    NARCIS (Netherlands)

    Rycerz, K.; Bubak, M.; Sloot, P.; Getov, V.; Gorlatch, S.; Bubak, M.; Priol, T.

    2008-01-01

    Interactive Problem Solving Environments (PSEs) offer an integrated approach for constructing and running complex systems, such as distributed simulation systems. To achieve efficient execution of High Level Architecture (HLA)-based distributed interactive simulations on the Grid, we introduce a PSE

  17. Problem-Solving Test: Tryptophan Operon Mutants

    Science.gov (United States)

    Szeberenyi, Jozsef

    2010-01-01

    This paper presents a problem-solving test that deals with the regulation of the "trp" operon of "Escherichia coli." Two mutants of this operon are described: in mutant A, the operator region of the operon carries a point mutation so that it is unable to carry out its function; mutant B expresses a "trp" repressor protein unable to bind…

  18. Solving Wicked Problems through Action Learning

    Science.gov (United States)

    Crul, Liselore

    2014-01-01

    This account of practice outlines the Oxyme Action Learning Program which was conducted as part of the Management Challenge in my final year of the MSc in Coaching and Behavioral Change at Henley Business School. The central research questions were: (1) how action learning can help to solve wicked problems and (2) what the effect of an action…

  19. [Problem-solving strategies and marital satisfaction].

    Science.gov (United States)

    Kriegelewicz, Olga

    2006-01-01

    This study investigated the relation between problem-solving strategies in the marital conflict and marital satisfaction. Four problem-solving strategies (Dialogue, Loyalty, Escalation of conflict and Withdrawal) were measured by the Problem-Solving Strategies Inventory, in two versions: self-report and report of partners' perceived behaviour. This measure refers to the concept of Rusbult, Johnson and Morrow, and meets high standards of reliability (alpha Cronbach from alpha = 0.78 to alpha = 0.94) and validity. Marital satisfaction was measured by Marriage Success Scale. The sample was composed of 147 marital couples. The study revealed that satisfied couples, in comparison with non-satisfied couples, tend to use constructive problem-solving strategies (Dialogue and Loyalty). They rarely use destructive strategies like Escalation of conflict or Withdrawal. Dialogue is the strategy connected with satisfaction in a most positive manner. These might be very important guidelines to couples' psychotherapy. Loyalty to oneself is a significant positive predictor of male satisfaction is also own Loyalty. The study shows that constructive attitudes are the most significant predictors of marriage satisfaction. It is therefore worth concentrating mostly on them in the psychotherapeutic process instead of eliminating destructive attitudes.

  20. Nanomedicine: Problem Solving to Treat Cancer

    Science.gov (United States)

    Hemling, Melissa A.; Sammel, Lauren M.; Zenner, Greta; Payne, Amy C.; Crone, Wendy C.

    2006-01-01

    Many traditional classroom science and technology activities often ask students to complete prepackaged labs that ensure that everyone arrives at the same "scientifically accurate" solution or theory, which ignores the important problem-solving and creative aspects of scientific research and technological design. Students rarely have the…