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Journal articles on the topic 'Mathematical education and problem solving'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

Gr. Voskoglou, Michael. "Problem Solving and Mathematical Modelling." American Journal of Educational Research 9, no. 2 (2021): 85–90. http://dx.doi.org/10.12691/education-9-2-6.

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2

McLeod, Douglas B., and Alan H. Schoenfeld. "Mathematical Problem Solving." College Mathematics Journal 18, no. 4 (1987): 354. http://dx.doi.org/10.2307/2686811.

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3

Mayer, Richard E., D. B. McLeod, and V. M. Adams. "Affect + Cognition = Mathematical Problem Solving." Educational Researcher 19, no. 1 (1990): 35. http://dx.doi.org/10.2307/1176536.

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4

Wong, Philip. "Metacognition in Mathematical Problem Solving." Singapore Journal of Education 12, no. 2 (1992): 48–58. http://dx.doi.org/10.1080/02188799208547691.

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5

Azlan, Noor Akmar, and Mohd Faizal Nizam Lee Abdullah. "Komunikasi matematik : Penyelesaian masalah dalam pengajaran dan pembelajaran matematik." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 1 (2017): 16–31. http://dx.doi.org/10.37134/jsspj.vol7.no1.2.2017.

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Based on the study of mathematic problems created by Clements in 1970 and 1983 in Penang, it was found that students in Malaysia do not have a problem of serious thought. However, the real problem is related to read, understand and make the right transformation when solving mathematical problems, especially those involving mathematical word problem solving. Communication is one of the important elements in the process of solving problems that occur in the teaching and learning of mathematics. Students have the opportunities to engage in mathematic communication such as reading, writing and lis

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6

Tarmizi, Rohani A., and John Sweller. "Guidance during mathematical problem solving." Journal of Educational Psychology 80, no. 4 (1988): 424–36. http://dx.doi.org/10.1037/0022-0663.80.4.424.

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7

Sezgin memnun, Dilek, and Merve ÇOBAN. "Mathematical Problem Solving: Variables that Affect Problem Solving Success." International Research in Education 3, no. 2 (2015): 110. http://dx.doi.org/10.5296/ire.v3i2.7582.

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<p>Individuals who can solve the problems in everyday and business life is one of the primary goals of education due to the necessity to have problem solving skills to cope with life problems. Problem solving has an important role in mathematics education. Because of that, this research is aimed to examine the differentiation of secondary school students’ problem solving success according to gender, class level, and mathematics course grade. Moreover, this paper explores the effect of secondary school students’ attitudes toward mathematics and problem solving on problem solving success.

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8

Keny, Sharad. "TEACHING PROBLEM SOLVING USING PROBLEMS IN MATHEMATICAL JOURNALS." PRIMUS 3, no. 2 (1993): 207–12. http://dx.doi.org/10.1080/10511979308965703.

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9

Abidin, B., and J. R. Hartley. "Developing mathematical problem solving skills." Journal of Computer Assisted Learning 14, no. 4 (1998): 278–91. http://dx.doi.org/10.1046/j.1365-2729.1998.144066.x-i1.

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10

Frank, Martha L. "Problem Solving and Mathematical Beliefs." Arithmetic Teacher 35, no. 5 (1988): 32–34. http://dx.doi.org/10.5951/at.35.5.0032.

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A frequently asked question in the decade since problem solving has become a popular topic in mathematics education is “How can we get students to become better problem solvers?” Answers to this question have focused on such in structional techniques as the introduction of problem-problemsolving strategies (“heuristics”), Polya's four-step method, or even the teaching of computer programming languages such as Logo or BASIC.

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11

Blake, Sally, Sandra Hurley, and Bernard Arenz. "Mathematical problem solving and young children." Early Childhood Education Journal 23, no. 2 (1995): 81–84. http://dx.doi.org/10.1007/bf02353397.

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12

Human, Piet. "Learning via problem solving in mathematics education." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, no. 4 (2009): 303–18. http://dx.doi.org/10.4102/satnt.v28i4.68.

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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) a

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13

Simatupang, Rosmawaty, E. Elvis Napitupulu, and Edi Syahputra. "Analysis of Mathematical Problem-Solving Abilities Taught Using Problem-Based Learning." American Journal of Educational Research 7, no. 11 (2019): 794–99. http://dx.doi.org/10.12691/education-7-11-6.

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14

Mairing, Jackson Pasini. "Thinking Process of Naive Problem Solvers to Solve Mathematical Problems." International Education Studies 10, no. 1 (2016): 1. http://dx.doi.org/10.5539/ies.v10n1p1.

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Solving problem is not only a goal of mathematical learning. Students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations by learning to solve problems. In fact, there were students who had difficulty in solving problems. The students were naive problem solvers. This research aimed to describe the thinking process of naive problem solvers based on heuristic of Polya. The researcher gave two problems to students at grade XI from one of high schools in Palangka Raya, Indonesia. The research subjects were two students with problem solving scores

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15

Jitendra, Asha K., Shawna Petersen-Brown, Amy E. Lein, et al. "Teaching Mathematical Word Problem Solving." Journal of Learning Disabilities 48, no. 1 (2013): 51–72. http://dx.doi.org/10.1177/0022219413487408.

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16

Campbell, K. Jennifer, Kevin F. Collis, and Jane M. Watson. "Visual processing during mathematical problem solving." Educational Studies in Mathematics 28, no. 2 (1995): 177–94. http://dx.doi.org/10.1007/bf01295792.

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17

Silver, Edward A., Joanna Mamona-Downs, Shukkwan S. Leung, and Patricia Ann Kenney. "Posing Mathematical Problems: An Exploratory Study." Journal for Research in Mathematics Education 27, no. 3 (1996): 293–309. http://dx.doi.org/10.5951/jresematheduc.27.3.0293.

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In this study, 53 middle school teachers and 28 prospective secondary school teachers worked either individually or in pairs to pose mathematical problems associated with a reasonably complex task setting, before and during or after attempting to solve a problem within that task setting. Written responses were examined to determine the kinds of problems posed in this task setting, to make inferences about cognitive processes used to generate the problems, and to examine differences between problems posed prior to solving the problem and those posed during or after solving. Although some respon

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18

Mayer, Richard E. "Book Reviews: Affect + Cognition = Mathematical Problem Solving." Educational Researcher 19, no. 1 (1990): 35–36. http://dx.doi.org/10.3102/0013189x019001035.

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19

Cartrette, David P., and George M. Bodner. "Non-mathematical problem solving in organic chemistry." Journal of Research in Science Teaching 47, no. 6 (2009): 643–60. http://dx.doi.org/10.1002/tea.20306.

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20

Dorimana, Aline, Alphonse Uworwabayeho, and Gabriel Nizeyimana. "Examining Mathematical Problem-Solving Beliefs among Rwandan Secondary School Teachers." International Journal of Learning, Teaching and Educational Research 20, no. 7 (2021): 227–40. http://dx.doi.org/10.26803/ijlter.20.7.13.

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This study explored teachers' beliefs about mathematical problem-solving. It involved 36 identified teachers of Kayonza District in Rwanda via an explanatory mixed-method approach. The findings indicate that most teachers show a positive attitude towards advancing problem-solving in the mathematics classroom. However, they expose different views on its implementation. Role of problem-solving, Mathematical problems, and Problem-solving in Mathematics were identified as main themes. Problem-solving was highlighted as an approach that helps teachers use time adequately and helps students develop

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21

Tartre, Lindsay Anne. "Spatial Orientation Skill and Mathematical Problem Solving." Journal for Research in Mathematics Education 21, no. 3 (1990): 216–29. http://dx.doi.org/10.5951/jresematheduc.21.3.0216.

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The purpose of this study was to explore the role of spatial orientation skill in the solution of mathematics problems. Fifty-seven tenth-grade students who scored high or low on a spatial orientation test were asked to solve mathematics problems in individual interviews. A group of specific behaviors was identified in geometric settings, which appeared to be manifestations of spatial orientation skill. Spatial orientation skill also appeared to be involved in understanding the problem and linking new problems to previous work in nongeometric settings.

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22

Desoete, Annemie, Herbert Roeyers, and Armand De Clercq. "Can offline metacognition enhance mathematical problem solving?" Journal of Educational Psychology 95, no. 1 (2003): 188–200. http://dx.doi.org/10.1037/0022-0663.95.1.188.

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23

Nanna, A. Wilda Indra, and Enditiyas Pratiwi. "Students’ Cognitive Barrier in Problem Solving: Picture-based Problem-solving." Al-Jabar : Jurnal Pendidikan Matematika 11, no. 1 (2020): 73–82. http://dx.doi.org/10.24042/ajpm.v11i1.5652.

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Pre-service teachers in primary education often have difficulty in solving mathematical problems, specifically fractions that are presented with a picture. In solving problems, some thought processes are needed by the teacher to reduce students' cognitive barriers. Therefore, this study aimed to reveal the cognitive barriers experienced by students in solving fraction problems. The cognitive barriers referred to in this study are ways of thinking about structures or mathematical objects that are appropriate in one situation and not appropriate in another situation. This study employed a descri

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24

Morrison, Hugh, Pamela Cowan, Fred Mcbride, and Conor Mcbride. "Enhancing mathematical problem-solving through ZENO." International Journal of Mathematical Education in Science and Technology 30, no. 5 (1999): 661–73. http://dx.doi.org/10.1080/002073999287662.

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25

Munifah, Munifah, Windi Septiyani, Indah Tri Rahayu, Rahmi Ramadhani, and Hasan Said Tortop. "Analysis of Mathematical Problem Solving Capabilities : Impact of Improve and OSBORN Learning Models on Management Education." Desimal: Jurnal Matematika 3, no. 1 (2020): 17–26. http://dx.doi.org/10.24042/djm.v3i1.5335.

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Objectives The ability to solve problems is to gain knowledge and motivation in the problem solving process of students. The researcher used the IMPROVE and OSBORN learning models to improve problem solving skills. The IMPROVE and OSBORN learning models emphasize the development of optimal mathematical skills and generate new ideas in the process of problem solving. This research is used to see the impact of the IMPROVE learning model and OSBORN learning model which is better in mathematical problem solving abilities. This research uses the Quasy Experimental Design method. Hypothesis testing

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26

Marcou, Andri. "Coding strategic behaviour in mathematical problem solving." Research in Mathematics Education 10, no. 1 (2008): 99–100. http://dx.doi.org/10.1080/14794800801916929.

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27

Davis, Gary, and Kristine Pepper. "Mathematical problem solving by pre-school children." Educational Studies in Mathematics 23, no. 4 (1992): 397–415. http://dx.doi.org/10.1007/bf00302442.

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28

Kajamies, Anu, Marja Vauras, and Riitta Kinnunen. "Instructing Low‐Achievers in Mathematical Word Problem Solving." Scandinavian Journal of Educational Research 54, no. 4 (2010): 335–55. http://dx.doi.org/10.1080/00313831.2010.493341.

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29

Jitendra, Asha K., Cynthia C. Griffin, Andria Deatline-Buchman, and Edward Sczesniak. "Mathematical Word Problem Solving in Third-Grade Classrooms." Journal of Educational Research 100, no. 5 (2007): 283–302. http://dx.doi.org/10.3200/joer.100.5.283-302.

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30

Bailey, Judy, and Jane McChesney. "Purposeful problem solving practices in Te Kākano." Early Childhood Folio 24, no. 2 (2020): 15–20. http://dx.doi.org/10.18296/ecf.0082.

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Mathematical learning is an integral part of early childhood education (ECE). In Aotearoa New Zealand there is a range of valuable curriculum resources including Te Kākano, a “living, evolving” framework of purposeful activities, to assist teachers to notice and respond to mathematics learning. This article aims to contribute towards this evolution by suggesting mathematical problem solving become more explicitly embedded within Te Kākano. This would be one way of keeping mathematical practices at the forefront of early childhood mathematics education supporting children to be creative mathema

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31

Chang, Kuo-En, Yao-Ting Sung, and Shiu-Feng Lin. "Computer-assisted learning for mathematical problem solving." Computers & Education 46, no. 2 (2006): 140–51. http://dx.doi.org/10.1016/j.compedu.2004.08.002.

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32

Yang, Chao, Zhenlai Han, and Shurong Sun. "Research on Mathematical Core Competency Cultivation Based on Polya Problem Solving Table." International Journal of Educational Studies 1, no. 2 (2018): 16–21. http://dx.doi.org/10.53935/2641-533x.v1i2.17.

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The core competency of mathematics has always been a hot issue in the education field. The ability to solve problems in mathematics is also an indispensable ability to learn mathematics problem solving. The Polya problem solving table has an important guiding role for mathematics problem solving. Simplify the Polya problem-solving form to make it more suitable for high school teaching. Through the Polya problem-solving table, the cultivation of mathematical core competency is integrated into the process of mathematical problem-solving for our mathematics teaching and promote the development of

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33

Medová, Janka, Kristína Ovary Bulková, and Soňa Čeretková. "Relations between Generalization, Reasoning and Combinatorial Thinking in Solving Mathematical Open-Ended Problems within Mathematical Contest." Mathematics 8, no. 12 (2020): 2257. http://dx.doi.org/10.3390/math8122257.

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Algebraic thinking, combinatorial thinking and reasoning skills are considered as playing central roles within teaching and learning in the field of mathematics, particularly in solving complex open-ended mathematical problems Specific relations between these three abilities, manifested in the solving of an open-ended ill-structured problem aimed at mathematical modeling, were investigated. We analyzed solutions received from 33 groups totaling 131 students, who solved a complex assignment within the mathematical contest Mathematics B-day 2018. Such relations were more obvious when solving a c

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34

Carpenter, Thomas P., Ellen Ansell, Megan L. Franke, Elizabeth Fennema, and Linda Weisbeck. "Models of Problem Solving: A Study of Kindergarten Children's Problem-Solving Processes." Journal for Research in Mathematics Education 24, no. 5 (1993): 428–41. http://dx.doi.org/10.5951/jresematheduc.24.5.0428.

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Seventy kindergarten children who had spent the year solving a variety of basic word problems were individually interviewed as they solved addition, subtraction, multiplication, division, multistep, and nonroutine word problems. Thirty-two children used a valid strategy for all nine problems and 44 correctly answered seven or more problems. Only 5 children were not able to answer any problems correctly. The results suggest that children can solve a wide range of problems, including problems involving multiplication and division situations, much earlier than generally has been presumed. With on

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35

McLeod, Douglas B. "Affective Issues in Mathematical Problem Solving: Some Theoretical Considerations." Journal for Research in Mathematics Education 19, no. 2 (1988): 134–41. http://dx.doi.org/10.5951/jresematheduc.19.2.0134.

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Mathematics students often report feelings of frustration or satisfaction when they work on nonroutine problems. These affective responses are an important factor in problem solving and deserve increased attention in research. Mandler's theory of emotion is suggested as a framework for investigating affective issues in problem solving. Several dimensions of the emotional states of problem solvers are specified, including the magnitude and direction of the emotions, their duration, and the students' level of awareness and level of control of the emotions. The implications of this framework for

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36

Fuchs, Lynn S., and Douglas Fuchs. "Enhancing Mathematical Problem Solving for Students with Disabilities." Journal of Special Education 39, no. 1 (2005): 45–57. http://dx.doi.org/10.1177/00224669050390010501.

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37

Mukasyaf, Fikri, Kms M. Amin Fauzi, and Mukhtar Mukhtar. "Building Learning Trajectory Mathematical Problem Solving Ability in Circle Tangent Topic by Applying Metacognition Approach." International Education Studies 12, no. 2 (2019): 109. http://dx.doi.org/10.5539/ies.v12n2p109.

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Mathematical problem solving ability is one of the most important abilities students must have to process the information provided in solving problems. Before using mathematical problem solving skills, prior knowledge becomes the most crucial thing that makes students able to connect all available information so that they can construct new knowledge through the process of assimilation or accommodation.The purpose of this reseach is to:(1) Analyze prior knowledge what student has so the student can solve the problem of tangent circle given; (2) Know how learning trajectory in student’s mathemat

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38

Charles, Randall I. "The Role of Problem Solving." Arithmetic Teacher 32, no. 6 (1985): 48–50. http://dx.doi.org/10.5951/at.32.6.0048.

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The importance of problem solving in mathematics has been attested to by many individuals and groups (e.g., Snowmass 1973; NCSM 1977; CBMS 1982). Furthermore, the belief seems to be common that the development of students' problem-solving abilities is one of the most important goals of mathematics education. In view of the importance of problem solving, it is templing to argue that problem solving and mathematical thinking are in fact different names tor the same activity. However, such an argument would provide too narrow an interpretation of mathematical thinking and too broad a view of prob

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39

Delima, Nita. "A RELATIONSHIP BETWEEN PROBLEM SOLVING ABILITY AND STUDENTS’ MATHEMATICAL THINKING." Infinity Journal 6, no. 1 (2017): 21. http://dx.doi.org/10.22460/infinity.v6i1.231.

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This research have a purpose to know is there an influence of problem solving abilty to students mathematical thinking, and to know how strong problem solving ability affect students mathematical thinking. This research used descriptive quantitative method, which a population is all of students that taking discrete mathematics courses both in department of Information Systems and department of mathematics education. Based on the results of data analysis showed that there are an influence of problem solving ability to students mathematical thinking either at department of mathematics education

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40

Delima, Nita. "A RELATIONSHIP BETWEEN PROBLEM SOLVING ABILITY AND STUDENTS’ MATHEMATICAL THINKING." Infinity Journal 6, no. 1 (2017): 21. http://dx.doi.org/10.22460/infinity.v6i1.p21-28.

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This research have a purpose to know is there an influence of problem solving abilty to students mathematical thinking, and to know how strong problem solving ability affect students mathematical thinking. This research used descriptive quantitative method, which a population is all of students that taking discrete mathematics courses both in department of Information Systems and department of mathematics education. Based on the results of data analysis showed that there are an influence of problem solving ability to students mathematical thinking either at department of mathematics education

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41

Grugnetti, Lucia, and François Jaquet. "A mathematical competition as a problem solving and a mathematical education experience." Journal of Mathematical Behavior 24, no. 3-4 (2005): 373–84. http://dx.doi.org/10.1016/j.jmathb.2005.09.012.

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42

Reic-Ercegovac, Ina, Morana Koludrovic, and Irena Misurac. "The contribution of the mathematics self-concept and subjective value of mathematics to mathematical achievement." Zbornik Instituta za pedagoska istrazivanja 51, no. 1 (2019): 162–97. http://dx.doi.org/10.2298/zipi1901162r.

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The aim of this study was to examine the performance of different age groups of students in mathematical achievement, i.e. in solving mathematical problem tasks and mathematical school grades. Furthermore, the study aimed to investigate the contribution of the mathematics self-concept and subjective value of Mathematics to explain individual differences in solving mathematical problem tasks and school achievement in Mathematics. A total of 780 participants took part in the study. The results show that with age school achievement in Mathematics decreases, as well as Mathematics self-concept and

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43

Vacher, H. L. "A Course in Geological -Mathematical Problem Solving." Journal of Geoscience Education 48, no. 4 (2000): 478–81. http://dx.doi.org/10.5408/1089-9995-48.4.478.

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44

Styaningrum, Farida. "Student Metacognition in Economic Mathematical Problem Solving." Jurnal Pendidikan Ekonomi Dan Bisnis (JPEB) 7, no. 2 (2019): 112–19. http://dx.doi.org/10.21009/jpeb.007.2.2.

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The purpose of this research is the development of metacognition strategies in Accounting Education students as an effort to optimize the results of economic mathematics learning. The method used is qualitative data analysis consisting of data reduction, data display, and conclusions. The results of this research are: (1) metacognitive approach makes it easier for students to solve economic math problems, (2) obstacles in the process of metacognition are difficulties in concentration, lack of confidence, fear of trying and lack of reference books owned, (3) strategies that can be done to devel

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45

Goldin, Gerald A. "Affective Pathways and Representation in Mathematical Problem Solving." Mathematical Thinking and Learning 2, no. 3 (2000): 209–19. http://dx.doi.org/10.1207/s15327833mtl0203_3.

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46

Rofiki, Imam, and Ika Santia. "Describing the phenomena of students’ representation in solving ill-posed and well-posed problems." International Journal on Teaching and Learning Mathematics 1, no. 1 (2018): 39. http://dx.doi.org/10.18860/ijtlm.v1i1.5713.

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<p>Mathematical representation is an essential aspect of mathematical problem-solving. But students’ ability of an accurate representation in ill-posed problem-solving is still very minimal compared to that in well-posed problem-solving. However, ill-posed problem supported mathematical abstraction used in mathematical concept understanding. This study described the representations used by mathematics education students in solving ill-posed and well-posed problems. Thirty Indonesian matematics education students have solved ill-well posed problems by using think-aloud. Researchers also c

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47

Santoso, Santoso, Himmatul Ulya, and Ratri Rahayu. "Application of Problem Based Learning Assisted By QR Code to Improve Mathematical Problem-Solving Ability of Elementary Teacher Education Students." Indonesian Journal of Mathematics Education 2, no. 1 (2019): 1. http://dx.doi.org/10.31002/ijome.v2i1.1221.

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<p class="JRPMAbstractBodyEnglish">This study aims to examine the effectiveness of Problem Based Learning (PBL) assisted by QR code on students’ mathematical problem solving ability. This experimental research was carried out on students of the Elementary School Teacher Education Study ProgramUniversitas Muria Kudus in the mathematical concept course in the academic year of 2016/2017. The ability to solve mathematical problems is measured by tests. Data analysis techniques used include t-test and proportion test. The results of this study are: 1) the mathematical problem solving ability

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48

Özcan, Zeynep Çiğdem, and Aynur Eren Gümüş. "A modeling study to explain mathematical problem-solving performance through metacognition, self-efficacy, motivation, and anxiety." Australian Journal of Education 63, no. 1 (2019): 116–34. http://dx.doi.org/10.1177/0004944119840073.

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Many noncognitive constructs affect mathematical problem-solving performance. The aim of the present study is to investigate the direct and indirect effects of a number noncognitive constructs such as mathematics self-efficacy, mathematics anxiety, and metacognitive experience on the mathematical problem solving of middle-school students. The sample consisted of 517 seventh-grade Turkish students of whom 252 were male (49%) and 265 were females (51%). The instruments used in this study were a mathematical problem-solving performance test, a mathematics self-efficacy scale, a mathematics anxiet

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49

Collis, Kevin F., Thomas A. Romberg, and Murad E. Jurdak. "A Technique for Assessing Mathematical Problem-Solving Ability." Journal for Research in Mathematics Education 17, no. 3 (1986): 206–21. http://dx.doi.org/10.5951/jresematheduc.17.3.0206.

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This report sets out the procedures followed in developing, administering, and scoring a set of mathematical problem-solving superitems and examining their construct validity through a recently developed technique of evaluation associated with a taxonomy of the structure of learned outcomes. Each superitem includes a mathematical situation and a structured set of questions about that situation. To judge whether the response patterns of students to the superitems were interpretable, two questions were raised about the response patterns. For each question, the data strongly support the validity

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50

Lester, Frank K. "Musings about Mathematical Problem-Solving Research: 1970-1994." Journal for Research in Mathematics Education 25, no. 6 (1994): 660–75. http://dx.doi.org/10.5951/jresematheduc.25.6.0660.

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On extended constructed-response tasks, which required students to solve problems requiring a greater depth of understanding and then explain, at some length, specific features of their solutions, the average percentage of students producing satisfactory or better responses was 16 percent at grade 4, 8 percent at grade 8, and 9 percent at grade 12. (Dossey, Mullis, & Jones, 1993, p. 2)

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