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Journal articles on the topic 'The Mathematics Problem'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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Pasaribu, Joy Frandero Yoni Astra, and Louise M. Saija. "IMPROVEMENT OF MATHEMATICAL PROBLEM SOLVING ABILITIES USING MISSOURI MATHEMATICS PROJECT LEARNING MODEL." Abstract Proceedings International Scholars Conference 7, no. 1 (2019): 1539–49. http://dx.doi.org/10.35974/isc.v7i1.1161.

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Introduction: Mathematical problem solving ability is very important in mathematic learning, because is can help students to solve daily life problems better. But the students mathematical problem solve ability is not high yet, one of the factor is because many students only know the standard procedures of solving mathematics problems, and when the given problem are different from the examples they tend to give up easily. This comparative design study aims to find out the improvement of students mathematical problem solving ability using Missouri Mathematics Project (MMP) learning model with i

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Williams, Kenneth M. "Writing About the Problem Solving Process to Improve Problem Solving Performance." Mathematics Teacher 96, no. 3 (2003): 185–87. http://dx.doi.org/10.5951/mt.96.3.0185.

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Problem solving is generally recognized as one of the most important components of mathematics. In Principles and Standards for School Mathematics, the National Council of Teachers of Mathematics emphasized that instructional programs should enable all students in all grades to “build new mathematical knowledge through problem solving, solve problems that arise in mathematics and in other contexts, apply and adapt a variety of appropriate strategies to solve problems, and monitor and reflect on the process of mathematical problem solving” (NCTM 2000, p. 52). But how do students become competen

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SIA, Alberto R. "Strategies in Problem Solving in Mathematics." Journal of Advanced Research in Dynamical and Control Systems 11, no. 09-SPECIAL ISSUE (2019): 48–51. http://dx.doi.org/10.5373/jardcs/v11/20192534.

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Knuth, Eric J., and Blake E. Peterson. "Fostering Mathematical Curiosity: Highlighting the Mathematics." Mathematics Teacher 96, no. 8 (2003): 574–79. http://dx.doi.org/10.5951/mt.96.8.0574.

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In “Fostering Mathematical Curiosity” (Knuth 2002), Eric Knuth discusses the idea of problem posing as a means of fostering students' mathematical curiosity. A mathematician colleague, after reading the article, commented that a significant amount of the mathematics in the discussion of the various problems and their solutions had been “left out” —and he was right. The author's primary intent in writing that article, however, was to illustrate “what it might mean to engage students in problem posing and how teachers might begin to create classroom environments that encourage, develop, and fost

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Adhimah, Olivia Khufyatul, Rooselyna Ekawati, and Dini Kinati Fardah. "PERILAKU PEMECAHAN MASALAH SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA KONTEKSTUAL DITINJAU DARI KECEMASAN MATEMATIKA." MATHEdunesa 9, no. 1 (2020): 145–54. http://dx.doi.org/10.26740/mathedunesa.v9n1.p145-154.

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Problem solving behavior make further information about behavior of students to understand contextual mathematical problems and their solutions. The different behaviors shown by students to each other shows how to steps, abilities, and understanding of students in solving contextual mathematical problems. It is important for students and teachers to know the problem solving behaviors in order to improve understanding and ability to solve contextual mathematical problems. Mathematics anxiety can influence students in soling mathematical problems. Given the importance of students problem solving

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Maiorca, Cathrine. "GPS: Engineering Design Problems Promote Problem Solving." Mathematics Teacher: Learning and Teaching PK-12 114, no. 2 (2021): 154–58. http://dx.doi.org/10.5951/mtlt.2020.0266.

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Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

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Mikusa, Michael G. "Problem Solving: Is More Than Solving Problems." Mathematics Teaching in the Middle School 4, no. 1 (1998): 20–25. http://dx.doi.org/10.5951/mtms.4.1.0020.

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The curriculum and evaluation Standards for School Mathematics (NCTM 1989) states that one of its five general goals is for all students to become mathematical problem solvers. It recommends that “to develop such abilities, students need to work on problems that may take hours, days, and even weeks to solve” (p. 6). Clearly the authors have not taught my students! When my students first encountered a mathematical problem, they believed that it could be solved simply because it was given to them in our mathematics class. They also “knew” that the technique or process for finding the solution to

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Irhamna, Irhamna, Zul Amry, and Hermawan Syahputra. "Contribution of Mathematical Anxiety, Learning Motivation and Self-Confidence to Student’s Mathematical Problem Solving." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (2020): 1759–72. http://dx.doi.org/10.33258/birle.v3i4.1343.

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The objectives of this study are to: (1) Analyze whether there is a contribution of mathematics anxiety, learning motivation and self-confidence to the ability to solve mathematical problems simultaneously, (2) Analyze whether there is a contribution of mathematics anxiety, learning motivation and self-confidence to the partial mathematical problem solving ability, (3) To analyze how big the contribution of mathematics anxiety, learning motivation and self-confidence to mathematical problem solving abilities simultaneously, (4) Analyze how much the contribution of mathematics anxiety, learning

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Kontorovich, Igor’. "Problem-posing triggers or where do mathematics competition problems come from?" Educational Studies in Mathematics 105, no. 3 (2020): 389–406. http://dx.doi.org/10.1007/s10649-020-09964-1.

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AbstractSpurred by Kilpatrick’s (1987) “Where do good problems come from?”, this study explores problem-posing triggers of experienced problem posers for mathematics competitions. Triggers are conceived as instances of noticing, where an impulse draws a poser’s attention and “triggers off” a mathematical re-action, one of the outcomes of which is a creation of a problem that gets accepted to some mathematics competition. The data were collected from 26 problem posers residing in nine countries, and who had experience in creating problems for national, regional, and international competitions.

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Bush, William S., and Ann Fiala. "Problem Stories: A New Twist on Problem Posing." Arithmetic Teacher 34, no. 4 (1986): 6–9. http://dx.doi.org/10.5951/at.34.4.0006.

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Problem solving has become the focus of the '80s. The Arithmetic Teacher and the Mathematics Teacher are full of article on problem solving; conference for mathematic teacher overflow with essions on problem solving; and more and more teachers of mathematics are jumping on the problem-solving bandwagon. If you are one of these teachers, this article should interest you.

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Kuzle, Ana. "Problem solving as an instructional method: The use of open problems in technology problem solving instruction." Lumat: International Journal of Math, Science and Technology Education 3, no. 1 (2015): 69–86. http://dx.doi.org/10.31129/lumat.v3i1.1052.

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Problem solving is not only an instructional goal, but also an instructional method. As an instructional method it can be used to build new mathematical knowledge, to solve problems that arise in mathematics and in other contexts, to apply and adapt a variety of problem-solving strategies, and to monitor and reflect on the mathematical problem-solving processes. However, depicting complexity of thinking and learning processes in such environments offers challenges to researchers. A possible solution may be through multiple perspective. On one exemplary problem this instructional method will be

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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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Amril, La Ode, Darhim, and Dadang Juandi. "DEAF STUDENT AND MENTAL ACT IN MATHEMATICS PROBLEM SOLVING." Indonesian Journal of Social Research (IJSR) 2, no. 1 (2020): 100–110. http://dx.doi.org/10.30997/ijsr.v2i1.25.

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Mathematics has an important role in the cognitive development of deaf students. Through learning mathematics in schools, deaf students will explore and build knowledge, because literally mathematics is the parent of knowledge and human activities. One important aspect in learning mathematics is the ability to solve problems. Problem solving means engaging in a task for which the solution method is not known in advance. In order to find a solution, students must draw on their knowledge, and through this process, they will often develop new mathematical understandings.This study aims to analyze

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Hitalessy, Merlin, Wilmintjie Mataheru, and Carolina Selfisina Ayal. "REPRESENTASI MATEMATIS SISWA DALAM PEMECAHAN MASALAH PERBANDINGAN TRIGONOMETRI PADA SEGITIGA SIKU-SIKU DITINJAU DARI KECERDASAN LOGIS MATEMATIS, LINGUISTIK DAN VISUAL SPASIAL." Jurnal Magister Pendidikan Matematika (JUMADIKA) 2, no. 1 (2020): 1–15. http://dx.doi.org/10.30598/jumadikavol2iss1year2020page1-15.

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One of the skills needed in learning mathematics is the ability to solve mathematical problems. In solving problems in mathematics learning, mathematical representation is needed by students in the problem solving process. Students tend to use mathematical representations, but sometimes they don't understand what they are doing. In general, mathematical representations also play an important role in improving mathematical competence. Beside the ability of representation, students also have intelligence, including mathematical logical intelligence, linguistics and visual spatial. This research

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Lestariningsih, Siti Maghfirotun Amin, Agung Lukito, and Moch Lutfianto. "Exploring mathematization underpinnings of prospective mathematics teachers in solving mathematics problem." Beta: Jurnal Tadris Matematika 11, no. 2 (2018): 167–76. http://dx.doi.org/10.20414/betajtm.v11i2.214.

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[English]: The purpose of this study is to explore the mathematization underpinnings of prospective mathematics teacher’s on mathematics problem solving. This study used explorative research with a qualitative approach. The instruments used in this study were mathematical ability test, contextual problems, and interview guidelines. A prospective mathematics teacher who has high mathematics ability involved in this study.The subject was selected from 56 prospective mathematics teachers through a test. After the subject solved contextual problems, an interview was conducted. The result revealed

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Zulfah, Astuti, Y. F. Surya, R. Marta, and T. T. Wijaya. "Measurement of mathematics problems solving ability using problem based mathematics question." Journal of Physics: Conference Series 1613 (August 2020): 012026. http://dx.doi.org/10.1088/1742-6596/1613/1/012026.

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Moody, William B. "A Program In Middle School: Problem Solving." Arithmetic Teacher 38, no. 4 (1990): 6–11. http://dx.doi.org/10.5951/at.38.4.0006.

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Recent literature concerned with the mathematics curricula for the elementary and middle school grades has st ressed the need for inclusion of more acti vitie involving problem solving and meaningful computational instruction. The authors of Curriculum and Elvaluarion Srandards for School Marhemarics (Srandards) (NCTM 1989) encourage the development of “an individual's abilities to explore. conjecture. and reason logically. as well a the ability to use a variety of mathematical methods to solve nonroutine problems.” (p. 5) They plea for intuitive approache to solving problem in the middle choo

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Molina, J. A. López, and M. Trujillo. "Mathematica Software in Engineering Mathematics Classes." International Journal of Mechanical Engineering Education 33, no. 3 (2005): 244–50. http://dx.doi.org/10.7227/ijmee.33.3.6.

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In this paper we show the advantages of using Mathematica software in engineering mathematics classes through the study of an example problem concerning heat conduction in a slab. Firstly the problem is solved from the point of view of a parabolic model of heat conduction, and secondly from the viewpoint of a hyperbolic model.

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Pratiwi, S. A., and D. B. Widjajanti. "Contextual problem in mathematical problem solving: core ability in Realistic Mathematics Education." Journal of Physics: Conference Series 1613 (August 2020): 012018. http://dx.doi.org/10.1088/1742-6596/1613/1/012018.

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Wijaya, A. "How do open-ended problems promote mathematical creativity? A reflection of bare mathematics problem and contextual problem." Journal of Physics: Conference Series 983 (March 2018): 012114. http://dx.doi.org/10.1088/1742-6596/983/1/012114.

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Kimball, Robert L. "Activities: Make Your Own Problems- and Then Solve Them." Mathematics Teacher 84, no. 8 (1991): 647–55. http://dx.doi.org/10.5951/mt.84.8.0647.

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The mathematics curriculum should include the refinement and extension of methods of mathematical problem solving so that all students can recognize and formulate problems from situations within and outside mathematics. (NCTM 1989, 137)The mathematics curriculum should include the continued development of language and symbolism to communicate mathematical ideas so that all students can express mathematical ideas ora lly and in writing. (NCTM 1989, 140)The teacher of mathematics should pose tasks that … call for problem formulation, problem solving, and mathematical reasoning [and) promote comm

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Akgun, Levent. "Pre-service elementary mathematics teachers' problem solving strategies." International Journal of Academic Research 6, no. 2 (2014): 178–85. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.27.

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Parwati, Ni Nyoman, I. Gusti Putu Sudiarta, I. Made Mariawan, and I. Wayan Widiana. "Local wisdom-oriented problem solving learning model to improve mathematical problem solving ability." Journal of Technology and Science Education 8, no. 4 (2018): 310. http://dx.doi.org/10.3926/jotse.401.

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The aim of this study was to describe and to test the effect of problem solving learning model oriented toward Balinese local wisdom (PSBLW) and type of mathematics problems (open and closed problems) on the ability to solve mathematics problem of the fifth grade students of elementary in Singaraja. This quasi-experimental research used non-equivalent control group design with pretest and posttest. The data were analyzed with factorial 2x2 analysis of covariance (Anacova). The sample consisted of the fifth grade students of Elementary School with the total of 152 students spread into 4 classes

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Harahap, Sinar Depi. "Meningkatkan Kemampuan Pengajuan Masalah Serta Penyelesaian Masalah Matematika Melalui Pembelajaran Berbasis Masalah Pada Mahasiswa Jurusan Pendidikan Matematika STKIP “Tapanuli Selatan” Padang Sidempuan." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 3, no. 2 (2014): 165–72. http://dx.doi.org/10.30630/polingua.v3i2.104.

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Learning mathematics should be able to improve the abilityand creativity in learning mathematics, especially in solving mathematical problems. To improve theability of anappropriate learning need sand learning mathematical problem submissionis in accordance with the needs of students in facilitating the completion of (solution) of the mathematical problem significantly. To obtain data submission capability math problem students, the research for mulated the problemas follows: (a) How does the ability filing math problems before and after the learning seen from the stage before and during probl

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Rasiman, Rasiman. "LEVELING OF CRITICAL THINKING ABILITIES OF STUDENTS OF MATHEMATICS EDUCATION IN MATHEMATICAL PROBLEM SOLVING." Journal on Mathematics Education 6, no. 1 (2015): 40–52. http://dx.doi.org/10.22342/jme.6.1.1941.40-52.

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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 conducted at University of PGRI Semarang. The generated data in the form of information obtained problem solving question and interview guides. The results are: (1) students who are not critical (LCTA-0) only able to identify the given facts clearly, (2) students are less critical (LCTA-1), students can identify the facts in problems, (3) critical student (LCTA-2), students can identify the fact in probl

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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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Sodhi, Amar. "Discover Mathematical Knowledge through Recreational Mathematics Problems." Mathematics Teacher 97, no. 4 (2004): 258–63. http://dx.doi.org/10.5951/mt.97.4.0258.

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A high-quality recreational mathematics problem should be an intriguing problem that is easy to understand but challenging to solve. If the problem leads each would-be solver to a discovery of myriad ideas in mathematics, then so much the better. An example of such a problem was posed by the Reverend T. P. Kirkman in the Lady's and Gentleman's Diary for 1851 (Kirkman 1850).

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Asar, Rdea. "Pictorial Model: The Secret of Singapore's Pupils' Excellence in Mathematics." International Journal of research in Educational Sciences 4, no. 3 (2021): 35. http://dx.doi.org/10.29009/ijres.4.3.1.

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The research aimed to introduce mathematics education researchers, mathematics teachers and developers of mathematics curricula in Egypt and the Arab world with the secret of excellence of Singapore students in mathematics and how they come at the top order in the international study of the trends of science and mathematics education every four years. This secret lies in a number of communities, school, family and classroom models, the most important of which is the pictorial model, which offers magic solutions to any mathematical problem. Problem solving is the center or focus of mathematics

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Jones, Matthew, and Alison Megeney. "Thematic problem solving: a case study on an approach to teaching problem solving in undergraduate mathematics." MSOR Connections 17, no. 2 (2019): 54. http://dx.doi.org/10.21100/msor.v17i2.978.

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Specialist mathematics, statistics and operational research (MSOR) programmes are recognised as intellectually demanding, and require students to formulate, abstract, and solve mathematical problems in a rigorous way. The process of developing the skills to do this well and communicate results can be challenging for learners as it requires a deep understanding of themes in mathematics as well as methods for solving problems. In this article we demonstrate how elements of Freudenthal’s Realistic Mathematics Education can be applied to teaching problem solving in undergraduate mathematics progra

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Hendri, Sherlyane, and Ary Kiswanto Kenedi. "ANALISIS PENDAHULUAN PENGEMBANGAN BAHAN AJAR MATEMATIKA BERBASIS DISCOVERY LEARNING PADA MATERI PECAHAN UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA KELAS V SD." JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR 2, no. 2 (2018): 78. http://dx.doi.org/10.24036/jippsd.v2i2.102707.

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Students’ problem solving ability at any school is still in low category. That is due to student weakness to understand any mathematical problems that linked to the real life around them. One of any cause of this problem is mathematics lesson equipments development and its utilization by teacher are not optimal yet. To solve this problem, mathematics teachers should develop mathematics lesson equipments based on discovery learning for class V student at Elementary school that sutisfied validity, practicality, and efectiveness criteria. This is a development research with 4D models consisting o

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Trisnawati, Trisnawati, Rani Pratiwi, and Winia Waziana. "The effect of realistic mathematics education on student's mathematical communication ability." Malikussaleh Journal of Mathematics Learning (MJML) 1, no. 1 (2018): 31. http://dx.doi.org/10.29103/mjml.v1i1.741.

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This study aims to obtain a description of the application of Realistic Mathematic Education (RME) that can improve students' mathematical communication ability. The type of research used is a classroom action research that refers to the design of Kemmis and Mc.Taggart research they are planning, action, observation, and reflection. The results showed that Implementation of mathematics learning with Realistic Mathematics Education (RME) approach that can improve mathematical communication ability is a mathematics learning that has been done in accordance with RME characteristics, That is: use

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Greenes, Carole. "Investigations: Vehicles for Learning and Doing Mathematics." Journal of Education 178, no. 2 (1996): 35–49. http://dx.doi.org/10.1177/002205749617800203.

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Professional organizations of mathematics educators and mathematicians are calling for major reforms in the teaching and learning of mathematics. Among those reforms are a shift in emphasis in curriculum from mastery of lists of unrelated mathematical concepts and skills to exploration of rich mathematical topics and problem situations, and a shift in learning from memorizing and replicating algorithmic procedures to investigating and solving complex problems. To help students achieve proficiency in solving problems, the curriculum must focus on development of the major concepts of mathematics

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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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Wessels, Dirk. "The possibilities of a modelling perspective for school mathematics." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, no. 4 (2009): 319–18. http://dx.doi.org/10.4102/satnt.v28i4.69.

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The ﬁndings of the international TIMSS investigations of a few years ago into the position and application of problem solving strategies in school mathematics in about 50 countries caused serious concern globally. During each survey South Africa was found to be among the poorest performers of the participating countries. The main problem was that the majority of school learners in South Africa do not have the ability to solve mathematical problems; in fact, it would appear that they lack the total spectrum of mathematical problem solving competencies. The present school system does not develop

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Chapman, Olive. "Mathematics teachers’ knowledge for teaching problem solving." Lumat: International Journal of Math, Science and Technology Education 3, no. 1 (2015): 19–36. http://dx.doi.org/10.31129/lumat.v3i1.1049.

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In recent years, considerable attention has been given to the knowledge teachers ought to hold for teaching mathematics. Teachers need to hold knowledge of mathematical problem solving for themselves as problem solvers and to help students to become better problem solvers. Thus, a teacher’s knowledge of and for teaching problem solving must be broader than general ability in problem solving. In this article a category-based perspective is used to discuss the types of knowledge that should be included in mathematical problem-solving knowledge for teaching. In particular, what do teachers need t

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Liisa Eriksson, Sirkka, and Johanna Vainio. "Bagdad – Mathematics from here to eternity exhibition." Lumat: International Journal of Math, Science and Technology Education 2, no. 1 (2014): 17–46. http://dx.doi.org/10.31129/lumat.v2i1.1080.

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Bagdad – Mathematics from here to eternity is an exhibition produced by Swedish Navet Sicence Center that was held in Museum Centre Vapriikki in Tampere 11 April–31 May 2013. The Bagdad exhibition was a fascinating journey to the history of mathematics guided by few historical mathematicians. Al-Khwarizmi, Hypatia, Sofia Kovalevskaya, Archimedes, Brahmagupta and other mathematical masters led the audience to the world of mathematics through drama, games and different problems to be solved. Each exhibition session lasted an hour and a half and included introduction, problems to be solved togeth

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Small, Marian. "Problem Solvers: Solution: The library problem." Teaching Children Mathematics 16, no. 7 (2010): 390–93. http://dx.doi.org/10.5951/tcm.16.7.0390.

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Quilt investigations, such as the Barn quilt problem in the December 2008/January 2009 issue of Teaching Children Mathematics and its solutions in last month's issue, can spark interdisciplinary pursuits for teachers and exciting connections for the full range of elementary school students. This month, North Dakota's centennial quilt problem blends the mathematical strands of measurement, data and probability, geometry, and number.

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Wagner, David R. "We Have a Problem Here: 5 + 20 = 45?" Mathematics Teacher 96, no. 9 (2003): 612–16. http://dx.doi.org/10.5951/mt.96.9.0612.

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In his discussion about the source of good mathematics problems, Kilpatrick asserts, “one person cannot give a problem to another person” (1987, p. 124). Outside the context of mathematics, two conditions are necessary for me to believe that I have a problem—having an unfulfilled need and finding no obvious way of fulfilling that need. I cannot be given a problem. I cannot even have a problem in the sense that I have control over it. Rather, my problems hold me—they make me captive. I suggest that the richness of classroom mathematical activity might be measured by the extent to which students

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Priest, Dean B., Ronald G. Smith, Christin Carlisle, and Rebecca Mays. "Delving Deeper: The Diver Problem: The Surfer Problem in 3D." Mathematics Teacher 106, no. 9 (2013): 710–14. http://dx.doi.org/10.5951/mathteacher.106.9.0710.

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Mathematics is not a “handbag of tricks” but rather a discipline of inquiry and creativity, as Nabb (2010-11) notes, and he has shared his methods and excitement for the inquiry approach. By engaging calculus students in a search for examples of infinite series that meet certain conditions, or arguments that such series do not exist, Nabb appropriately aligns his teaching with the Standards for Mathematical Practice found in the Common Core State Standards (CCSSI 2010). In particular, three Standards for Mathematical Practice come to mind: (a) “make sense of problems and persevere in solving t

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Bicer, Ali. "A Systematic Literature Review: Discipline-Specific and General Instructional Practices Fostering the Mathematical Creativity of Students." International Journal of Education in Mathematics, Science and Technology 9, no. 2 (2021): 252–81. http://dx.doi.org/10.46328/ijemst.1254.

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The purpose of this systematic review is to reveal the research findings that suggest instructional practices to foster the creativity of students in mathematics. Although several studies have investigated the effects of various instructional practices influencing the mathematical creativity of students, little is known about how the findings of this collective body of research contribute to the understanding of what instructional practices should be integrated into a mathematic classroom to further foster the mathematical creativity of students. In this systematic review, the knowledge of ins

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Tjalla, Awaluddin, and Maria Fransiska Putriyani. "Mathematics Metacognitive Skills of Papua’s Students in Solving Mathematics Problems." Asian Social Science 14, no. 7 (2018): 14. http://dx.doi.org/10.5539/ass.v14n7p14.

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This research focuses on the analysis of mathematics metacognitive skills of Papua’s students in School of Indonesian Children in solving mathematics learning problems. The research was conducted to provide a good quality education for Papuan students, so the research start the research from the metacognitive skills especially in mathematics. The respondents of the research are 6 students from grade VII in School of Indonesian Children. Those respondents are represent of higher mathematical ability, medium mathematical ability, and lower mathematical ability. The research used descriptive qual

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Swetz, Frank. "Implementing the Standards: Incorporating Mathematical Modeling into the Curriculum." Mathematics Teacher 84, no. 5 (1991): 358–65. http://dx.doi.org/10.5951/mt.84.5.0358.

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In suggesting plans of action for the reform of mathematics education in North America, NCTM reports have focused strongly on the need to improve problem-solving skills and the need to “do” mathematics. Most recently, these goals have been reiterated and clarified in Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). In discussing the impact of Standard 1: Mathematics as Problem Solving on students in grades 9-12, the report notes that students should be able to “apply the process of mathematical modeling to real-world problem situations” (p. 137). By using the phrase “app

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Hua, Xiujuan, Yige Zhao, Shurong Sun, and Zhenlai Han. "The Cultivation of Junior Middle School Students' Problem Awareness under the Background of Mathematics Core Literacy." International Journal of Educational Studies 1, no. 1 (2018): 8–11. http://dx.doi.org/10.53935/2641-533x.v1i1.15.

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Learning from thinking, thinking from doubt, People's thinking begins with problems, and they think only when they have problems. As a hot spot of educational research nowadays, the core accomplishment of mathematics leads the new direction of educational reform, puts forward higher requirements for solving mathematical problems, and pays more attention to cultivating students to solve mathematical problems with the thinking of core literacy of mathematics. Through discussing the meaning of mathematics core accomplishment and the recognition of "problem solving" under the background of mathema

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Wadlington, Elizabeth, Joe Bitner, Elizabeth Partridge, and Sue Austin. "Have a Problem? Make the Writing-Mathematics Connection!" Arithmetic Teacher 40, no. 4 (1992): 207–9. http://dx.doi.org/10.5951/at.40.4.0207.

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Get out our journals? I don't get it. We just had English!” This is the initial reaction of most elementary school students when asked to keep daily mathematics journals. However, the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) indicates that mathematics should emphasize the meaningful communication of mathematics. Talking, listening, reading, and writing about mathematical concepts help

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Pambudi, Didik Sugeng, I. Ketut Budayasa, and Agung Lukito. "The Role of Mathematical Connections in Mathematical Problem Solving." Jurnal Pendidikan Matematika 14, no. 2 (2020): 129–44. http://dx.doi.org/10.22342/jpm.14.2.10985.129-144.

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Problem-solving and mathematical connections are two important things in learning mathematics, namely as the goal of learning mathematics. However, it is unfortunate that the ability of students 'mathematical connections is very low so that it impacts on students' failure in solving mathematical problems. The writing of this paper aims to discuss the understanding of mathematical problems, mathematical problem solving, mathematical connections, and how they play a role in solving mathematical problems. The method used in writing this paper is a method of studying literature, which is reinforce

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Jusra, Hella, and Luthfiyah Aulia Iskandar. "AN ANALYSIS OF STUDENTS’ ATTITUDES TOWARDS MATHEMATICAL PROBLEM SOLVING ABILITY." Kalamatika: Jurnal Pendidikan Matematika 5, no. 2 (2020): 181–94. http://dx.doi.org/10.22236/kalamatika.vol5no2.2020pp181-194.

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This study aims to identify the attitudes of students on the ability to solve problems with mathematics. The attitudes of students evaluated in this study include self-confidence, anxiety, enthusiasm, and self-regulated mathematics learning. The research subjects were 79 students in grade VIII. The researcher re-concentrated on three students from all of them, who had mathematical problem-solving skills in the high, medium, and low groups. These subjects were selected from students who focused on problem-solving mathematical skills, questionnaires on the attitudes of students, and interviews w

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Small, Marian. "Problem Solvers: Problem: North Dakota's centennial quilt." Teaching Children Mathematics 16, no. 7 (2010): 386–89. http://dx.doi.org/10.5951/tcm.16.7.0386.

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Quilt investigations, such as the Barn quilt problem in the December 2008/January 2009 issue of Teaching Children Mathematics and its solutions in last month's issue, can spark interdisciplinary pursuits for teachers and exciting connections for the full range of elementary school students. This month, North Dakota's centennial quilt problem blends the mathematical strands of measurement, data and probability, geometry, and number.

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Imamuddin, M. "KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA BERDASARKAN GAYA BELAJAR." Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika 3, no. 1 (2019): 11. http://dx.doi.org/10.22373/jppm.v3i1.5138.

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One of the goals of mathematics learning according to the content standards of mathematics is that students have the ability to solve problems that include the ability to understand problems, design mathematical models, complete models and interpret solutions obtained. So that students from elementary school to university level have been trained in mathematical problem solving questions. However, there are still many weak students in achievement in the field of mathematics such as problem solving skills. One of the factors that influence the weakness of problem solving skills is the learning s

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Whitworth, R. W., and Alexander Soifer. "Mathematics as Problem Solving." Mathematical Gazette 72, no. 462 (1988): 337. http://dx.doi.org/10.2307/3619972.

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