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Journal articles on the topic 'Mathematical problem solving'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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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 (April 27, 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 listening and at least have two advantages of two different aspects of communication which are to study mathematics and learn to communicate mathematically. Most researchers in the field of mathematics education agreed, mathematics should at least be studied through the mail conversation. The main objective of this study is the is to examine whether differences level of questions based on Bloom’s Taxonomy affect the level of communication activity between students and teachers in the classroom. In this study, researchers wanted to see the level of questions which occur with active communication and if not occur what is the proper strategy should taken by teachers to promote the effective communication, engaging study a group of level 4 with learning disabilities at a secondary school in Seremban that perform mathematical tasks that are available. The study using a qualitative approach, in particular sign an observation using video as the primary method. Field notes will also be recorded and the results of student work will be taken into account to complete the data recorded video. Video data are primary data for this study. Analysis model by Powell et al., (2013) will was used to analyze recorded video. Milestones and critical during this study will be fully taken into account.

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2

Galovich, Steven, and Alan H. Schoenfeld. "Mathematical Problem Solving." American Mathematical Monthly 96, no. 1 (January 1989): 68. http://dx.doi.org/10.2307/2323271.

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3

Ewing, Michael, Barbara Moskal, and Graeme Fairweather. "Mathematical Problem Solving." International Journal of Learning: Annual Review 12, no. 8 (2007): 267–74. http://dx.doi.org/10.18848/1447-9494/cgp/v14i08/45435.

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4

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

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5

Mikusa, Michael G. "Problem Solving: Is More Than Solving Problems." Mathematics Teaching in the Middle School 4, no. 1 (September 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 many problems was to apply a skill or procedure that had been recently taught in class. The goal for most of my students was simply to get an answer. If they ended up with the correct answer, great; if not, they knew that it was “my job” to show them the “proper” way to go about solving the problem.

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6

Saeed, Alexander. "Mathematical Problem Solving Techniques." Imagine 4, no. 2 (1996): 19. http://dx.doi.org/10.1353/imag.2003.0077.

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Saeed, Alexander. "Mathematical Problem Solving Techniques." Imagine 4, no. 1 (1996): 17. http://dx.doi.org/10.1353/imag.2003.0091.

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8

Sezgin memnun, Dilek, and Merve ÇOBAN. "Mathematical Problem Solving: Variables that Affect Problem Solving Success." International Research in Education 3, no. 2 (July 29, 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. The participants were 77 fifth-graders and 81 sixth-graders who were studying in three different secondary schools in a large city in Turkey. Two different attitude instruments and a problem solving test were administered to these volunteer fifth- and sixth-graders accompanied by mathematics teachers. Additionally, the students’ mathematics course grades for the fall semester were obtained and used in the research. The results revealed that sixth-graders were more successful in problem solving than fifth- graders. The problem solving success of female and male students was similar, and there was an intermediate positive relationship between problem solving success and course grade point averages. The students’ attitudes affected their problem solving success.</p>

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9

Pambudi, Didik Sugeng, I. Ketut Budayasa, and Agung Lukito. "The Role of Mathematical Connections in Mathematical Problem Solving." Jurnal Pendidikan Matematika 14, no. 2 (June 30, 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 reinforced by the example of a qualitative research result. The research subjects consisted of two eighth grade students of junior high school in Jember East Java, Indonesia, in 2017/2018. The research data consisted of written test results solving the mathematical problem as well as interview results. Data analysis uses descriptive qualitative analysis. From the results of literature studies and research results provide a conclusion that mathematical connections play an important role, namely as a tool for students to use in solving mathematical problems where students who have good mathematical connection skills succeed in solving mathematical problems well, while poor mathematical connection skills cause students to fail in solving mathematical problems.

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10

Lynn Ichinose, Cherie, and Armando M. Martinez-Cruz. "Problem Solving + Problem Posing = Mathematical Practices." Mathematics Teacher 111, no. 7 (May 2018): 504–11. http://dx.doi.org/10.5951/mathteacher.111.7.0504.

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11

Sriraman, Bharath. "Discovering Steiner Triple Systems through Problem Solving." Mathematics Teacher 97, no. 5 (May 2004): 320–26. http://dx.doi.org/10.5951/mt.97.5.0320.

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Principles and Standards for School Mathematics (NCTM 2000) calls for instructional programs that emphasize problem solving and that have the goal of helping students develop sophistication with such mathematical processes as representation, mathematical reasoning, abstraction, and generalization. In particular, the Problem Solving Standard suggests that teachers should choose problems that further the mathematical goals of the class. Problem solving can be viewed as a process through which teachers can help students think mathematically, which Schoenfeld (1985, 1992) defines as developing a mathematical point of view. It includes valuing the processes of representation and abstraction and having the predisposition to generalize them. In this article, I describe my attempt to implement problem solving as a teacher of ninthgrade algebra. I had two explicit goals in mind. The first goal was to use carefully chosen problemsolving situations as a setting for an extended mathematical investigation that leads to the discovery of Steiner triple systems. The second goal was to use problem-solving situations to help students think mathematically, that is, to construct representations and to engage in mathematical reasoning, abstraction, and generalization.

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12

Sriraman, Bharath. "Discovering Steiner Triple Systems through Problem Solving." Mathematics Teacher 97, no. 5 (May 2004): 320–26. http://dx.doi.org/10.5951/mt.97.5.0320.

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Principles and Standards for School Mathematics (NCTM 2000) calls for instructional programs that emphasize problem solving and that have the goal of helping students develop sophistication with such mathematical processes as representation, mathematical reasoning, abstraction, and generalization. In particular, the Problem Solving Standard suggests that teachers should choose problems that further the mathematical goals of the class. Problem solving can be viewed as a process through which teachers can help students think mathematically, which Schoenfeld (1985, 1992) defines as developing a mathematical point of view. It includes valuing the processes of representation and abstraction and having the predisposition to generalize them. In this article, I describe my attempt to implement problem solving as a teacher of ninthgrade algebra. I had two explicit goals in mind. The first goal was to use carefully chosen problemsolving situations as a setting for an extended mathematical investigation that leads to the discovery of Steiner triple systems. The second goal was to use problem-solving situations to help students think mathematically, that is, to construct representations and to engage in mathematical reasoning, abstraction, and generalization.

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13

Williams, Kenneth M. "Writing About the Problem Solving Process to Improve Problem Solving Performance." Mathematics Teacher 96, no. 3 (March 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 competent and confident mathematical problem solvers?

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14

Tarhan, Veli. "Teachers' Beliefs about Mathematical Problem Solving." International Journal of Educational Studies in Mathematics 2, no. 1 (October 20, 2015): 38–50. http://dx.doi.org/10.17278/ijesim.2015.01.004.

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15

Sriraman, Bharath. "Mathematical Giftedness, Problem Solving, and the Ability to Formulate Generalizations: The Problem-Solving Experiences of Four Gifted Students." Journal of Secondary Gifted Education 14, no. 3 (February 2003): 151–65. http://dx.doi.org/10.4219/jsge-2003-425.

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Complex mathematical tasks such as problem solving are an ideal way to provide students opportunities to develop higher order mathematical processes such as representation, abstraction, and generalization. In this study, 9 freshmen in a ninth-grade accelerated algebra class were asked to solve five nonroutine combinatorial problems in their journals. The problems were assigned over the course of 3 months at increasing levels of complexity. The generality that characterized the solutions of the 5 problems was the pigeonhole (Dirichlet) principle. The 4 mathematically gifted students were successful in discovering and verbalizing the generality that characterized the solutions of the 5 problems, whereas the 5 nongifted students were unable to discover the hidden generality. This validates the hypothesis that there exists a relationship between mathematical giftedness, problem-solving ability, and the ability to generalize. This paper describes the problem-solving experiences of the mathematically gifted students and how they formulated abstractions and generalizations, with implications for acceleration and the need for differentiation in the secondary mathematics classroom.

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16

Gr. Voskoglou, Michael. "Problem Solving and Mathematical Modelling." American Journal of Educational Research 9, no. 2 (February 25, 2021): 85–90. http://dx.doi.org/10.12691/education-9-2-6.

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17

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

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18

Frank, Martha L. "Problem Solving and Mathematical Beliefs." Arithmetic Teacher 35, no. 5 (January 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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19

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

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

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21

Dugdale, Sharon, Owen LeGare, James I. Matthews, and Mi-Kyung Ju. "Mathematical Problem Solving and Computers." Journal of Research on Computing in Education 30, no. 3 (March 1998): 239–53. http://dx.doi.org/10.1080/08886504.1998.10782225.

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22

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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23

Novick, Laura R., and Keith J. Holyoak. "Mathematical problem solving by analogy." Journal of Experimental Psychology: Learning, Memory, and Cognition 17, no. 3 (1991): 398–415. http://dx.doi.org/10.1037/0278-7393.17.3.398.

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24

Hartono, Y. "Mathematical Modelling in Problem Solving." Journal of Physics: Conference Series 1480 (March 2020): 012001. http://dx.doi.org/10.1088/1742-6596/1480/1/012001.

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25

Arifin, S., Zulkardi, R. I. I. Putri, Y. Hartono, and E. Susanti. "Scaffolding in mathematical problem-solving." Journal of Physics: Conference Series 1480 (March 2020): 012054. http://dx.doi.org/10.1088/1742-6596/1480/1/012054.

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26

Jitendra, Asha K., Shawna Petersen-Brown, Amy E. Lein, Anne F. Zaslofsky, Amy K. Kunkel, Pyung-Gang Jung, and Andrea M. Egan. "Teaching Mathematical Word Problem Solving." Journal of Learning Disabilities 48, no. 1 (May 16, 2013): 51–72. http://dx.doi.org/10.1177/0022219413487408.

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27

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

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28

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

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29

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 (June 24, 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 descriptive-qualitative method. Furthermore, participants were followed up with in-depth semi-structured interviews to find out the cognitive barriers that occurred in solving fraction problems. This study discovers that the participants, in solving fraction problems, experienced all indicators of cognitive barrier and two cognitive obstacles are found as new findings that tend to involve mathematical calculations and violates the rules in dividing images into equal parts in the problem-solving procedure.

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Nugraha, Indra Dwi. "Students' Mathematical Problem-Solving Ability on Social Arithmetic Material." Journal of Innovation and Research in Primary Education 1, no. 2 (November 17, 2022): 33–39. http://dx.doi.org/10.56916/jirpe.v1i2.171.

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This study aims to describe the ability of elementary school students in solving mathematical problems on social arithmetic material. This study uses a descriptive method with a qualitative approach about how students' mathematical problem solving abilities correlate with how students reduce and present data. In this study, the research subjects were six grade VI students, which were grouped into students with high, medium and low ability categories. The instruments used in collecting data are questions and interviews. The data collected were analyzed using four stages of mathematical problem solving skills, namely understanding the problem, formulating a problem plan, solving problems, and reviewing. The results showed that 16.67% of students had high mathematical problem solving abilities, 50% of students had moderate or intermediate abilities in solving mathematical problems and 33.33% had low mathematical problem solving abilities. Based on the results of the study, it can be concluded that grade VI elementary school students in Karawang Regency have moderate mathematical problem solving abilities in solving social arithmetic problems.

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Khairunnisa, Rohmatul Aulia, Zia Nurul Hikmah, and Ishaq Nuriadin. "Mathematical Anxiety in Optimizing Students' Mathematical Problem-solving on the Plane Geometry Topic." JIPM (Jurnal Ilmiah Pendidikan Matematika) 9, no. 1 (September 14, 2020): 30. http://dx.doi.org/10.25273/jipm.v9i1.5858.

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<p class="JRPMAbstractBody">This study aims to describe mathematical anxiety in solving students' mathematical problems. This type of research is qualitative research with a case study method. The subjects in this study consisted of 1 student who had a high level of anxiety. The technique of taking the subject is by using a purposive sampling technique. Data collection techniques using questionnaires, tests, and interviews. The instruments used were mathematical anxiety questionnaires, tests of mathematical problem-solving abilities, and interviews. The result shows that the subject has difficulty solving mathematical problems. It shows that the subject with high anxiety is not optimal in solving mathematical problem-solving problems. Thus, students with high anxiety need specific treatments or require the application of fun learning to optimize their mathematical problem-solving abilities</p>

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32

Aljaberi, Nahil M., and Eman Gheith. "Pre-Service Class Teacher’ Ability in Solving Mathematical Problems and Skills in Solving Daily Problems." Higher Education Studies 6, no. 3 (July 4, 2016): 32. http://dx.doi.org/10.5539/hes.v6n3p32.

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<p>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 skills in daily-life issues. The study sample consisted of 65 female students majoring in class teacher. Data were collected using two questionnaires: the mathematical problem solving test which was developed by the researchers and daily life problem solving scale which was developed by (Hamdi, 1998). The findings indicate that students had high level skills in solving daily problems; there are no statistically significant differences in daily problem solving in relation to their academic year or high-school stream. Conversely, the findings also indicate weaknesses in students’ skills in solving mathematical problems, with no statistically significant differences among students in solving mathematical problems according to Polya’s problem solving steps. However, there were statistically significant differences in students’ performance in solving mathematical problems in relation to the mathematical topic, and in favor of measurements and algebra; in addition to statistically significant differences in students’ ability to solve mathematical problems in relation to academic year and high-school stream, but no correlation between students’ abilities in solving mathematical problems and those in solving daily problems.</p>

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33

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 (February 28, 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 demonstrated in a technological context including then behaviors, dispositions and knowledge observed as a result of problem solving investigations in a technological context. These are discussed from three different perspectives – students’, lecturer’s and researcher’s offering a rich portrait of a problem solving mathematical activity in a technological context. Implications for mathematics instruction at the secondary and tertiary level will be given at the end of report.

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Hakim, Luki Luqmanul, and Elah Nurlaelah. "Mathematical mindsets: the abstraction in mathematical problem solving." Journal of Physics: Conference Series 1132 (November 2018): 012048. http://dx.doi.org/10.1088/1742-6596/1132/1/012048.

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35

Faradillah, Ayu, and Yasmin Husna Restu Fadhilah. "Mathematical Problem-Solving on Slow Learners Based on Their Mathematical Resilience." Jurnal Elemen 7, no. 2 (July 21, 2021): 351–65. http://dx.doi.org/10.29408/jel.v7i2.3321.

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This study aims to describe mathematical resilience on slow learner students in solving problems. According to the previous research, there is no research focused on the subject of slow learners. The research method is a qualitative descriptive approach. The total population of this study was 71 students with special needs, which consisted of 51 male students and 20 female students. The selection of subjects in this study was reviewed based on three levels of mathematical resilience, namely high, medium, and low. The process of selecting this subject uses the Wright Maps table on Winsteps application version 3.73. Selected subjects were given instruments and interviews to analyze their mathematical problem-solving. The results showed that mathematical resilience on slow learner students was directly proportional to solving mathematical problems for subjects with high mathematical resilience. Meanwhile, subjects with medium and low mathematical resilience were inversely proportional to solving mathematical problems. The stages of solving the problem of the slow learners were incomplete because they have not passed one of the stages formulated by Polya. Therefore, based on the results of this research analysis, teachers can pay more attention to the slow-learners learning strategies in solving problems.

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Duea, Joan, and Earl Ockenga. "Problem Solving: Tips for Teachers." Arithmetic Teacher 34, no. 6 (February 1987): 44–45. http://dx.doi.org/10.5951/at.34.6.0044.

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The hand-held calculator is a powerful problem-solving tool. It can be used to develop concepts and explore mathematical topics. The speed and power of the calculator make more realistic and interesting problems accessible and allow students to work many more problems than possible with pencil and paper. The calculator focuses tudents' attention on mathematical processes. Numerical problem solving form the foundation from which algebraic ideas grow. This art icle give examples of calculator tablebuilding activities suitable for the middle school curriculum that develop problem-solving skills and mathematical concept and span the gap from arithmetic to algebra.

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Alghamdi, M. H., and A. A. Alshaery. "Mathematical Algorithm for Solving Two–Body Problem." Applied Mathematics and Nonlinear Sciences 5, no. 2 (October 28, 2020): 217–28. http://dx.doi.org/10.2478/amns.2020.2.00039.

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AbstractIn this paper, computational algorithm with the aid of Mathematica software is specifically designed for the gravitational two–body problem. Mathematical module is established to find the position and velocity vectors. Application of this module for different kind of orbits (elliptic, parabolic and hyperbolic) leads to accurate results, which proved module efficiency and to be skillful. The classical power series method is to be utilized as the methodology.

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Fortunato, Irene, Deborah Hecht, Carol Kehr Tittle, and Laura Alvarez. "Metacognition and Problem Solving." Arithmetic Teacher 39, no. 4 (December 1991): 38–40. http://dx.doi.org/10.5951/at.39.4.0038.

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What impresses you about this problem? It doesn't require significant specific mathematical content, but it does require some mathematical reasoning. It lends itself to more than one solution, depending on where the coin replacement begins. Most solvers would use the natural strategy of drawing a picture or diagram. The problem is also likely to engage and challenge students, since it is different from more traditional problems.

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39

Noviani, Julia, and Hilda Hakim. "STUDENTS' MATHEMATICAL PROBLEM SOLVING ABILITY IN FARAIDH." JUMPER: Journal of Educational Multidisciplinary Research 1, no. 1 (October 24, 2022): 7–15. http://dx.doi.org/10.56921/jumper.v1i1.32.

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Problem solving ability is a process to find a combination of a number of rules that can be applied in an effort to overcome new situations. This study aims to describe students' mathematical problem solving in faraidh. This study uses a qualitative approach. The subjects in this study consisted of 3 people with high, medium and low mathematical abilities. The instrument used is a faraidh problem-solving test in the form of fractional questions and interviews. Data analysis was carried out to describe students' ability in problem solving supported by test and interview results, followed by drawing conclusions. Based on the results of the study, subjects with high abilities had good problem solving skills on faraidh problems, as evidenced by all stages of problem solving that were met by highly skilled subjects starting from answering questions and interviews. Moderately capable subjects have sufficient problem-solving skills on the faraidh problem, it is proven that the subject is not right in solving problem solving and the subject does not properly explain problem solving. Low-ability subjects have sufficient problem-solving skills on the faraidh problem, it is proven that the subject has not been able to explain problem solving.

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40

Alfaoundra, Valerient Trisna, Diesty Hayuhantika, and Achmad Budi Santoso. "Mathematical Engagement When Solving Mathematical Problem With Brawijaya Temple Context Based on Mathematical Ability Level." JTAM (Jurnal Teori dan Aplikasi Matematika) 4, no. 2 (October 3, 2020): 224. http://dx.doi.org/10.31764/jtam.v4i2.2879.

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This research to describe the mathematical engagement of seventh grade junior high school students in problems solving with the theme of Brawijaya Temple with high, medium, and low levels of mathematical ability. This type of research is qualitative research using an exploratory approach. The students used were 6 grade VII students of Junior High School 1 Karangrejo who were students working on problem solving and interviewing. The results showed: (1) mathematical engagement of highly skilled students in problems solving with the theme of Brawijaya Temple, namely students having the engagement of “get the job”, (2) mathematical engagement of students with moderate abilities in problems solving with the theme of Brawijaya Temple, namely students having engagement is “I am really into this”, (3) Mathematical engagement of students with low abilities in problems solving with the theme of Brawijaya Temple is that students have “pseudo-engagement”.

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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 (November 3, 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 motivation and self-confidence to the partial mathematical problem solving abilit, (2) math anxiety questionnaire, (3) learning motivation questionnaire, (4) self-confidence questionnaire. Data analysis was performed by multiple linear regression analysis. The results showed: (1) There is a contribution to mathematics anxiety, learning motivation, and self-confidence to the ability to solve mathematical problems simultaneously, (2) There is a contribution to mathematics anxiety, learning motivation, and self-confidence to the ability to solve mathematical problems partially, (3) Mathematical anxiety, learning motivation and self-confidence contributed 26% to the ability to solve mathematical problems simultaneously, (4) Mathematical anxiety contributed 8.5% to mathematical problem solving abilities, learning motivation contributed 15.8% to mathematical problem solving abilities and self-confidence contributed 16.7% to mathematical problem solving abilities.

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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 (June 28, 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 behavior in learning mathematics, teachers need to know students problem solving behavior in solving contextual mathematical problems based on mathematics anxiety. This study investigate problem solving behavior of students with low and high mathematical anxiety in solving contextual mathematical problems. Subjects in this study were four students of Junior High School, consists each of the two students from each mathematics anxiety group, low and high. Four students were given contextual mathematical problem solving test to investigate about problem solving behavior. Classification of students mathematics anxiety levels is determined through the mathematics anxiety questionnaire score of each student. The results of this research showed that students problem solving behavior with high mathematics anxiety were categorized in Direct Translation Approach-proficient (DTA-p) dan Direct Translation Approach-not proficient (DTA-np) category. Students behavior with low mathematics anxiety were categorized in the category of Meaning Based Approach-justification (MBA-j). The difference in problem solving behavior from two categories of mathematics anxiety is in re-reading the problem, linking concepts, deciding strategies, using context in calculations and final answer, and providing an explanation at each step of the solution. Students problem solving behavior with low mathematics anxiety was better than students problem solving behavior with high mathematics anxiety.

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Meryansumayeka, Meryansumayeka, Zulkardi Zulkardi, Ratu Ilma Indra Putri, and Cecil Hiltrimartin. "Students’ Strategies in Solving PISA Mathematical Problems Reviewed from Problem-Solving Strategies." Jurnal Pendidikan Matematika 15, no. 1 (January 31, 2021): 37–48. http://dx.doi.org/10.22342/jpm.15.1.10405.37-48.

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This study purposes to describe the strategies used by students in solving PISA type problems seen from the strategy of problem solving according to Polya. The research methodology is qualitative type descriptive study. Research subjects were 6 high school students in Palembang who had different levels of mathematical ability. Data was gathered using observation, interviews, and student answer sheets on the type of PISA questions given. The results showed that the dominant strategy used by students in solving PISA type problems included making pictures when they solve problem related to geometry; looking for possible answers systematically when they try to solve problem within numeric; writing information stated and the question when the problem is in the form of storytelling; and using trial and error when the problem provide answer alternatives.

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Nugraha, Derry, Heri Ginanjar, and Rosalina Rolina. "Problem Solving Ability and Problem Based Learning." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 1, no. 3 (September 30, 2018): 239. http://dx.doi.org/10.22460/jiml.v1i3.p239-243.

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The research was caused by the poor of mathematical problem solving ability of students. This research aimed to compare of mathematical problem solving between students who learned through problem based learning and scientific approach. The method was an experimental method with a pretest-posttest control group design involving two groups and random sampling. At the first and end of learning, the two classes are given a test. The population in this research were Madrasah Aliyah students in Cimahi, while the sample consisted of two randomly selected classes. One class which was given problem based learning and other class was given a scientific approach. The instrument was a set of 5-item mathematical problem solving test description, then those were analyzed with descriptive and inferential statistics using the help of minitab 17 software. Based on the results of the research, the conclusion was the improvement of mathematical problem solving of students using problem based learning was better than students who use a scientific approach.

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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 (June 22, 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. The sample was selected by cluster random sampling. The data were collected using mathematics problem solving ability test at the 5% significance level (α = 0.05). The statistical analysis was done with the aid of SPSS 16.0 for Windows. The results showed that (1) the ability, may to solve mathematics problems of the students who learned through PSBLW is higher than those who learned through direct instructional model; (2) the students’ability to solve problems facilitated with open mathematics problems was higher than that with closed mathematics problems. The conclusion is local wisdom-oriented problem solving learning model efective to improve mathematical problem solving ability.

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Maiorca, Cathrine. "GPS: Engineering Design Problems Promote Problem Solving." Mathematics Teacher: Learning and Teaching PK-12 114, no. 2 (February 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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Leton, Samuel Igo, Meryani Lakapu, and Wilfridus Beda Nuba Dosinaeng. "Mathematical problem-solving abilities of deaf student in solving non-routine problems." Math Didactic: Jurnal Pendidikan Matematika 5, no. 2 (July 25, 2019): 157–67. http://dx.doi.org/10.33654/math.v5i2.538.

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Tujuan penelitian ini untuk memperoleh gambaran kemampuan pemecahan masalah matematis siswa tunarungu kelas VIII dalam menyelesaikan masalah non rutin yang berkaitan dengan masalah pecahan. Jenis penelitian yang digunakan adalah penelitian kualitatif dengan desain case study. Pengambilan subyek dilakukan secara purposive sebanyak 6 orang pada tiga Sekolah Luar Biasa (SLB) B yakni SLB B Karya Murni Ruteng, SMPLB Negeri Semarang dan SLB B Don Bosco Wonosobo.. Data dikumpulkan melalui tes pemecahan masalah dan wawancara. Hasil analisis terhadap data hasil pekerjaan dan data wawancara, diperoleh bahwa kemampuan-kemampuan matematis yang muncul pada subyek dalam menyelesaikan masalah antara lain; (1) ada kecenderungan bahwa dalam membangun pemahaman terhadap masalah, subyek merepresentasikan masalah melalui gambar, dapat mengungkapkan apa yang diketahui dan apa yang ditanyakan, mengidentifikasi unsur-unsur yang diketahui, dan menyatakan kembali masalah dalam bahasa yang lebih sederhana; (2) Subyek dapat melakukan elaborasi yakni mengaitkan informasi dengan pengetahuan yang telah terbentuk; (3) Jika siswa tunarungu dapat menyelesaikan masalah, maka untuk menyelesaikan masalah cenderung menggunakan gambar dan menggunakan cara membilang. Dengan demikian, disimpulkan bahwa siswa tunarungu dapat menyelesaikan soal non-rutin dengan tingkat kesulitan tinggi dengan terlebih dahulu memvisualisasikan masalah dalam bentuk gambar dan menulis kembali dalam bentuk kalimat sederhana.

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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 (May 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 responses were ill-posed or poorly stated problems, subjects generated a large number of reasonable problems during both problem-posing phases, thereby suggesting that these teachers and prospective teachers had some personal capacity for mathematical problem posing. Subjects posed problems using both affirming and negating processes; that is, not only by generating goal statements while keeping problem constraints fixed but also by manipulating the task's implicit assumptions and initial conditions. A sizable portion of the posed problems were produced in clusters of related problems, thereby suggesting systematic problem generation. Subjects posed more problems before problem solving than during or after problem solving, and they tended to shift the focus of their posing between posing phases based at least in part on the intervening problem-solving experience. Moreover, the posed problems were not always ones that subjects could solve, nor were they always problems with “nice” mathematical solutions.

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Thilmany, Jean. "Probabilistic Problem Solving." Mechanical Engineering 124, no. 01 (January 1, 2002): 53–55. http://dx.doi.org/10.1115/1.2002-jan-4.

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This article reviews predictive technologies based on a probabilistic method of problem solving. These technologies are gaining a steady foothold as a method of finding answers to engineering and other types of problems. According to the developer of one such technology, these computer programs use mathematical models to predict the probability that something will or won’t happen a particular way in the future. The tools can be used for design, sensitivity analysis, mathematical modeling of complex processes, uncertainty analysis, competitive analysis, and process optimization among other things. The predictive technology from Unipass has been used by the research center to design gas turbines, helicopters, and elevators. The probabilistic method and the newer predictive technologies that use it have some ardent backers. For instance, the probabilistic methods committee of the Society of Automotive Engineers states its mission as: to enable and facilitate rapid deployment of probabilistic technology to enhance the competitiveness of our industries by better, faster, greener, smarter, affordable, and reliable product development.

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Sesanti, N. Y., and D. Triwahyuningtyas. "Students’ problem solving on mathematical proportion." Journal of Physics: Conference Series 1869, no. 1 (April 1, 2021): 012133. http://dx.doi.org/10.1088/1742-6596/1869/1/012133.

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