Статті в журналах: "Open problems solving"

1

Bryant, C. F., E. Deeley, C. R. I. Emson, J. Simkin, C. W. Trowbridge, and X. Zhou. "Solving open boundary problems using finite elements." IEEE Transactions on Magnetics 30, no. 5 (September 1994): 3016–19. http://dx.doi.org/10.1109/20.312572.

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Vui, Tran. "PROMOTING STUDENT DISCOVERY OF NEW MATHEMATICAL IDEAS IN SOLVING OPEN-ENDED PROBLEMS." Journal of Science, Educational Science 61, no. 11 (2016): 13–20. http://dx.doi.org/10.18173/2354-1075.2016-0211.

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3

Conway, Kathleen D. "Assessing Open-Ended Problems." Mathematics Teaching in the Middle School 4, no. 8 (May 1999): 510–14. http://dx.doi.org/10.5951/mtms.4.8.0510.

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AN IMPORTANT ASpect of the change that needs to be made to help our students survive in the twenty-first century involves enhancing their ability to think creatively and to solve problems. The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) lists problem solving as one of the four process standards for students in kindergarten through twelfth grade and suggests using openended problems to address these standards. To assess students' solutions to open-ended problems, one must use techniques that are very different from those used in traditional assessment. The method proposed here defines and describes the use of the measures of fluency, flexibility, and originality to assess students' responses to open-ended problems.

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Reid, Norman, and Mei-Jung Yang. "The Solving of Problems in Chemistry: The more open-ended problems." Research in Science & Technological Education 20, no. 1 (May 2002): 83–98. http://dx.doi.org/10.1080/02635140220130948.

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5

Deutsch, Christophe, and Yahya Baby. "Solving complex problems: the Seeking Solutions approach." Journal of Innovation Management 1, no. 1 (September 3, 2013): 11–16. http://dx.doi.org/10.24840/2183-0606_001.001_0003.

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This article describes the Seeking Solutions approach a problem solving conference using open innovation. The Seeking Solutions process consists of four steps: a call for problems, problem selection, problem broadcast, and a collaborative event. This approach has been successfully used for several events since 2010 with concrete results and real impacts. By mixing open innovation and collaboration, the Seeking Solutions approach brings a new way to solve complex problems and generate real innovation.

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6

Svekolnikova, E. A., and V. N. Panovskiy. "Review of Open-Source Libraries for Solving Time Series Forecasting Problems." Моделирование и анализ данных 14, no. 2 (July 1, 2024): 45–61. http://dx.doi.org/10.17759/mda.2024140203.

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<p>An overview of various open-source Python libraries for time series analysis and forecasting is presented. It covers such tools as Prophet, Kats, Merlion, as well as ARIMA, LSTM algorithms, which allow to study seasonality, trends and anomalies in time series data. The capabilities of each library, their advantages and applications in time series data analysis are discussed in detail.</p>

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KOSHIMURA, Miyuki, Hidetomo NABESHIMA, Hiroshi FUJITA, and Ryuzo HASEGAWA. "Solving Open Job-Shop Scheduling Problems by SAT Encoding." IEICE Transactions on Information and Systems E93-D, no. 8 (2010): 2316–18. http://dx.doi.org/10.1587/transinf.e93.d.2316.

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8

Teymourifar, Aydin, Jie Li, Dan Li, and Taicheng Zheng. "An Open-Source Simulation Model for Solving Scheduling Problems." Universal Journal of Applied Mathematics 10, no. 2 (September 2022): 7–19. http://dx.doi.org/10.13189/ujam.2022.100201.

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Junqueira, Leonardo, and Reinaldo Morabito. "On solving three-dimensional open-dimension rectangular packing problems." Engineering Optimization 49, no. 5 (August 2, 2016): 733–45. http://dx.doi.org/10.1080/0305215x.2016.1208010.

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Yunadia, Munadiya, R. Ruslan, R. Rusli, and Hastuty Hastuty. "Students' Creative Thinking Ability in Solving Open-Ended Problems." ARRUS Journal of Social Sciences and Humanities 3, no. 2 (May 9, 2023): 141–49. http://dx.doi.org/10.35877/soshum1692.

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This study aims to describe the level of creative thinking ability in solving open-ended problems in class XII MAN Pangkep. This research is a qualitative descriptive research. The research subjects included all students of class XII MIA 5 MAN Pangkep in the 2021/2022 school year consisting of 33 students and 3 students representing each level became interview subjects. The selection of research subjects is based on the creative thinking ability test at each level of creative thinking ability. The data collection technique in this study was the administration of creative thinking ability tests and interviews. Analysis of creative thinking ability tests refers to three indicators of creative thinking ability, namely fluency, flexibility and novelty. The results of this study indicate that students of grade XII MAN Pangkep have three levels of creative thinking ability, namely (1) students with level 4 (very creative) fulfill all three aspects of creative thinking ability namely fluency, flexibility, and novelty which means students are able to solve open-ended problems with many answers, various ways/methods and show new solutions; (2) students with level 3 (creative) fulfill two aspects of creative thinking ability namely fluency and flexibility which means students are able to solve open-ended problems with many answers and various ways; and (3) students with level 1 (less creative) show aspects of fluency which means students are able to solve open-ended problems with many answers.

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Kurniawan, Henry, Mewa Zabeta, and Krisno Budi Prasetyo. "Student Difficulties in Solving Open-Ended Model Mathematics Problems." INOMATIKA 5, no. 1 (January 31, 2023): 47–57. http://dx.doi.org/10.35438/inomatika.v5i1.350.

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This descriptive-qualitative study aims to discover factors that influence students' difficulties in solving non-routine problems. The researchers employed open-ended questions that had previously been developed by researchers, ensuring that they were valid, practical, and had potential effects. The researchers brought up this topic because non-routine questions can help students improve their mathematical skills. The study's approach consisted of three stages: preparation, implementation, and data analysis. The research subjects were 31 eighth-grade students from one of Belitang's junior high schools. Data was gathered through observation, interviews, and testing. Observation was utilized to collect data on the learning process, while interviews were used to understand more profoundly and directly about students' difficulties in addressing non-routine tasks. The test was then administered to assess students' ability to solve non-routine tasks. The data was evaluated qualitatively using descriptive analysis. Based on observation and interview data, several factors contributed to students' difficulty in solving non-routine problems, including the fact that students had never worked on non-routine problems during the learning process in class, and the teacher's book only contained routine problems. In relation to the foregoing, the exam results show that students' ability to solve non-routine problems remains poor, with as many as 58.07% receiving poor grades, 19.35% receiving moderate grades, and only 22.58% receiving good grades. With this research, it is envisaged that teachers will assign numerous non-routine tasks in class in the future, allowing students' mathematical abilities to be thoroughly developed.

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Alimuddin, Rizky. "CHARACTERISTICS OF SOLUTION OF OPEN ENDED PROBLEMS REVIEWED FROM STUDENT COGNITIVE STYLES." Global Science Education Journal 1, no. 1 (April 10, 2019): 48–54. http://dx.doi.org/10.35458/gse.v1i1.8.

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The study aims at examining the characteristics of open ended problem solving based on student cognitive styles, namely field independent and field dependent. The study was descriptive qualitative started by determining research subject using group embedded figure test (GEFT) to group students based on their cognitive and the result of GEFT, the reasearcher choose 6 subjects from 19 students of drade IX at SMPN 1 Ma�rang consisted of three subjects of field independent and three of field dependent. Afterwards, the researcher gave open ended problem solving test on algebra and geometry mate rials, and conducted interview. Data validity of the study employed triangulation technique. The results of the study reveal tha the steps and strategy of open ended problem solving of field independent subject and field dependent subject: (1) in the steps of open ended problem solving, field independent subjects overall were able to understand the problem, plan the solution, and conduct the plan up to recheck it. One of field independent subject even was able to draw conclusion form one of the problems given which was the algebra 2 problem. In contrast, the field dependent subjects overall had steps of open ended problem solving that only able to understand and recheck it, (2) in problem solving strategy, there was no difference between field independent subjects and field dependent subjects. The field independent subjects used open ended problem solving strategy by thinking backward, thinking inductively, and thinking forward. Similarly, the field dependent subjects also used open ended problem solving by thinking backward, thinking inductively, and thinking forward

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13

Elkamel, Ali. "Pollutants—Focus on Solving Environmental Pollution Problems." Pollutants 1, no. 1 (March 8, 2021): 65. http://dx.doi.org/10.3390/pollutants1010006.

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Pollutants (ISSN 2673-4672) is an international, peer-reviewed open access journal focusing on contaminants that are introduced into the natural environment, beyond permitted limits, and cause measurable deleterious effects on air, water, soil, or living organisms [...]

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14

Varveris, Dimitrios, Vassilis Saltas, and Vassilis Tsiantos. "Exploring the Role of Metacognition in Measuring Students’ Critical Thinking and Knowledge in Mathematics: A Comparative Study of Regression and Neural Networks." Knowledge 3, no. 3 (July 6, 2023): 333–48. http://dx.doi.org/10.3390/knowledge3030023.

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This article discusses the importance of open-ended problems in mathematics education. The traditional approach to teaching mathematics focuses on the repetitive practice of well-defined problems with a clear solution, leaving little room for students to develop critical thinking and problem-solving skills. Open-ended problems, on the other hand, open-ended problems require students to apply their knowledge creatively and flexibly, often with multiple solutions. We herein present a case study of a high school mathematics class that incorporated open-ended problems into its curriculum. The students were given challenging problems requiring them to think beyond what they had learned in class and develop their problem-solving methods. The study results showed that students exposed to open-ended problems significantly improved their problem-solving abilities and ability to communicate and collaborate with their peers. The article also highlights the benefits of open-ended problems in preparing students for real-world situations. By encouraging students to develop their problem-solving strategies, they are better equipped to face the unpredictable challenges of the future. Additionally, open-ended problems promote a growth mindset and a love for learning, as students are encouraged to take risks and explore new ideas. Overall, the article argues that incorporating open-ended problems into mathematics education is a necessary step towards developing students’ critical thinking skills and preparing them for success in the real world.

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15

Berliana, Dinda Putri, and Ummu Sholihah. "Kemampuan Komunikasi Matematis Siswa dalam Menyelesaikan Masalah Open-Ended Ditinjau dari Self-Efficacy." Plusminus: Jurnal Pendidikan Matematika 2, no. 2 (July 31, 2022): 243–54. http://dx.doi.org/10.31980/plusminus.v2i2.1791.

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Mathematical communication ability is an important component in the learning process, especially in learning mathematics. This study aims to describe students' mathematical communication skills with self-efficacy at low, medium, and high levels in solving open-ended problems in the set material. The approach used in this research is a qualitative approach with the type of case study. Research subjects 3 students. The data analysis technique uses data reduction, data presentation, and drawing conclusions. The results showed that students with low self-efficacy in solving open-ended problems have not been able to meet the indicators of mathematical communication, students with moderate self-efficacy in solving open-ended problems are able to meet several indicators of mathematical communication, and students with high self-efficacy in solving problems. open-ended problems are able to meet all indicators of mathematical communication.

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16

Umbara, Hanifa Dina Aulia Dewi, and Al Jupri. "Students' Mathematical Critical Thinking Ability in Solving Open-Ended Problems." Proceedings of International Conference on Multidiciplinary Research 7, no. 1 (December 25, 2024): 74–83. https://doi.org/10.32672/picmr.v7i1.2749.

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Students' mathematical critical thinking ability (MCTA) in Indonesia is still low, and one contributing factor is that students are not accustomed to solving non-routine problems, including open-ended problems. This research aimed to explore the mathematical critical thinking ability (MTCA) in solving open-ended problems using a qualitative approach with a case study method. This research involved 24 grade IX students from a junior high school in Bandung City, Jawa Barat Province, who had studied quadratic equations. Data collection included written tests for MCTA and interviews. The results reveal that students fail to meet the MCTA indicators due to their lack of practice in solving contextual problems on quadratic equations and open-ended problems. In addition, to gain a deeper understanding of critical thinking ability and the ability to solve open-ended problems, future researchers could use two separate instruments, as these abilities involve distinct cognitive processes: convergent thinking and divergent thinking.

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Hwang, Yunn Lin, and Shen Jenn Hwang. "Solving for Dynamic Problems in Flexible Manufacturing Systems." Advanced Materials Research 156-157 (October 2010): 1501–4. http://dx.doi.org/10.4028/www.scientific.net/amr.156-157.1501.

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Generally speaking, the flexible manufacturing systems can be classified into two main groups: open-loop and closed-loop systems. In this investigation, a recursive formulation is developed for the dynamic analysis of open-loop flexible manufacturing systems. The nonlinear generalized Newton-Euler equations are developed for rigid and deformable bodies that undergo large translational and rotational displacements. These equations are formulated in terms of a set of time invariant scalars, vectors and matrices that depend on the spatial coordinates as well as the assumed displacement fields, and these time invariant quantities represent the dynamic coupling between the rigid body motion and elastic deformation. The method to solve equations of motion for open-loop systems consisting of interconnected rigid and deformable bodies is presented in this paper. This method applies recursive method with the Newton-Euler method for deformable bodies to obtain a large, loosely coupled system equations of motion. The solution techniques used to solve for the system equations of motion can be more efficiently implemented in the modern computer systems. The algorithms presented in this paper are demonstrated by using cylindrical joints that can be easily extended to revolute, slider and rigid joints. The recursive formulation developed in this investigation is illustrated by a practical numerical example.

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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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Araiku, Jeri, Elika Kurniadi, and Weni Dwi Pratiwi. "Junior high school students’ abilities in solving the open-ended mathematical problems with the context of Songket motif." Jurnal Elemen 8, no. 2 (July 1, 2022): 525–43. http://dx.doi.org/10.29408/jel.v8i2.5659.

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Many researchers stated that most students struggle to solve higher mathematical problems, including open-ended problems. One of many solutions is to apply a realistic context close to students. Hence, this research aimed to analyze students’ abilities in solving an open-ended mathematical problem using the Songket context, particularly the Kembang Tengah motif. The subjects were 24 seventh graders. The instruments for this descriptive research were an open-ended problem and an interview sheet. The results show that in solving the open-ended problem, 88.33% of students understood the problem, 59.72% were able to construct, and 72.22% applied the plan, while 52.78% wrote the conclusion. No students evaluated their solution to the problem. In implementing open-ended problems in the traditional context, students have different solutions based on their various experiences with the context, problem-solving schema, and mean-putting on the problem. They also applied multiple problem-solving strategies in working the problem. The similarity was the use of assumptions in solving the problem. However, some assumptions were inconsistent, neither their prior work nor other mathematical concepts. Therefore, teachers and researchers need to emphasize students’ written self-evaluation to check and improve their solutions. Another suggestion is to see the metacognitive process in solving the open-ended mathematical problem using a specific tradition. Furthermore, teachers should engage more in using open-ended problems and scaffold students when facing obstacles in solving them.

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20

Kucerovsky, Dan, and Aydin Sarraf. "Solving Riemann-Hilbert problems with meromorphic functions." Acta Universitatis Sapientiae, Mathematica 11, no. 1 (August 1, 2019): 117–30. http://dx.doi.org/10.2478/ausm-2019-0010.

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Abstract In this paper, we introduce the use of a powerful tool from theoretical complex analysis, the Blaschke product, for the solution of Riemann-Hilbert problems. Classically, Riemann-Hilbert problems are considered for analytic functions. We give a factorization theorem for meromorphic functions over simply connected nonempty proper open subsets of the complex plane and use this theorem to solve Riemann-Hilbert problems where the given data consists of a meromorphic function.

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Dorogova, I. E., and K. S. Dukhovnikov. "Software, services and open source software for solving geodynamic problems." Interexpo GEO-Siberia 1 (May 18, 2022): 138–45. http://dx.doi.org/10.33764/2618-981x-2022-1-138-145.

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The article reviews some software products that have functionalities useful in solving geodynamic research problems. Commercial software, scientific software complexes, online services, open-source software are considered. The available software products allowing the analysis and modelling of deformations (two and three dimensional) by the finite elements method are considered in particular detail. As a result of the analysis of the available software, the authors have identified a goal for further work - the development of a geodynamic module using the Python programming language, which solves a wide range of tasks based on the results of geodetic measurements. The first problem to be solved in the module is the finite element analysis of Earth’s crust deformations, which does not have significant limitations on the number of points of the geometric model, based on the open-source developments in the article.

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Wulandari, Lupita, and Rooselyna Ekawati. "ANALYSIS OF LEARNER’S CONJECTURE ABILITY IN SOLVING OPEN-ENDED PROBLEMS." MATHEdunesa 11, no. 1 (January 28, 2022): 287–301. http://dx.doi.org/10.26740/mathedunesa.v11n1.p287-301.

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Conjecture will always be used by learners in problem solving, because the conjecture itself is tied to activities such as logical reasoning, translating problems, analyzing and evaluating an information to obtain valid decisions related to problem solving, where the conjecture is also able to develop the learning process of the learner in making a statement, especially with the help of open problems in its application, Which can make learners morecreative. This research aims to illustrate the conjecture ability of learners in open-ended problems with descriptive types of research and qualitative approaches to number pattern material, especially generalizing patterns. The subjects of the study are four learners who have a high and moderate level of mathematical ability and are willing to take part in interviews. The results showed that all subjects have not been able to perform every stage on constructing the conjecture, especially in the stage of arguing the conjecture and there is one subject who does not do the stage of proof of the conjecture because it is confident in the formula that has been given by the teacher. So that learning activities are needed in which there is problem solving that collects the ability of learners' contours, open-ended problems can also be one of the problem choices that can help students build their thought processes independently, and not bound by the formula of teachers or books.

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23

Monaghan, J., P. Pool, T. Roper, and J. Threlfall. "Open-start mathematics problems: an approach to assessing problem solving." Teaching Mathematics and its Applications 28, no. 1 (October 19, 2008): 21–31. http://dx.doi.org/10.1093/teamat/hrn023.

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Flórez, Rigoberto, and Antara Mukherjee. "Solving open problems with students as a first research experience." Teaching Mathematics and its Applications: An International Journal of the IMA 37, no. 3 (June 14, 2017): 163–69. http://dx.doi.org/10.1093/teamat/hrx008.

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Douglas, Elliot P., Mirka Koro-Ljungberg, Nathan J. McNeill, Zaria T. Malcolm, and David J. Therriault. "Moving beyond formulas and fixations: solving open-ended engineering problems." European Journal of Engineering Education 37, no. 6 (November 28, 2012): 627–51. http://dx.doi.org/10.1080/03043797.2012.738358.

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Laukkanen, Laura, Riitta Suhonen, and Helena Leino-Kilpi. "Solving work-related ethical problems." Nursing Ethics 23, no. 8 (August 3, 2016): 838–50. http://dx.doi.org/10.1177/0969733015584966.

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Background: Nurse managers are responsible for solving work-related ethical problems to promote a positive ethical culture in healthcare organizations. Objectives: The aim of this study was to describe the activities that nurse managers use to solve work-related ethical problems. The ultimate aim was to enhance the ethical awareness of all nurse managers. Research Design: The data for this descriptive cross-sectional survey were analyzed through inductive content analysis and quantification. Participants and research context: The data were collected in 2011 using a questionnaire that included an open-ended question and background factors. Participants were nurse managers working in Finnish healthcare organizations (n = 122). Ethical considerations: Permission for the study was given by the Finnish Association of Academic Managers and Experts of Health Sciences. Findings: Nurse managers identified a variety of activities they use to solve work-related ethical problems: discussion (30%), cooperation (25%), work organization (17%), intervention (10%), personal values (9%), operational models (4%), statistics and feedback (4%), and personal examples (1%). However, these activities did not follow any common or systematic model. Discussion and conclusion: In the future, nurse managers need a more systematic approach to solve ethical problems. It is important to establish new kinds of ethics structures in organizations, such as a common, systematic ethical decision-making model and an ethics club for nurse manager problems, to support nurse managers in solving work-related ethical problems.

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Payadnya, I. Putu Ade Andre, and I. Gusti Agung Ngurah Trisna Jayantika. "ANALISIS KESULITAN SISWA DALAM MENANGANI PERMASALAHAN MATEMATIKA TERBUKA (MATHEMATIC OPEN-ENDED PROBLEMS)." Jurnal Santiaji Pendidikan (JSP) 8, no. 2 (January 10, 2019): 90–99. http://dx.doi.org/10.36733/jsp.v8i2.167.

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This research aimed at: 1) analyzing the students’ difficulty on solving mathematic open-ended problems, 2) analyzing the implementation of conducted mathematic’s learning. Subjects of the study was the whole grade VIII A8 students in SMP Negeri 1 Singaraja with the total number was 28 students. The data collection methods used in this research were observation, test, and interview. The technique of data analysis in this study made use qualitative descriptive analysis that was to analyze and describe every problem and difficulty that students faced when solving mathematic open-ended problems. The results from the test, interview, and observation analysis showed that the students’ difficulty on solving mathematic open-ended problems are:1) the students’ lack of ability on understanding mathematic open-ended problems, 2)the students had poor reasoning ability in which the students usually is a non-effective reasoning, 3) the stdudents’lack of representation ability and real thinking ability on solving the problems so that the students cannot find the best method to solve the problems. The researcher’s advise is that the mathematic teachers have to point on conceptual understanding and thinking ability development when teaching mathematics subject on classes.

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Saida, Anisah, Muhammad Ikram, and Salwah. "Analysis of Students’ Creative Thinking in Solving Cuboid Problems." International Journal of Progressive Mathematics Education 1, no. 2 (August 14, 2021): 20–32. http://dx.doi.org/10.22236/ijopme.v1i2.7307.

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Masalah balok dalam penelitian ini menjadi bagian utama dari instrumen berpikir kreatif dirancang sebagai tugas open-ended yang menstimulasi siswa untuk berpikir kreatif yang akan dianalisis berdasarkan kategori berpikir kreatif. Oleh karena itu penelitian ini bertujuan untuk mengetahui analisis berpikir kreatif siswa dalam menyelesaikan masalah balok. Berdasarkan hasil penelitian terdapat 3 aspek kategori berpikir kreatif yang akan dianalasis yaitu fluency, flexibility, dan originality. Penelitian ini dilaksankan di Sekolah Menengah Pertama dengan kriteria subjek yang dapat menyelesaikan masalah open-ended. Metode yang digunakan dalam penelitian ini adalah metode penelitian kualitatif dengan pemberian tugas open-ended yang disertai think-aloud dan pedoman wawancara. Analisis data menggunakan analisis deskriptif sesuai dengan penelitian kualitatif dengan triangulasi metode, dan teori. Hasil penelitian menujukkan bahwa terdapat 3 subjek yang dipilih berdasarkan kelengkapan data hasil think-aloud, wawancara, dan hasil kerja sehingga ditetapkan S1 sebagai subjek kategori fluency, S2 sebagai subjek kategori flexibility, dan S3 sebagai subjek kategori originality. Berdasarkan hasil penelitian , subjek fluency menyelesaikan masalah dengan waktu singkat kemudian jawaban yang dihasilkan beragam tetapi dengan strategi yang sama, subjek flexibility menemukan jawaban yang beragam dengan strategi yang beragam pula, dan subjek originality menghasilkan jawaban yang berbeda dan unik dari subjek lainnya.

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Barlow, Angela T. "Building word problems: What does it take?" Teaching Children Mathematics 17, no. 3 (October 2010): 140–48. http://dx.doi.org/10.5951/tcm.17.3.0140.

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30

Yuni, Yatha, and Andri Suryana. "Open-Ended Problems for Junior High School Students’ Mathematical Reasoning." IndoMath: Indonesia Mathematics Education 3, no. 2 (July 28, 2020): 88. http://dx.doi.org/10.30738/indomath.v3i2.7603.

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The abilities that must be mastered by high school students according to the demands of the 2013 curriculum include reasoning. Students who have good reasoning abilities make it easier to understand mathematics. But in reality there are still many students who have low mathematical reasoning ability, seen when they have difficulty solving math problems. This research objective is to prove the habit of solving open-ended problems that can improve the mathematical reasoning ability of junior high school students based on the level of initial mathematical ability: high, medium, and low. The study used an experimental method with a "One-Group pre-test post-test design". Randomly, selected 77 grade VII students of SMP Negeri in Bekasi as a sample. The prerequisite test shows that each level of data comes from groups that are normally distributed and homogeneous. The results showed normal gain, both overall and level showed improvement. Based on the t test obtained p value of 0.000 < 0.005, meaning this study can prove student habits in solving open-ended problems when learning mathematics on triangles and quadrilateral, can improve students' mathematical reasoning abilities.

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Pereira, Leandro, Ricardo Santos, Mariana Sempiterno, Renato Lopes da Costa, Álvaro Dias, and Nélson António. "Pereira Problem Solving: Business Research Methodology to Explore Open Innovation." Journal of Open Innovation: Technology, Market, and Complexity 7, no. 1 (March 4, 2021): 84. http://dx.doi.org/10.3390/joitmc7010084.

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Problem solving skills are increasingly important to be able to tackle the complex problems encountered in the business world. Nowadays is increasingly important to achieve sustainable development, focusing not only on economic profit but also on creating social value. It is widely agreed that the principles of scientific management can lead to more effective solutions for complex problems. Problems have to be looked at objectively, with methodology and intellectual integrity and modesty. Several techniques have been developed to help analyze the causes of the problem or formulate solutions. Although these business research techniques are important tools, they are presented as isolated measures. Pereira Problem Solving methodology presented provides guide to address business and management problems. It is an integrative and easy-to-use instrument that helps organizations adopt scientific management practices and will enhance the efficiency of the solutions encountered.

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M’hamed, Sbaa Mohammed et El aydi, Yadir Said, and Radi Bouchaib. "Resolution Des Problemes Mathematiques En Formation Et Applications." European Scientific Journal, ESJ 13, no. 24 (August 31, 2017): 389. http://dx.doi.org/10.19044/esj.2017.v13n24p389.

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Mathematics occupies a privileged place in the educational system. It is one of the main disciplines in a learner's school life that allows him to develop problem-solving strategies and different learning abilities. Indeed, it is very important to make the learner to become active in the learning process of Mathematics. As a result, problem solving has become a crucial aspect. It helps the learner in the development of strategies for problem solving. Also, the learner must be adaptive to new situations from other disciplines or everyday life. In this study, we used the Georges Polya's "How solve it" guide and we applied it to solving some problems by insisting on the importance of applications in the teaching of Mathematics. We talked about the definition of the open problem and its educational objectives according to the IREM of Lyon. Then we discussed the activities by describing some difficulties encountered by the trainee teachers. These activities include: (1) A problem solved by three different methods: analytical geometry, GeoGebra software, and the Maple software to make a comparison of methods by practice; (2) Solving some open problems. We concluded this study by implementing problem-solving strategies and reasoning methods as tools for trainee teachers for "solving some open problems".

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Upahi, Johnson E., and Umesh Ramnarain. "EXAMINING THE CONNECTION BETWEEN STUDENTS’ WORKING MEMORY AND THEIR ABILITIES TO SOLVE OPEN-ENDED CHEMISTRY PROBLEMS." Journal of Baltic Science Education 19, no. 1 (February 10, 2020): 142–56. http://dx.doi.org/10.33225/jbse/20.19.142.

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Open-ended problem-solving skills have been identified as employable skills, which undergraduate students will need to have in order to cope with real-life problems in their workplaces after graduation. However, the development and assessment of these skills have been inconsistent across courses offered in universities. This research examined undergraduate students’ ability to engage with open-ended chemistry problems, and the influence of their working memory space on problem solving. The research is a descriptive research design that employed a survey method for collection data. A purposive sampling technique was used to recruit 665 students from 19 chemistry departments in Nigerian universities. The students’ ability to solve open-ended problems was measured in terms of their performance and was found to be below average (< 50). The female students outperformed their male counterparts in the chemistry open-ended problem-solving test (ChemOPST). A strong positive correlation was found to exist between students’ working memory capacity and their performance in the ChemOPST. The research concludes on the need for experiential-based learning of chemical concepts which could help students build a knowledge base that is required to engage with problems that have real-life applications. Keywords: open-ended problems, working memory, chemistry problem-solving, university students.

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Hanifah, Hanifah, and Ahbi Mahdianing Rum. "Analysis of Students’ Problem-Solving Ability in Solving Improper Integral Problems." ARITHMETIC: Academic Journal of Math 5, no. 2 (December 4, 2023): 173. http://dx.doi.org/10.29240/ja.v5i2.6837.

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This study aimed to determine the student’s problem-solving-ability using Polya stages in solving Improper Integral questions in online Integral Calculus Learning through zoom applying Student-Centered Learning. It is very rare to find the research that examines students' problem-solving abilities in solving improper integral problems. The research method used in this study was ex-post facto research. The research subjects were 14 students from class B in the third semester of the Mathematics Study Program FKIP UNIB 2020/2021 getting grades A and A- in Integral Calculus Learning. The analysis in Polya stages consisted of Understanding the Problem (P1); Devising a Plan (P2); Carrying out the Plan (P3); and Looking Back (P4. The instruments used to collect data were improper integral test sheets, analysis guide sheets, and open questionnaires. The result showed the mean score of the student’s problem-solving ability was 74.02. The mean value in each stage: P1 = 79.91; P2 = 79.46; P3 = 72.77; and P4 = 65.18. It was concluded that students already had good abilities in understanding problems and planning solutions.

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35

Moskal, Barbara M. "Understanding Student Responses to Open-Ended Tasks." Mathematics Teaching in the Middle School 5, no. 8 (April 2000): 500–505. http://dx.doi.org/10.5951/mtms.5.8.0500.

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Communicating mathematical knowledge is a challenge for students, and assisting students in clearly expressing their mathematical ideas is a challenge for teachers. Open-ended tasks give students opportunities to select their own approaches for both solving problems and expressing mathematical ideas (Billstein 1998; Conway 1999). Students' responses to these tasks give teachers evidence of their students' problem-solving and communication skills.

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Murtafiah, Wasilatul, Nurcholif Diah Sri Lestari, Faridah Hanim Yahya, Davi Apriandi, and Edy Suprapto. "HOW DO STUDENTS' DECISION-MAKING ABILITY IN SOLVING OPEN-ENDED PROBLEMS?" Infinity Journal 12, no. 1 (February 28, 2023): 133. http://dx.doi.org/10.22460/infinity.v12i1.p133-150.

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An open-ended problem in learning mathematics is a problem with more than one answer or method of solving. In solving open-ended problems in learning mathematics, one of the abilities students must use is decision-making ability. Each student has a variety of capacities, so this study aims to determine students' decision-making abilities in solving open-ended problems in learning mathematics. The type of research used is descriptive qualitative research. The subjects of this study were four students with different numbers of correct answers in working on open-ended problems. Data collection was carried out using tests and interviews. The results showed that (1) the decision-making ability of the subject who answers correctly for both problems is complete because they fulfill all indicators, the subject can identify goals, make decisions, evaluate the results of determination, and present and remember between problems with things known to the problem and related to decisions that have been taken correctly; (2) decision-making ability for subjects with wrong answers on one number or two numbers is incomplete because they only fulfilled two indicators, the subject can identify goals, make decisions, is less able to evaluate decision results and present and remember between problems with things known to the problem, and related to decisions that have been taken with correct. Mathematics teachers should often reinforce students to practice operating integers because it is a prerequisite for learning mathematics at the middle and high school levels.

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Berliana, Dinda Putri, and Ummu Sholihah. "Kemampuan Komunikasi Matematis Siswa dalam Menyelesaikan Masalah Open-Ended Ditinjau dari Self-Efficacy." Plusminus: Jurnal Pendidikan Matematika 2, no. 2 (July 30, 2022): 243–54. http://dx.doi.org/10.31980/plusminus.v2i2.1101.

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Kemampuan komunikasi matematis merupakan salah satu komponen penting dalam proses belajar, terutama pada pembelajaran matematika. Penelitian ini bertujuan untuk mendeskripsikan kemampuan komunikasi matematis siswa dengan self-efficacy pada tingkat rendah, sedang, dan tinggi dalam menyelesaikan masalah open-ended materi Himpunan. Pendekatan yang digunakan dalam penelitian ini yaitu pendekatan kualitatif dengan jenis studi kasus. Subjek penelitian 3 siswa. Teknik analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian diperoleh bahwa siswa dengan self-efficacy rendah dalam menyelesaikan masalah open-ended belum mampu memenuhi indikator komunikasi matematis, siswa dengan self-efficacy sedang dalam menyelesaikan masalah open-ended mampu memenuhi beberapa indikator komunikasi matematis, siswa dengan self-efficacy tinggi dalam menyelesaikan masalah open-ended mampu memenuhi semua indikator komunikasi matematis. Mathematical communication ability is an important component in the learning process, especially in learning mathematics. This study aims to describe students' mathematical communication skills with self-efficacy at low, medium, and high levels in solving open-ended problems in the set material. The approach used in this research is a qualitative approach with the type of case study. Research subjects 3 students. The data analysis technique uses data reduction, data presentation, and drawing conclusions. The results showed that students with low self-efficacy in solving open-ended problems have not been able to meet the indicators of mathematical communication, students with moderate self-efficacy in solving open-ended problems are able to meet several indicators of mathematical communication, and students with high self-efficacy in solving problems. open-ended problems are able to meet all indicators of mathematical communication.

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38

Izzah, Rania, and Rooselyna Ekawati. "Horizontal and Vertical Mathematization Processes of Junior High School Students in Solving Open-Ended Problems." MATHEdunesa 12, no. 2 (July 9, 2023): 400–413. http://dx.doi.org/10.26740/mathedunesa.v12n2.p400-413.

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Mathematization is converting information from problems into mathematical models. The mathematization process is divided into horizontal and vertical mathematization. This descriptive qualitative research aimed to describe junior high school students' horizontal and vertical mathematization process in solving open-ended problems. The subjects are three students with good, medium, and poor mathematical problem-solving abilities. The instruments used were interview guidelines, mathematical problem-solving ability tests, and open-ended problem tests with topics area and perimeter of rectangles and circles. This research shows the horizontal and vertical mathematization process in solving open-ended problems. The horizontal mathematization process was; identifying the information and topics area and perimeter from the problem; representing the problem into some rectangle and circle figures and expressing the problem in the subject’s own words; writing the mathematics language; finding the regularity of the relations to find the possible solutions; and making mathematical models. The vertical mathematization process was; using mathematical representations with symbols and formulas related to the area and perimeter of rectangles and circles; using formal algorithms; customizing and combining some models to get the correct answers; making logical arguments to support the solution and other possible solutions that suit the problem; and generalizing the solution using the concepts of area and perimeter of rectangles and circles to solve similar problems. Every student may have different strategies and solutions when solving open-ended problems.

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Shams Lahroudi, Seyed Hassan, Farzaneh Mahalleh, and Seyedsaeid Mirkamali. "Multiobjective Parallel Algorithms for Solving Biobjective Open Shop Scheduling Problem." Complexity 2022 (August 31, 2022): 1–16. http://dx.doi.org/10.1155/2022/5043058.

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Open Shop Scheduling Problem (OSSP) is one of the most important scheduling problems in the field of engineering and industry. This kind of problem includes m machines and n jobs, each job contains a certain number of operations, and each operation has a predetermined processing time on its corresponding machine. The order of processing of these operations affects the completion times of all jobs. Therefore, the purpose of OSSP is to achieve a proper order of processing of jobs using specified machines, so that the completion time of all jobs is minimized. In this paper, the strengths and limitations of three methods are evaluated by comparing the results of solving the OSSP in large-scale and small-scale benchmarks. In this case, the minimized completion time and total tardiness are considered the objective functions of the adapted methods. To solve small-scale problems, we adapt a mathematical model called Multiobjective Mixed Linear Programming (MOMILP). To solve large-scale problems, two metaheuristic algorithms including Multiobjective Parallel Genetic Algorithm (MOPGA) and Multiobjective Parallel Simulated Annealing (MOPSA) are adapted. In experimental results, we randomly generated small-scale problems to compare MOMILP with the Genetic Algorithm (GA) and Simulate Annealing (SA). To compare MOPSA and MOPGA with the state of the art and show their strengths and limitations, we use a standard large-scale benchmark. The simulation results of the proposed algorithms show that although the MOPSA algorithm is faster, the MOPGA algorithm is more efficient in achieving optimal solutions for large-scale problems compared with other methods.

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Kamerlin, Shina Caroline Lynn, David J. Allen, Bas Bruin, Etienne Derat, and Henrik Urdal. "Journal Open Access and Plan S: Solving Problems or Shifting Burdens?" Development and Change 52, no. 3 (January 29, 2021): 627–50. http://dx.doi.org/10.1111/dech.12635.

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Surif, Johari, Nor Hasniza Ibrahim, and Siti Fairuz Dalim. "Problem Solving: Algorithms and Conceptual and Open-ended Problems in Chemistry." Procedia - Social and Behavioral Sciences 116 (February 2014): 4955–63. http://dx.doi.org/10.1016/j.sbspro.2014.01.1055.

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Payadnya, I. P. A. A. "Investigation of students’ mathematical reasoning ability in solving open-ended problems." Journal of Physics: Conference Series 1200 (March 2019): 012016. http://dx.doi.org/10.1088/1742-6596/1200/1/012016.

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Overton, Tina, Nicholas Potter, and Christopher Leng. "A study of approaches to solving open-ended problems in chemistry." Chem. Educ. Res. Pract. 14, no. 4 (2013): 468–75. http://dx.doi.org/10.1039/c3rp00028a.

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Lowrie, Tom. "Designing a Framework for Problem Posing: Young Children Generating Open-Ended Tasks." Contemporary Issues in Early Childhood 3, no. 3 (October 2002): 354–64. http://dx.doi.org/10.2304/ciec.2002.3.3.4.

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This article describes the type of problems young children (aged six) generated in problem-posing contexts. With support, the children began to generate increasingly sophisticated problems that were open-ended in nature. The problem-solving situations provided opportunities for the children to pose problems they enjoyed solving and promoted both a more complex and motivating learning environment. The results indicate that the problem-posing actions of students can be nurtured by teachers' actions.

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45

Kadirbayeva, R. I., E. B. Ospanov, and A. Amirbekuly. "The Role of Open Mathematical Problems in the Formation of the Competence of Plausible Reasoning." Iasaýı ýnıversıtetіnіń habarshysy 128, no. 2 (June 30, 2023): 225–38. http://dx.doi.org/10.47526/2023-2/2664-0686.18.

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Today, modern Internet technologies allow you to access the necessary information at any time from anywhere. In such a situation, the ability to find what is needed from different sources and critically revise it becomes of particular importance, which, in turn, leads to the formation of basic knowledge. Consequently, when preparing young people for real life, the need to develop their critical attitude and thinking is urgent. As a rule, in real life, the initial data is not always clear, the goal is not set clearly, and there may be cases when the way out of this situation is also not the only one. Therefore, a person often faces open-type problems. Such cases can be taken as an interpretation of mathematical open problems. Indeed, open tasks are understood as tasks in which the initial data or the final goal are not clearly formulated. At the same time, students are given the freedom to set tasks to a certain extent, choose a way of thinking and enter additional parameters necessary for its solution. The article discusses plausible reasoning in the process of solving open problems and its role in the formation of students' competencies on plausible reasoning. In addition, various examples of how plausible reasoning arises when solving open problems are given, and an algorithm of actions for composing and solving open problems is given. Here the algorithm is only as an orienting basis, since there are no algorithms for solving open problems. It can be seen from the algorithm that when forming the competence of plausible reasoning, students should be able to solve closed and open problems and combine them in a certain effective sequence. Thus, it is concluded that the analysis of the compilation and solution of open mathematical problems plays an important role in the formation of the competence of plausible reasoning of future mathematics teachers and has a great influence on the preparation of young people for changing real life.

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Randles, C. A., and T. L. Overton. "Expert vs. novice: approaches used by chemists when solving open-ended problems." Chemistry Education Research and Practice 16, no. 4 (2015): 811–23. http://dx.doi.org/10.1039/c5rp00114e.

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This paper describes the results of a qualitative study using ground theory to investigate the different approaches used by chemists when answering open-ended problems. The study involved undergraduate, industrialist and academic participants who individually answered three open-ended problems using a think aloud protocol. Open-ended problems are defined here as problems where not all the required data are given, where there is no one single possible strategy and there is no single correct answer to the problem. Analysis of the qualitative data identified a limited number of different approaches used to solve open-ended problems. These approaches were applied to individual participants and these were collated to identify approaches used by each group. The relative quality of solutions developed by each group was also analysed. Analysis showed that undergraduates adopted a greater number of novice-like approaches and produced poorest quality solutions, academics exhibited expert-like approaches and produced the highest quality solutions, whilst industrial chemist's approaches are described as transitional.

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Anggraeni, Rina, Dadang Juandi, and Dian Usdiyana. "Analysis of Difficulties of Junior High School Students in Solving Closed and Open Mathematical Problems." International Journal of Ethno-Sciences and Education Research 2, no. 1 (January 6, 2022): 11–18. http://dx.doi.org/10.46336/ijeer.v2i1.234.

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This study aims to describe the difficulties of junior high school students in solving closed and open mathematical problems and to describe the causes of junior high school students experiencing these difficulties. As many as 25 students of class VIII-D from one of the State Junior High Schools in Bandung Regency were used as research samples. Data was collected by using test techniques, interviews, and document studies. The stages of data analysis carried out are data collection, data reduction, data presentation, and drawing conclusions. The results of the study showed that students had difficulty in converting the problem into a mathematical model, determining the required decision variables, calculating multiplication and division operations, and determining more than one answer in solving open problems. The difficulties experienced by these students are caused by the following: students feel that the problem given is something new, students are less careful in understanding the problems given, students still do not master the material, students are less careful in performing arithmetic operations, and students not accustomed to solving problems in the form of problem solving and open questions.

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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 (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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Mahmudah, Inani, Titin Masfingatin, and Indra Puji Astuti. "Kemampuan Berpikir Kreatif Siswa SMK dalam Pemecahan dan Pengajuan Masalah Open Ended Materi Barisan dan Deret." Absis: Mathematics Education Journal 6, no. 2 (December 3, 2024): 74–83. https://doi.org/10.32585/absis.v6i2.5876.

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Vocational high school students need the ability to think creatively to face the challenges of the world of work in the 21st century. Creative thinking skills can be developed through open ended problem solving and problem posing activities. This study aims to describe the creative thinking skills of vocational students in solving and posing open ended problems on sequences and series material. This study uses a type of qualitative research. The subjects of this study were students of class X Office Management 1 (MP-1) at SMK Negeri 1 Geger for the 2022/2023 academic year. Data collection techniques using tests and interviews. Testing the validity of the data using triangulation techniques. Data analysis includes data reduction, data presentation and drawing conclusions. The results of this study are: Vocational school students' creative thinking abilities in solving open-ended problems include indikators of fluency, flexibility and novelty. Novelty is the least likely to appear. Vocational school students' creative thinking abilities in posing open-ended problems include indikators of fluency and flexibility, while indikators of novelty have not yet appeared in posing problems. When posing problems, vocational school students tend to be inspired by previously solved problems. Based on the results of this research, teachers are expected to be able to present open-ended problems in learning so that students' creative thinking abilities can develop well.

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Murtafiah, Wasilatul, Yulia Nindi Wardani, Darmadi Darmadi, and Sri Adi Widodo. "Profile of open-start problem-solving with context Sarangan Lake viewed students' learning styles in junior high school." Journal of Education and Learning (EduLearn) 18, no. 2 (May 1, 2024): 448–61. http://dx.doi.org/10.11591/edulearn.v18i2.21051.

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This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.

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