This document discusses a study that examined the effect of situation-based learning (SBL) on students' mathematical creative problem solving (CPS) ability. The study used an experiment group that received SBL instruction and a control group that received conventional instruction. Results showed that the experiment group had greater gains in mathematical CPS ability compared to the control group. Specifically, the experiment group improved their average score from 16.32 to 32.91, while the control group improved from 16.21 to 24.66. Additionally, the strongest aspect of mathematical CPS ability developed was fact finding, while the weakest was acceptance finding. Therefore, the study concluded that SBL is more effective than conventional learning at enhancing students' mathematical
This study aimed at analyzing and describing Various Methods used by mathematics teacher in solving equations. Type of this study is descriptive by subject of this study comprised 65 mathematics teachers in senior, junior, and primary schools respectively 15, 33, and 17 in numbers. The data were collected from the answer to containing four problems of equation. Data Coding was conducted by two coding personnel to obtain credible data. The data were then analyzed descriptively. It has been found that the teachers have implemented a method for solving equation problems by means of operation on one side of equation and procedural operation. This method has been dominantly used by the teachers to solve to the equation problems. The other method was doing operation on both sides of the equation simultaneously by focusing on similar elements on both sides of the equation.
A learning program not only aims to make students understand and master what and how things happen, but also provide an understanding of why it happened. Thus, a lesson that emphasizes problem-solving becomes very important to teach. One form of learning that emphasizes the problem solving is to apply systematic approach to problem solving. This is a guide to perform an action that serves to assist a person in solving a problem. Problem solving steps based on systematic approach to problem solving consists of four stages, namely problem analysis, problem solving process planning, calculation operations, and checking answers and interpretation of results. This study is a classroom action research that aims to see the inceasing of student learning outcomes after applied systematic approach to problem solving. The subject of this research is 25 students of class VIIIA MTs Salafiyah Syafi'iyah Tebuireng Jombang. Instruments in this study is a matter of student learning outcomes on the material wake up space. This research was conducted in two cycles because in the second cycle has reached the indicator of success that students achieve the minimal clarity of at least 75%. The results showed that student learning outcomes in the first cycle reached 36% classical completeness, and in the second cycle of classical completeness of 84%. This shows that the application of systematic approach to problem solving can increase student learning outcomes.
It is necessary to develop metacognitive skills-based teaching materials to foster mathematical problem-solving abilities. This research is a research and development. Method used for development using four phases: Design, Construction, Testing, Evaluation and Revision. The criteria used to assess the quality of the learning device refer to the material quality criteria namely: validity, practicality, effectiveness. Subject of trials in this research are 25 students of XI IPA-4 and 25 students of XI IPA-2. Two indicators of this study are metacognitive skills and problem solving. Metacognitive skills are: prediction skills, planning skills, monitoring skills, and evaluation skills. Indicators of problem solving are: understanding the problem, devising a plan, carrying out the plan, and looking back. The data are collected by giving Tests and questionnaires, and through observations. The research instruments are: questionnaire of validation for teaching materials, student questionnaire responses to instructional materials, observation sheet activities of learners, observation sheets of learning implementation and learning management observation sheet. The result of this research is metacognitive skills-based teaching materials are succeeded (fulfilling the criteria of valid, practical, and effective) to emerge students mathematical problem-solving.
This document outlines a study on applying creative problem solving skills to solve open-ended mathematical problems among engineering undergraduates. The study aims to show how engineering students can use divergent and convergent thinking skills through creative problem solving to generate multiple solutions for open-ended math problems. The researcher plans to determine the mathematical creativity and strategies used by students, and develop a framework for solving open-ended math problems creatively. Engineering students from a local university will participate by solving open-ended math problems using creative problem solving.
Melinda Eichhorn - Exploring the use of a screening tool to investigate stude...Melinda Eichhorn
This document discusses a study that investigated the use of a mathematical screening tool with second grade students in Kolkata, India. The screening tool was designed to identify students' grade-level math skills, number sense, and common error patterns. The study found that the screening tool provided teachers with valuable information about their students' mathematical understanding and misconceptions. This allowed teachers to better target instruction and interventions to support students who were struggling. The screening tool empowered teachers to identify issues and begin interventions earlier than waiting for a formal diagnosis. Overall, the screening tool was an effective way for teachers to assess their students' math abilities and tailor instruction accordingly.
This document analyzes two mathematics lessons about quadratic inequalities taught by a pre-service teacher (Z) and an in-service teacher (Z1) with 12 years experience. The lessons were coded using categories to analyze teacher and student utterances. For teacher Z's lesson, students were able to correctly identify the parabola graph of y=x2-x-6, its two roots of -2 and 3, and its upward direction. The teacher drew the graph based on student responses.
Project cooperative learning and peer tutoring in overcoming mathematics an...Taw Mei Yoke
This document describes a study on using cooperative learning and peer tutoring to reduce mathematics anxiety among students. The study involved interviewing students to identify those with high math anxiety, then observing them during peer tutoring and cooperative learning activities over 3 weeks. Data was collected through initial and final interviews using a math anxiety questionnaire, as well as observations of the sessions. The goal was to decrease students' math anxiety levels and increase their confidence through these collaborative learning approaches. Limitations included the short time frame and using a modified existing math anxiety scale instead of a validated scale.
This study aimed at analyzing and describing Various Methods used by mathematics teacher in solving equations. Type of this study is descriptive by subject of this study comprised 65 mathematics teachers in senior, junior, and primary schools respectively 15, 33, and 17 in numbers. The data were collected from the answer to containing four problems of equation. Data Coding was conducted by two coding personnel to obtain credible data. The data were then analyzed descriptively. It has been found that the teachers have implemented a method for solving equation problems by means of operation on one side of equation and procedural operation. This method has been dominantly used by the teachers to solve to the equation problems. The other method was doing operation on both sides of the equation simultaneously by focusing on similar elements on both sides of the equation.
A learning program not only aims to make students understand and master what and how things happen, but also provide an understanding of why it happened. Thus, a lesson that emphasizes problem-solving becomes very important to teach. One form of learning that emphasizes the problem solving is to apply systematic approach to problem solving. This is a guide to perform an action that serves to assist a person in solving a problem. Problem solving steps based on systematic approach to problem solving consists of four stages, namely problem analysis, problem solving process planning, calculation operations, and checking answers and interpretation of results. This study is a classroom action research that aims to see the inceasing of student learning outcomes after applied systematic approach to problem solving. The subject of this research is 25 students of class VIIIA MTs Salafiyah Syafi'iyah Tebuireng Jombang. Instruments in this study is a matter of student learning outcomes on the material wake up space. This research was conducted in two cycles because in the second cycle has reached the indicator of success that students achieve the minimal clarity of at least 75%. The results showed that student learning outcomes in the first cycle reached 36% classical completeness, and in the second cycle of classical completeness of 84%. This shows that the application of systematic approach to problem solving can increase student learning outcomes.
It is necessary to develop metacognitive skills-based teaching materials to foster mathematical problem-solving abilities. This research is a research and development. Method used for development using four phases: Design, Construction, Testing, Evaluation and Revision. The criteria used to assess the quality of the learning device refer to the material quality criteria namely: validity, practicality, effectiveness. Subject of trials in this research are 25 students of XI IPA-4 and 25 students of XI IPA-2. Two indicators of this study are metacognitive skills and problem solving. Metacognitive skills are: prediction skills, planning skills, monitoring skills, and evaluation skills. Indicators of problem solving are: understanding the problem, devising a plan, carrying out the plan, and looking back. The data are collected by giving Tests and questionnaires, and through observations. The research instruments are: questionnaire of validation for teaching materials, student questionnaire responses to instructional materials, observation sheet activities of learners, observation sheets of learning implementation and learning management observation sheet. The result of this research is metacognitive skills-based teaching materials are succeeded (fulfilling the criteria of valid, practical, and effective) to emerge students mathematical problem-solving.
This document outlines a study on applying creative problem solving skills to solve open-ended mathematical problems among engineering undergraduates. The study aims to show how engineering students can use divergent and convergent thinking skills through creative problem solving to generate multiple solutions for open-ended math problems. The researcher plans to determine the mathematical creativity and strategies used by students, and develop a framework for solving open-ended math problems creatively. Engineering students from a local university will participate by solving open-ended math problems using creative problem solving.
Melinda Eichhorn - Exploring the use of a screening tool to investigate stude...Melinda Eichhorn
This document discusses a study that investigated the use of a mathematical screening tool with second grade students in Kolkata, India. The screening tool was designed to identify students' grade-level math skills, number sense, and common error patterns. The study found that the screening tool provided teachers with valuable information about their students' mathematical understanding and misconceptions. This allowed teachers to better target instruction and interventions to support students who were struggling. The screening tool empowered teachers to identify issues and begin interventions earlier than waiting for a formal diagnosis. Overall, the screening tool was an effective way for teachers to assess their students' math abilities and tailor instruction accordingly.
This document analyzes two mathematics lessons about quadratic inequalities taught by a pre-service teacher (Z) and an in-service teacher (Z1) with 12 years experience. The lessons were coded using categories to analyze teacher and student utterances. For teacher Z's lesson, students were able to correctly identify the parabola graph of y=x2-x-6, its two roots of -2 and 3, and its upward direction. The teacher drew the graph based on student responses.
Project cooperative learning and peer tutoring in overcoming mathematics an...Taw Mei Yoke
This document describes a study on using cooperative learning and peer tutoring to reduce mathematics anxiety among students. The study involved interviewing students to identify those with high math anxiety, then observing them during peer tutoring and cooperative learning activities over 3 weeks. Data was collected through initial and final interviews using a math anxiety questionnaire, as well as observations of the sessions. The goal was to decrease students' math anxiety levels and increase their confidence through these collaborative learning approaches. Limitations included the short time frame and using a modified existing math anxiety scale instead of a validated scale.
This document summarizes a study that examined the effects of adapting homework instructions to match the characteristics of Dutch HAVO 4 students. The study found:
1) Adapting homework instructions to fit students' characteristics significantly increased students' homework motivation, primarily by increasing their expectancy of success.
2) Effects varied by subject, with mathematics and economics students reporting significantly higher motivation, while history and chemistry students showed no significant changes.
3) Pre-existing differences in students' planning skills and relationships with teachers significantly impacted their homework expectancy levels. Students with below-average scores on these characteristics had lower expectancy.
The results suggest adapting homework instructions based on student characteristics can increase motivation and that teachers should differentiate instructions
This research aimed to find out whether or not there is an effect of Learning Infrastructure (LI) and Learning Motivation (LM) on Economics Learning Achievement (ELA), and which one has more dominant effect on Learning Achievement, Learning Infrastructure or Learning Motivation. This study was a descriptive quantitative research with survey method. The data of LI, LM and ELA were collected using questionnaire. The population of research consisted of 1192 economics students in Public Senior High Schools of Serdang Bedagai Regency applying the 2013 curriculum. The sample consisted of 300 respondents, taken using cluster areas sampling technique. From the result of research, it can be found that there was a positive significant effect of LI on ELA (tstatistic=9.597, P = 0.000), there was a positive significant effect of LM on ELA (tstatistic=6.990, P=0.000), there was a positive and significant effect of LI and LM on ELA (Fstatistic=114.281, P=0.000), and LI affected ELA more dominantly than LM did.
1) The document discusses the teaching of mathematics across different grade levels, covering topics such as the nature of mathematics, scope at primary and secondary levels, strategies based on objectives like problem solving and concept attainment, theoretical basis for problem solving strategies, techniques for problem solving, and evaluating student performance.
2) Key strategies discussed include problem solving, concept attainment, and understanding goals through approaches like authority teaching, interaction, discovery and teacher-controlled presentations.
3) Evaluation of mathematics learning incorporates both testing procedures like individual/group tests and non-testing procedures such as interviews, questionnaires and anecdotal records.
while practicing for ctet I came across some word which i didn't find in syllabus. so in this PPT I am discussing all those key words. wish it will help you in your studies. if you find any other words which I this PPt doesn't contain then plz let me know I will definitely try to find out.
This research was conducted due to the importance value of mathematics for early childhood and the fact some researches showed the early childhood education (ECE) teachers' low level of basic mathematical knowledge, especially the one related to childhood developmental stages. The participants of this research were 35 ECE teachers from one of the cities in West Java province with teaching experience approximately ten years. In this research, 30 minutes was given to the participants to solve 20 questions, which tested teachers' knowledge related to verbal counting sequence, counting, the ordinal number of words, addition/subtraction, divisions of sets, written number symbols, and words. Besides, the interview was conducted to get more indepth information from the participants. The quantitative descriptive analysis was used to identify the frequency, percentage, mean value, and standard deviation. The result of the research showed that ECE teachers had limited knowledge of children's mathematical development. It was revealed by the result of the mean value of the teachers’ responses, which were only 33% correct answers and 16% no idea answers. This result can become input for the stakeholders to hold a professional development program which aims to increase the quality of ECE teachers related to mathematical development activity.
The purpose of this study is to determine the mathematics teacher performance category in building high order thinking skills (HOTS) of students. The study was conducted on 560 students taken randomly from ten junior high schools and eight high schools from eight districts in North Sumatra Province. Data collection techniques and instruments are carried out by giving questionnaires to students which contain a number of questions about students' assessment of the mathematics teacher's performance in constructing the HOTS indicator. Based on descriptive analysis, it was found that the performance of mathematics teachers built HOTS indicators, namely (1) understanding of concepts, (2) mathematical communication, (3) creativity, (4) problem solving, and (5) reasoning is enough category. The results of analysis of variance show that teacher performance builds (1) understanding of concepts, (2) mathematical communication, (3) creativity, (4) problem solving, and (5) reasoning significantly influences students' abilities.
Childrení»s mathematics performance and drawing activities a constructive cor...Alexander Decker
This document summarizes a study that examined how drawing activities can improve children's performance in mathematics. The study used observation, interviews, achievement tests, and a pictorial Likert scale to analyze relationships between discovery learning methods and mathematics performance for 62 pupils at a primary school in Ghana where mathematics performance was low. The results revealed that incorporating drawing activities into mathematics lessons significantly improved pupils' mathematics performance and engagement. The study concluded that using arts-integrated approaches can help establish relationships between concepts and enhance understanding in mathematics.
Effect of division by factors approach on the pupils’Alexander Decker
1) The document describes a study that examined the effect of the division by factors approach on pupils' achievement in dividing whole numbers.
2) The study involved 406 pupils randomly selected from primary schools in Nsukka, Nigeria who were given a test of dividing whole numbers.
3) The results showed that using the division by factors approach, which breaks down the divisor into convenient factors, was effective in enhancing pupils' achievement in dividing whole numbers compared to traditional long division methods.
1) The document discusses students' beliefs about mathematics, including their beliefs about the characteristics of mathematics, mathematical content, processes, cognitive processes, and usefulness of mathematics. It also examines students' self-beliefs and relationship to mathematics anxiety.
2) Research findings show that students identify mathematical content as numbers, operations, and problem-solving using formulas. Some see mathematics as exploring topics. Others view it as understanding concepts or thinking processes.
3) Students believe mathematics is useful for daily life, overcoming problems, and careers. Their self-confidence and views of teachers also impact their relationship to mathematics.
This document discusses applying mathematical problem solving to improve student results in an 8th grade classroom in Bengkulu, Indonesia. It begins by outlining the background and importance of problem solving in mathematics learning. The author then states the problem formulations, purpose, benefits, and scope of the study. Next, the document reviews literature on learning mathematics, study approaches, problem solving approaches, and types of math problems and questions. It concludes by discussing learning outcomes and aspects of the problem solving approach. The overall purpose is to determine how applying problem solving can improve student activity and learning outcomes in mathematics.
The document is the K to 12 Curriculum Guide for Mathematics from Kindergarten to Grade 10 in the Philippines. It outlines the conceptual framework, brief course description, learning area standards, key stage standards, grade level standards, and sample grade level content for Grade 1. The goals of mathematics education are developing critical thinking and problem solving skills. Key concepts include numbers, measurement, geometry, patterns and algebra, and probability and statistics. The curriculum is based on theories of experiential learning, constructivism, and inquiry-based learning.
EFFECTIVENESS OF SINGAPORE MATH STRATEGIES IN LEARNING MATHEMATICS AMONG FOUR...Thiyagu K
The Singapore math method is child-focused, and seeks to make sure that the student gains a full and complete understanding of the fundamental mathematical concepts, rather than merely memorizes a rote collection of facts. This approach not merely enhances mathematical learning; it also offers a firm foundation from which broader mathematical principles can be extrapolated. The present study tries to find out the effectiveness of Singapore math strategies in learning mathematics among fourth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 64 Fourth standard students for the study. According to the scoring of pre-test, 32 students were chosen as control group and 32 students were chosen as experimental group. Finally the investigator concludes; (a) the experimental group student is better than control group students in their gain scores. (b) There is no significant difference between control group and experimental group students in their pre test scores and post test. (c)There is significant difference between control group and experimental group students in the scores of posttest attainment of knowledge, understanding and application objectives.
This document discusses problem-based learning and its implementation in a classroom action research study. It provides background information on problem-based learning and discusses its benefits. The study aimed to enhance learning outcomes and group cooperation through problem-based learning. It was conducted in an 8th grade class over multiple cycles. Data was collected through observation and tests to analyze student achievement and cooperation. The criteria for success was achieving a good rating on observations of student activity and an 85% pass rate with average scores above the minimum requirements.
The document provides an overview of the K to 12 Mathematics curriculum guide for the Philippines. It outlines the conceptual framework, which identifies critical thinking and problem solving as the twin goals of mathematics education. It also describes the five content areas - numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. Additionally, it provides learning standards and competencies for each grade level from grade 1 to grade 10.
The document discusses key topics in mathematics pedagogy for CTET exams, including:
- Defining pedagogy and mathematics.
- The nature of mathematics as both a science of discovery and logical processes.
- Guiding principles and vision for mathematics in the NCF-2005 curriculum.
- Strategies for teaching mathematics like written work, oral work, group work and homework.
- Reasons for keeping mathematics in school curriculums like its basis in other sciences and role in developing logical thinking.
- The language of mathematics including concepts, terminology, symbols and algorithms.
- Approaches like community mathematics and mathematical communication to engage students.
Analysis of Students in Difficulty Solve Problems TwoDimentional Figure Quadr...IOSRJM
This research is a descriptive study that aims to determine the difficulty of concepts, principles difficulty and skill difficulties experienced by students of SMPN 8 Makassar to solve problems, specifically about waking flat rectangle. The subject of this research was the seventh grade students of SMPN 8 Makassar in the academic year 2015/2016 consisting of 5 classes of 200 students, while research subjects were students of class VII SMPN 8 Makassar as many as 35 students. The data collection is done by providing an instrument in the form of a test which consists of 5 items essay in the classroom in order to obtain a score of each kind of level of difficulty with descriptive analysis. The results were obtained percentage score of the degree of difficulty concept was 71.43% categorized as moderate difficulty level, the difficulty level of the principles is 25.71% categorized as very low level of difficulty, the difficulty level of skill 20% categorized the degree of difficulty is very low.
The convergence of mayer’s model and constructivist model towards problem sol...Alexander Decker
This study investigated the effects of combining Mayer's model of problem solving with a four-stage constructivist model. 26 physics students were divided into an experimental group that received instruction using both models along with active learning techniques, and a control group that only received instruction based on Mayer's model. Students' attitudes towards problem solving and academic performance in physics were assessed before and after with surveys and tests. The results showed that students in the experimental group developed better attitudes and problem-solving skills compared to the control group. The combined approach of Mayer's model and constructivism had a significant positive impact on students' learning.
This study aims to produce a learning trajectory using the mathematical modeling in helping students to understand the concept of algebraic operations. Therefore, the design research was chosen to meet the research aims and to give in formulating and developing local instructional theory in learning algebraic operations.Learning trajectory designed in the early phases and tested on 34 seven-grade students in SMP N 10 Palembang. Data collection was conducted through observation by recording the learning process that occured in the classroom and students’ group work was evidenced by video and photos. Data was analyzed qualitatively by describing actual learning which happened in pilot experiment and teaching experiment. There are 3 learning activities in the design of this study. These 3 activities are designed based on the steps of the Mathematical Modeling, activity 1 meaning of algebraic expressions, activity 2 addition of algebraic and activity 3 subtraction of algebraic. Based on the result, it can be concluded that activity which has been designed can help the students in learning algebraic operations using mathematical modeling. Used mathematical modeling can help student solve the problems and understand concept are structured using the assumptions and model start they design so gradually developed into formal mathematics.
Enhancing students’ mathematical representation and selfefficacy through situ...Sowanto Sanusi
This document discusses a study that used situation-based learning assisted by Geometer's Sketchpad program to enhance students' mathematical representation abilities and self-efficacy. The study found that students who learned through this method showed greater improvement in mathematical representation abilities compared to the regular teaching method. Additionally, there was no significant difference in self-efficacy between the two groups. The study implemented situation-based learning in 4 stages: 1) creating mathematical situations, 2) posing mathematical problems, 3) solving problems, and 4) applying mathematics. Students directly interacted with geometric objects using the program to help pose and solve problems.
The document discusses key mathematical processes for senior high school math including problem solving, reasoning and proof, representation, visualization, connections, and communication. It emphasizes the importance of these processes and having students actively engage in mathematical practices such as explaining, justifying, debating, and proving their reasoning. Students should communicate their mathematical thinking with peers through discussions, stories, and debates to help build connections between concepts.
This study was done to analyze the effect of Polyatype problem solving learning oriented toward realistic mathematics on the ability to solve mathematical word problems. This study belongs to an experimental research with the Posttest Only Control Group Design. The population used in this study was the students of grade 4 at Gugus VIII SukawatiGianyarelementary schools with the total number of 138. The sample was selected through random sampling. The result of selection by lottery assigned Grade 4 students of SDN 4 SingapaduKaler to the control class and Grade 4 students of SDN 1 SingapaduKaler to the experiment class. The data were collected through an essay test that had been validated. The data that had been collected were analyzed through a difference test (t-test). Based on the result of data analysis it can be concluded that the use of Polya type problem solving teaching model oriented toward realistic mathematics gave a positive effect to the ability to solve word problems among the Grade 4 students in Gugus VIII Sukawati Gianyar.
This document discusses different teaching approaches used in mathematics education, including cooperative learning, problem-based learning, and case studies. Cooperative learning involves students working in small groups to achieve common goals, emphasizing positive interdependence, interaction, individual accountability, collaborative skills, and group processing. Problem-based learning frames instruction around non-routine problems that require students to discover new knowledge to solve. Case studies present real-world situations for students to analyze and resolve, applying theoretical concepts. These active learning strategies encourage students to directly engage with course content.
This document summarizes a study that examined the effects of adapting homework instructions to match the characteristics of Dutch HAVO 4 students. The study found:
1) Adapting homework instructions to fit students' characteristics significantly increased students' homework motivation, primarily by increasing their expectancy of success.
2) Effects varied by subject, with mathematics and economics students reporting significantly higher motivation, while history and chemistry students showed no significant changes.
3) Pre-existing differences in students' planning skills and relationships with teachers significantly impacted their homework expectancy levels. Students with below-average scores on these characteristics had lower expectancy.
The results suggest adapting homework instructions based on student characteristics can increase motivation and that teachers should differentiate instructions
This research aimed to find out whether or not there is an effect of Learning Infrastructure (LI) and Learning Motivation (LM) on Economics Learning Achievement (ELA), and which one has more dominant effect on Learning Achievement, Learning Infrastructure or Learning Motivation. This study was a descriptive quantitative research with survey method. The data of LI, LM and ELA were collected using questionnaire. The population of research consisted of 1192 economics students in Public Senior High Schools of Serdang Bedagai Regency applying the 2013 curriculum. The sample consisted of 300 respondents, taken using cluster areas sampling technique. From the result of research, it can be found that there was a positive significant effect of LI on ELA (tstatistic=9.597, P = 0.000), there was a positive significant effect of LM on ELA (tstatistic=6.990, P=0.000), there was a positive and significant effect of LI and LM on ELA (Fstatistic=114.281, P=0.000), and LI affected ELA more dominantly than LM did.
1) The document discusses the teaching of mathematics across different grade levels, covering topics such as the nature of mathematics, scope at primary and secondary levels, strategies based on objectives like problem solving and concept attainment, theoretical basis for problem solving strategies, techniques for problem solving, and evaluating student performance.
2) Key strategies discussed include problem solving, concept attainment, and understanding goals through approaches like authority teaching, interaction, discovery and teacher-controlled presentations.
3) Evaluation of mathematics learning incorporates both testing procedures like individual/group tests and non-testing procedures such as interviews, questionnaires and anecdotal records.
while practicing for ctet I came across some word which i didn't find in syllabus. so in this PPT I am discussing all those key words. wish it will help you in your studies. if you find any other words which I this PPt doesn't contain then plz let me know I will definitely try to find out.
This research was conducted due to the importance value of mathematics for early childhood and the fact some researches showed the early childhood education (ECE) teachers' low level of basic mathematical knowledge, especially the one related to childhood developmental stages. The participants of this research were 35 ECE teachers from one of the cities in West Java province with teaching experience approximately ten years. In this research, 30 minutes was given to the participants to solve 20 questions, which tested teachers' knowledge related to verbal counting sequence, counting, the ordinal number of words, addition/subtraction, divisions of sets, written number symbols, and words. Besides, the interview was conducted to get more indepth information from the participants. The quantitative descriptive analysis was used to identify the frequency, percentage, mean value, and standard deviation. The result of the research showed that ECE teachers had limited knowledge of children's mathematical development. It was revealed by the result of the mean value of the teachers’ responses, which were only 33% correct answers and 16% no idea answers. This result can become input for the stakeholders to hold a professional development program which aims to increase the quality of ECE teachers related to mathematical development activity.
The purpose of this study is to determine the mathematics teacher performance category in building high order thinking skills (HOTS) of students. The study was conducted on 560 students taken randomly from ten junior high schools and eight high schools from eight districts in North Sumatra Province. Data collection techniques and instruments are carried out by giving questionnaires to students which contain a number of questions about students' assessment of the mathematics teacher's performance in constructing the HOTS indicator. Based on descriptive analysis, it was found that the performance of mathematics teachers built HOTS indicators, namely (1) understanding of concepts, (2) mathematical communication, (3) creativity, (4) problem solving, and (5) reasoning is enough category. The results of analysis of variance show that teacher performance builds (1) understanding of concepts, (2) mathematical communication, (3) creativity, (4) problem solving, and (5) reasoning significantly influences students' abilities.
Childrení»s mathematics performance and drawing activities a constructive cor...Alexander Decker
This document summarizes a study that examined how drawing activities can improve children's performance in mathematics. The study used observation, interviews, achievement tests, and a pictorial Likert scale to analyze relationships between discovery learning methods and mathematics performance for 62 pupils at a primary school in Ghana where mathematics performance was low. The results revealed that incorporating drawing activities into mathematics lessons significantly improved pupils' mathematics performance and engagement. The study concluded that using arts-integrated approaches can help establish relationships between concepts and enhance understanding in mathematics.
Effect of division by factors approach on the pupils’Alexander Decker
1) The document describes a study that examined the effect of the division by factors approach on pupils' achievement in dividing whole numbers.
2) The study involved 406 pupils randomly selected from primary schools in Nsukka, Nigeria who were given a test of dividing whole numbers.
3) The results showed that using the division by factors approach, which breaks down the divisor into convenient factors, was effective in enhancing pupils' achievement in dividing whole numbers compared to traditional long division methods.
1) The document discusses students' beliefs about mathematics, including their beliefs about the characteristics of mathematics, mathematical content, processes, cognitive processes, and usefulness of mathematics. It also examines students' self-beliefs and relationship to mathematics anxiety.
2) Research findings show that students identify mathematical content as numbers, operations, and problem-solving using formulas. Some see mathematics as exploring topics. Others view it as understanding concepts or thinking processes.
3) Students believe mathematics is useful for daily life, overcoming problems, and careers. Their self-confidence and views of teachers also impact their relationship to mathematics.
This document discusses applying mathematical problem solving to improve student results in an 8th grade classroom in Bengkulu, Indonesia. It begins by outlining the background and importance of problem solving in mathematics learning. The author then states the problem formulations, purpose, benefits, and scope of the study. Next, the document reviews literature on learning mathematics, study approaches, problem solving approaches, and types of math problems and questions. It concludes by discussing learning outcomes and aspects of the problem solving approach. The overall purpose is to determine how applying problem solving can improve student activity and learning outcomes in mathematics.
The document is the K to 12 Curriculum Guide for Mathematics from Kindergarten to Grade 10 in the Philippines. It outlines the conceptual framework, brief course description, learning area standards, key stage standards, grade level standards, and sample grade level content for Grade 1. The goals of mathematics education are developing critical thinking and problem solving skills. Key concepts include numbers, measurement, geometry, patterns and algebra, and probability and statistics. The curriculum is based on theories of experiential learning, constructivism, and inquiry-based learning.
EFFECTIVENESS OF SINGAPORE MATH STRATEGIES IN LEARNING MATHEMATICS AMONG FOUR...Thiyagu K
The Singapore math method is child-focused, and seeks to make sure that the student gains a full and complete understanding of the fundamental mathematical concepts, rather than merely memorizes a rote collection of facts. This approach not merely enhances mathematical learning; it also offers a firm foundation from which broader mathematical principles can be extrapolated. The present study tries to find out the effectiveness of Singapore math strategies in learning mathematics among fourth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 64 Fourth standard students for the study. According to the scoring of pre-test, 32 students were chosen as control group and 32 students were chosen as experimental group. Finally the investigator concludes; (a) the experimental group student is better than control group students in their gain scores. (b) There is no significant difference between control group and experimental group students in their pre test scores and post test. (c)There is significant difference between control group and experimental group students in the scores of posttest attainment of knowledge, understanding and application objectives.
This document discusses problem-based learning and its implementation in a classroom action research study. It provides background information on problem-based learning and discusses its benefits. The study aimed to enhance learning outcomes and group cooperation through problem-based learning. It was conducted in an 8th grade class over multiple cycles. Data was collected through observation and tests to analyze student achievement and cooperation. The criteria for success was achieving a good rating on observations of student activity and an 85% pass rate with average scores above the minimum requirements.
The document provides an overview of the K to 12 Mathematics curriculum guide for the Philippines. It outlines the conceptual framework, which identifies critical thinking and problem solving as the twin goals of mathematics education. It also describes the five content areas - numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. Additionally, it provides learning standards and competencies for each grade level from grade 1 to grade 10.
The document discusses key topics in mathematics pedagogy for CTET exams, including:
- Defining pedagogy and mathematics.
- The nature of mathematics as both a science of discovery and logical processes.
- Guiding principles and vision for mathematics in the NCF-2005 curriculum.
- Strategies for teaching mathematics like written work, oral work, group work and homework.
- Reasons for keeping mathematics in school curriculums like its basis in other sciences and role in developing logical thinking.
- The language of mathematics including concepts, terminology, symbols and algorithms.
- Approaches like community mathematics and mathematical communication to engage students.
Analysis of Students in Difficulty Solve Problems TwoDimentional Figure Quadr...IOSRJM
This research is a descriptive study that aims to determine the difficulty of concepts, principles difficulty and skill difficulties experienced by students of SMPN 8 Makassar to solve problems, specifically about waking flat rectangle. The subject of this research was the seventh grade students of SMPN 8 Makassar in the academic year 2015/2016 consisting of 5 classes of 200 students, while research subjects were students of class VII SMPN 8 Makassar as many as 35 students. The data collection is done by providing an instrument in the form of a test which consists of 5 items essay in the classroom in order to obtain a score of each kind of level of difficulty with descriptive analysis. The results were obtained percentage score of the degree of difficulty concept was 71.43% categorized as moderate difficulty level, the difficulty level of the principles is 25.71% categorized as very low level of difficulty, the difficulty level of skill 20% categorized the degree of difficulty is very low.
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This study aims to produce a learning trajectory using the mathematical modeling in helping students to understand the concept of algebraic operations. Therefore, the design research was chosen to meet the research aims and to give in formulating and developing local instructional theory in learning algebraic operations.Learning trajectory designed in the early phases and tested on 34 seven-grade students in SMP N 10 Palembang. Data collection was conducted through observation by recording the learning process that occured in the classroom and students’ group work was evidenced by video and photos. Data was analyzed qualitatively by describing actual learning which happened in pilot experiment and teaching experiment. There are 3 learning activities in the design of this study. These 3 activities are designed based on the steps of the Mathematical Modeling, activity 1 meaning of algebraic expressions, activity 2 addition of algebraic and activity 3 subtraction of algebraic. Based on the result, it can be concluded that activity which has been designed can help the students in learning algebraic operations using mathematical modeling. Used mathematical modeling can help student solve the problems and understand concept are structured using the assumptions and model start they design so gradually developed into formal mathematics.
Enhancing students’ mathematical representation and selfefficacy through situ...Sowanto Sanusi
This document discusses a study that used situation-based learning assisted by Geometer's Sketchpad program to enhance students' mathematical representation abilities and self-efficacy. The study found that students who learned through this method showed greater improvement in mathematical representation abilities compared to the regular teaching method. Additionally, there was no significant difference in self-efficacy between the two groups. The study implemented situation-based learning in 4 stages: 1) creating mathematical situations, 2) posing mathematical problems, 3) solving problems, and 4) applying mathematics. Students directly interacted with geometric objects using the program to help pose and solve problems.
The document discusses key mathematical processes for senior high school math including problem solving, reasoning and proof, representation, visualization, connections, and communication. It emphasizes the importance of these processes and having students actively engage in mathematical practices such as explaining, justifying, debating, and proving their reasoning. Students should communicate their mathematical thinking with peers through discussions, stories, and debates to help build connections between concepts.
This study was done to analyze the effect of Polyatype problem solving learning oriented toward realistic mathematics on the ability to solve mathematical word problems. This study belongs to an experimental research with the Posttest Only Control Group Design. The population used in this study was the students of grade 4 at Gugus VIII SukawatiGianyarelementary schools with the total number of 138. The sample was selected through random sampling. The result of selection by lottery assigned Grade 4 students of SDN 4 SingapaduKaler to the control class and Grade 4 students of SDN 1 SingapaduKaler to the experiment class. The data were collected through an essay test that had been validated. The data that had been collected were analyzed through a difference test (t-test). Based on the result of data analysis it can be concluded that the use of Polya type problem solving teaching model oriented toward realistic mathematics gave a positive effect to the ability to solve word problems among the Grade 4 students in Gugus VIII Sukawati Gianyar.
This document discusses different teaching approaches used in mathematics education, including cooperative learning, problem-based learning, and case studies. Cooperative learning involves students working in small groups to achieve common goals, emphasizing positive interdependence, interaction, individual accountability, collaborative skills, and group processing. Problem-based learning frames instruction around non-routine problems that require students to discover new knowledge to solve. Case studies present real-world situations for students to analyze and resolve, applying theoretical concepts. These active learning strategies encourage students to directly engage with course content.
Problem solving is a complex cognitive process that is important for developing critical thinking skills. This study aims to assess the attitudes of freshmen students towards problem solving by determining their socio-demographic profile and attitudes, and identifying negative attitudes. The participants were freshmen students at Southern Christian College who completed a questionnaire on problem solving attitudes. The findings will help educators develop strategies to improve students' problem-solving skills.
Mathematical problem solving was an crucial skill to be mastered by primary
school student so that will help student to unravel their problems encountered
in everyday life. By using the realistic mathematics approach, stundents learn
mathematical concept based on reality or scope around students. This study
aimed to develop an eligible learning materials and test the effectiveness of
learning materials based on realistic mathematics education to enhance the
problem solving skill of primary school students. This research and
development study was conducted in Sawangan Subdistrict, Magelang
Regency, Central Java, Indonesia. The testing subjects consisted of 12
students in the the preliminary field, there were 42 students in the main field,
and 90 students in the operational field that divided into experiment dan
control class. The data were collected by interviews, observation, and tests.
The analyzing N-gain score and t-test with a significant level of 0.05 done to
find out th effectiveness of the teaching materials. The developed of realistic
mathematics eduation learning materials is feasible and effective in
improving problem solving skill with significance value of 0.000 (p≤0.05). It
can enhance the problem solving skills of 4
th
grade elementary school.
Problem-based learning (PBL) has been widely applied as an alternative to improve learning outcomes, but it is still little studied in the context of the probability theory course. This study described how implementing the PBL model improves students’ problem-solving and critical thinking skills in probability theory course and evaluates its quality. This design research involved 58 undergraduate students and two probability theory course lecturers from two universities in Indonesia as participants. Data collection used observation to describe PBL implementation, then questionnaire and pretest-posttest to evaluate the quality of the model. This study produced a PBL model for the probability theory course which is implemented through five steps: i) Orienting students on problems; ii) Organizing students to study; iii) Assisting individual and group investigations; iv) Developing and presenting work or solutions; and v) Analyzing and evaluating problem solving processes. Lecturers and students consider that the implementation of PBL is practical. PBL implementation can also improve students’ problem-solving skills and critical thinking in the probability theory course. Thus, implementing PBL can be used as a solution to optimize learning outcomes in the probability theory course.
The document discusses cooperative learning and problem-based learning approaches. It describes cooperative learning as students working together in small groups to achieve a common goal, with elements like positive interdependence and individual accountability. For problem-based learning, it states that the problem is presented before the knowledge needed to solve it, allowing students to discover what they need to learn. Several methods are presented, like STAD and using case studies, to engage students in active learning.
The document discusses the problem-solving method of teaching, which involves presenting students with real-world problems to develop critical thinking skills, and outlines the steps of this method which include identifying an issue, analyzing it, generating solutions, evaluating solutions, and selecting the best one. It also covers the teacher's role in guiding students through this process and the benefits and limitations of this teaching strategy.
The document discusses George Polya's four-step process for mathematical problem solving - understanding the problem, devising a plan, implementing the plan, and reflecting on the solution. It provides examples of strategies teachers can use to help students with each step, such as paraphrasing problems, estimating solutions, using logical reasoning and Venn diagrams, and discussing different problem-solving approaches.
The document discusses cooperative learning and problem-based learning approaches. It describes cooperative learning as students working together in small groups to achieve a common goal, with elements like positive interdependence and individual accountability. Problem-based learning is defined as an instructional method where students confront non-routine problems and need to discover new knowledge to solve them, simulating real-world problem solving. The document provides examples of implementing both approaches in mathematics and other subjects.
Analysis Of The Difficulties Of The Mathematical Creative Thinking Process In...Bryce Nelson
This document analyzes the difficulties students face in mathematical creative thinking processes in problem-based learning. It discusses a study of 32 eighth grade students in Medan, Indonesia. The results found that students at very high levels had no difficulties, while students at high levels struggled with applying ideas. Students at medium levels had trouble planning and applying ideas in certain indicators. Lower ability students struggled with planning, synthesizing ideas, and applying ideas across several indicators. Students at very low levels faced difficulties synthesizing ideas, planning, and applying ideas across multiple indicators of creative thinking.
Project cooperative learning and peer tutoring in overcoming mathematics an...sme6044
This document describes a study on using cooperative learning and peer tutoring to reduce mathematics anxiety among students. The study involved interviewing students to identify those with high math anxiety, then observing them during peer tutoring and cooperative learning activities over 3 weeks. Data was collected through initial and final interviews using a math anxiety questionnaire, as well as observations of the sessions. The goal was to decrease students' math anxiety levels and increase their confidence through these collaborative learning approaches. Limitations included the short time frame and using a modified existing math anxiety scale instead of a validated scale.
An Investigation Of Secondary Teachers Understanding And Belief On Mathemati...Tye Rausch
1) The document discusses secondary teachers' understanding and beliefs regarding mathematical problem solving in Indonesia. It investigates how teachers understand problem solving concepts like problems, strategies, and instructional practices, as well as their self-reported difficulties.
2) The study found that teachers have a good understanding of pedagogical problem solving knowledge but a weaker understanding of problem solving content knowledge such as strategies. Teachers reported that their main difficulties are determining precise mathematical models and choosing suitable real-world contexts for problems.
3) The study also examined teachers' beliefs about mathematics and learning, finding they tend to view mathematics as static but believe problem solving should be taught dynamically to engage students.
Mathematical beliefs and metacognitive knowledge play significant roles in solving mathematical problems; thus, this study aims to investigate the influence of middle school students' beliefs on their metacognitive knowledge when solving geometry problems. This study utilizes both quantitative and qualitative research methods. A linear regression test was used to determine the effect of middle school students' beliefs on their metacognitive knowledge. The results of the quantitative research analysis were followed up with a qualitative research approach to describe the metacognitive knowledge of students who have high and low confidence in solving geometric problems. This research involved 352 middle school students in the Tarakan area. Based on the results of linear regression, it is known that the beliefs of middle school students have a positive effect on their metacognitive knowledge when solving geometric problems. In addition, it was found that students with different beliefs could solve a given geometry problem, but the approach to solving it varied among subjects. Middle school students have diverse beliefs, but these variations do not affect their capacity to apply their metacognitive knowledge at every stage
of solving mathematical problems.
This research aimed to determine the effectiveness of the issue, discussion,
establishment, and application (IDEA) learning model in embedding
mathematical concepts understanding. It is a quantitative study with a quasiexperimental
approach. This research was conducted at Malang Islamic
University with students majoring Mathematics education study program
and in their first academic year as the subjects. Subjects were divided into
two group, experimental and control and measured their result using posttest
only control group design. There are six instruments consisting six items
used to measure mathematical concepts understanding. The results
confirmed that H0 is rejected, while Ha is accepted proved by t count
(3.132)>ttable (1.674). It means there is a significant difference between the
of both groups (experimental and control). In addition, the results indicated
that the IDEA learning models is effective to assist students in understanding
mathematical concepts showed by the higher score of experimental groups
than control group. Three factors are involved in order to implement the
IDEA learning model effectively; namely: individual problem-solving
opportunities, active student involvement, and guidance and assistance (from
lecturer) on the IDEA learning model. This research is only limited to
preservice teacher, further research is required in order to implement this
model for mathematics learning at junior and senior high schools’ level.
Assessing Knowledge, Process, Understanding, Performance/ProductCarlo Magno
The document provides a guide on assessing students based on four domains: knowledge, process, understanding, and performance/product. It describes each domain and provides examples of questions to assess each one. Knowledge refers to basic facts and information, while process refers to cognitive operations and thinking skills. Understanding involves making connections and has six facets. Performance/product assesses what students can do by having them complete authentic tasks. The guide aims to help teachers properly assess students under the Philippines' K to 12 education reform.
The study determined the arithmetic verbal problem solving skills of primary
school students and to examine them according to grade level and
mathematics achievement variables. The study was designed according to
the relational survey model, one of the quantitative research methods. The
population of the research consists of students studying in public primary
schools in the central districts of a large city in the south of Turkey. The
sample consisted of 1,865 students determined according to the
disproportionate stratified sampling method. The "arithmetic verbal problem
test for students" prepared by the researchers was used as a data collection
tool. As a result of the research, it was revealed that the students were most
successful in the problems of combining and separating with “consequence
unknown”, then “with change unknown” and “initial unknown”, but they
were less successful in part-whole type problems. Thus, it was concluded
that as the mathematics achievement and grade levels of the students
increased, their success in solving verbal problems also increased.
https://jst.org.in/index.html
Our journal has academic journals form a crucial nexus. Educators leverage the latest research findings to enrich their teaching methodologies, ensuring that students are exposed to the most current and relevant information. Simultaneously, these educators contribute to the body of knowledge through their own research, creating a perpetual cycle of growth.
Name Chere’ DoveCourse ELM 535 Strategies for Student Enga.docxmayank272369
This document contains a learning plan template for a 5th grade math class. It includes sections on fostering student ownership, learning objectives, assessments, questioning/feedback, and references. The template provides guidance for teachers in developing instructional strategies, checking student understanding, communicating objectives, using formative/summative assessments, and promoting higher-order thinking.
This document summarizes an action research project on the problems faced by 7th grade students when solving mathematical problems. The study uses a questionnaire to examine the problems of 30 students selected through random sampling. The document includes an introduction outlining the need for the study, objectives, research methodology using descriptive research, and a description of the questionnaire tool. The summary aims to identify issues students face with mathematics and suggest remedies to address them.
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Enhancing students’ mathematical creative problem solving
1. Mathematical Theory and Modeling www.iiste.org
ISSN 2224-5804 (Paper) ISSN 2225-0522 (Online)
Vol.4, No.11, 2014
44
Enhancing Students’ Mathematical Creative Problem Solving
Ability Through Situation-Based Learning
Isrok’atun1*
Tiurlina2
1. Indonesia University of Education, Jl. Dr Setiabudi No. 229, Bandung, 40154, Indonesia
2. Indonesia University of Education, Jl. Dr Setiabudi No. 229, Bandung, 40154, Indonesia
* E-mail of the corresponding author: isrokatun@gmail.com
Abstract
Learning activities which emphasize more on answering questions than presenting questions have caused
students’ lack awareness to encounter some problems. The situation of the students’ weak problem finding
competence leads to their weak idea finding and problem solving. As a result, Creative Problem Solving (CPS)
ability necessarily has to be developed in learning mathematics. There are six aspects of CPS competence as
parts of thinking process stages, namely: objective finding, fact finding, problem finding, idea finding, solution
finding, and acceptance finding. In this case, to learn mathematics is about to explore the ability to present and to
solve the problems emerged by the students themselves, applying Situation-Based Learning (SBL). This research
used quasi-experimental design with experimented and controlled groups. The experimented group was
examined using SBL learning while the controlled one using conventional learning. Based on the research result,
it can be concluded that the enhancement of students’ mathematical CPS ability who were taught under SBL
learning is higher than those who were taught under conventional learning. Fact finding is the highest aspect of
the students’ mathematical CPS ability, and the lowest aspect is acceptance finding.
Keywords: Mathematical situation, Mathematical problems, Mathematical creative problem solving,
Situation-based learning
1. Introduction
Thinking has become a part of humans’ mental activities whether they face problem or certain situation which
needs to be solved. However, not all people possess similar point of view to encounter some problems in that
certain situation. The cause is that someone’s knowledge background may really influence his/her point of
view on particular situations. One situation could be crucial for him/her, but not for other people who do not
realize that it may become big problem for them. In the other words, one situation may become someone’s
complicated problem or not.
One situation will be identified as a problem for someone if he/she realizes the existence of the situation, admits
that the situation needs action and then immediately figures out that the situation is unsolved (Newell and Simon,
1972); (Yee, 2002); (Hamzah, 2003); (Dindyal, 2009); (Kaur and Yeap, 2009). Problem is thing that needs action,
but difficult or confusing (Schoenfeld, 1992). Hayes supports the previous opinion by stating that problem has
created gap between recent condition and goal to achieve when we do not know exactly what should be done to
reach the goal (Hamzah, 2003). In this case, problem can be defined as question that must be answered exactly
at that time while we do not have any fixed solution plans.
Treffinger, Isaksen, and Dorval state that problem is ‘… any important, open ended, and ambiguous situation for
which one wants and needs new options and a plan for carrying a solution successfully’ (Steiner, 2009). A
problem is known as open ended since it gives so many various options, or in the other words, the answer is not
figured out in singular option or one solution only, but also in many ways. Therefore, it does not rely on true
answers but on how the process to answer the problem goes. And, all answers may be possibly true. While one
situation is stated here as ambiguous, it can be interpreted that the situation is not meant singular but consists of
much understanding. So, it needs various solutions to solve the problem in order to interpret the situation
significantly.
Someone will be able to solve a problem if he/she has adequate ability to do so. According to Utari-Sumarno, the
importance of students’ mathematical problem solving competence becomes objective of teaching Mathematics,
even becomes the heart of Mathematics (Soekisno, 2002). In Education-Unit-Based Curriculum (a.k.a.
Kurikulum Tingkat Satuan Pendidikan or KTSP for short) (Depdiknas, 2007), it states that objective of learning
mathematics is to develop problem solving competence.
During teaching-learning activities in the classroom, however, teacher frequently asks his/her students too many
2. Mathematical Theory and Modeling www.iiste.org
ISSN 2224-5804 (Paper) ISSN 2225-0522 (Online)
Vol.4, No.11, 2014
45
questions with low level. Learning method used commonly emphasizes on answering instead of presenting
problems. So, the method is not proper to develop the students’ awareness on problem and competence on
problem solving. Therefore, Creative Problem Solving (CPS) competence needs to be developed in learning
mathematics. In this case, mathematical CPS ability consists of: 1) objective finding; 2) fact finding; 3) problem
finding; 4) idea finding; 5) solution finding; and 6) acceptance finding. For every aspect of competence,
students start their learning by divergent thinking activities and end by convergent ones (Ellyn, 1995); (Mitchel
and Kowalik, 1999); (Proctor, 2007); (Isrok’atun, 2012a).
In order to develop the competence, learning mathematics has to explore the students’ competence on presenting
and solving the problems creatively proposed by the students themselves. One of learning methods used to
overcome the problems is Situation-Based Learning (SBL). SBL learning process can be applied through a set of
designing materials based on situation-based learning so that the students are able to develop their creativity and
thinking productivity further. Teacher’s roles here are merely as motivator and facilitator.
1.1. Research Question
The problem proposed in this research: Is the enhancement of students’ mathematical CPS ability who were
taught under SBL learning is higher than those who were taught under conventional learning?
1.2 Situation-Based Learning
Situation-Based Learning is a strong, flexible and new learning approach intended to develop constructive
learning paradigm (Tarek, Thomas, Hermann, and Maja, 2000). Lave; Lave and Wenger; Greeno, Smith, and
Moore assume that there are many things student learns from a situation, like where he/she studies (Anderson,
Reder, and Simon, 1996). The objective of SBL is to develop students’ ability on problem posing, problem
understanding, and problem solving through mathematics point of view.
Situation-Based Learning consists of four learning process stages, namely: 1) creating mathematical situations; 2)
posing mathematical problem; 3) solving mathematical problem, and 4) applying mathematics, being described
as follows (Xia, LÜ, Wang, and Song, 2007); (Xia, LÜ, and Wang, 2008); (Isrok’atun, 2012b); (Isrok’atun,
2012c).
Figure 1. Situation-Based Learning
Creative mathematical situations are prerequisite. Posing mathematical problem is core. Solving mathematical
problem is goal. Meanwhile, applying mathematics is the application of learning process to new situation.
There are four SBL learning strategies, such as (Isrok’atun, 2012d):
(1) Teacher creates situation
Teacher creates mathematical situation. It is expected that there are some mathematical questions asked by
students through activities of observing and analyzing. Here, the situation starts from firstly simple one to
more complex one.
(2) Students pose mathematical problems
By investigating and guessing, students implement mathematical problem posing. It is intended to increase
their awareness on problems of situation they have faced. Teacher’s role here is to place problems proposed
by students at certain levels based on difficulty grades.
(3) Students practice mathematical problem solving
At the second learning step, teacher and students sort existing problem levels, whether the problems need to
be followed up or not. Solved problems start from simple ones to complex ones. As learning materials, the
main objective here is to emerge problems that require problem solving with mathematical CPS competence.
In this strategy, teacher’s roles are to guide, to direct, and to stimulate students by implementing scaffolding
techniques.
(4) Applying mathematics
3. Mathematical Theory and Modeling www.iiste.org
ISSN 2224-5804 (Paper) ISSN 2225-0522 (Online)
Vol.4, No.11, 2014
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The strategy of applying mathematics is hoped to become students’ positive habit so that they can find out
the way to solve every mathematical problem. After students conduct SBL strategies in the classroom, it does
not mean the end of everything. In daily life, every student is obliged to continue applying the strategies as
part of his/her character whatever, wherever and/or whenever he/she faces certain situation or problems. The
students become more critical to view a problem which exists in every situation.
1.3 Conventional Learning
In this research, conventional learning is teacher’s learning model which limits students’ roles during the process
of teaching-learning activities. Teaching method is teacher-centered and learning process emphasizes more on
expository method.
1.4 Mathematical CPS Ability
The ability of mathematical CPS has six aspects, each of aspect begins from divergent activity and ends by
convergent activity. The aspect of mathematical CPS ability such as (Ellyn, 1995); (Mitchell and Kowalik,
1999) ; (Proctor, 2007); (Isrok’atun, 2012a). Osborn-Parnes creative problem solving process:
(1) Objective finding
Effort to identifying the situations to become more challenging form.
(2) Fact finding
Effort to identifying all the data which is still related to the situations context, finding and identifying an
important information that didn’t contain in the situation, but it is important.
(3) Problem finding
Effort to identifying of all possible problems, and then sorting which are important.
(4) Idea finding
Effort to identifying several solutions which is possible for the statement problem.
(5) Solution finding
Using a list of solutions that have been on the stage of idea finding, and selecting the best solution to
resolve the problem.
(6) Acceptance finding
Effort to increase the capacity, planning an action, and implementing the solutions.
For further explanation about CPS thinking process, see on picture below (Isaksen and Treffinger, 1985):
Figure 2. The Flow of CPS Thinking Process
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47
2. Experiment
2.1 Purpose
The research aims to figure out whether students’ mathematical CPS ability using SBL learning is more
improving than those ones’ using conventional learning.
2.2 Sample and Population
Research population was all SD (elementary school) students in the Province of Banten, Indonesia with
medium-leveled elementary school category. Based on the category, SD Negeri 9 Kota Serang was chosen as the
research subject. The sample were grade 5 because grade 5 can be deemed to have been invited to think more
highly (high-order mathematical thinking skills, is the mathematical CPS ability) than previous classes, and are
not preoccupied with preparations for the National Examination (UN).
Two classes were randomly selected among all classes of Class 5. One class was treated as experimented group
(Class 5A, with 47 students were examined using SBL learning) and the other one as controlled group (Class 5B,
with 47 students were examined using conventional learning).
2.3 Research Design
The research was quasi-experiment using experimented and controlled groups recognized as pretest-post test
control group design (Fraenkel and Wallen, 1990); (Ruseffendi, 1998); (Sugiyono, 2011). The experimented
group was treated using SBL learning and controlled group was treated using conventional learning. The
research design is described as follows:
O X O
O O
Note:
O = pretest = post test on mathematical CPS ability
X = SBL learning
3. Research and Discussion
After two classes had been treated differently, one group using SBL learning and the other one using
conventional learning, the research result of students’ mathematical CPS ability was performed as follows.
Table 1. Mathematical CPS Ability
Learning n
Pretest Post test Gain Gain
CategoryAverage S.D Average S.D Average S.D
SBL 47 16.32 11.58 32.91 14.38 0.24 0,16 low
Conventional 47 16.21 7.82 24.66 9.56 0.12 0,12 low
S.D = standart deviation
Based on pretest result, two groups started from significantly same mathematical CPS ability (after examined
statistically). The students’ mathematical CPS ability average treated with conventional learning (16.21) and
than ones’ with SBL ability (16.32). Though post test was later conducted, the student group’s average of
mathematical CPS ability treated with SBL learning was highly achieved, 32.91.
Both groups experienced improvement (gain) of significant mathematical CPS ability. The student group’s
average of mathematical CPS ability treated with SBL learning (0.24) was more improving than one’s with
conventional learning (0.12). So, the group with SBL and conventional learning was determined as
low-categorized.
3.1 Hypothesis Testing and Statistical Significance
To prove which group is better, whether the student group with SBL learning or the other group with
conventional learning, statistical test is urgently required. The statistical test result is as follows:
5. Mathematical Theory and Modeling www.iiste.org
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Table 2. Statistical Test Summary on Mathematical CPS Ability Gain
Learning n
Gain Statistical test Mean Difference Test
(Mann-Whitney)Average S.D Normality Homogenity
SBL 47 0.24 0.16 Normal Varians not
same
Both means were
differentConventional 47 0.12 0.12 Not normal
Note:
The table above explained that the student group with SBL learning was more significantly improving than the
other one with conventional learning.
Therefore, it can be concluded that the student group examined using SBL learning got more exceeding result
than the controlled group though the experimented group had got lower result at the beginning. It clarifies that
students’ mathematical CPS ability with SBL learning is better than ones’ with conventional learning.
The explanation acquisition of student’s score in experimental class if viewed each aspect, which one is strongest
or weakest of student’s mathematical CPS ability, describe as:
Table 3. The Students’ Mathematical Ability CPS in Experimental Class
Viewed each individual aspects
Aspect of mathematical CPS O F P I S A
Frequency 5 5 3 5 4 2
The maximum score 3 3 4 4 4 4
The score for item: - - - - - -
1 51 49 - 51 42 36
2 36 20 23 23 - -
3 56 56 66 59 54 -
4 41 38 - 38 24 22
5 10 73 6 45 45 -
Sum 194 236 95 216 165 58
% for CPS aspect 28 33 17 23 22 15
Information:
The strongest aspect : Fact finding
The weakest aspect : Acceptance finding
The table above explained that the percentage gain scores on students’ mathematical CPS ability viewed per
aspect. The strongest aspect is the fact finding aspect (33%). Fact finding is an effort to collection of the data
which related the problems and to exploring facts of situations, it’s indicates an to be able to relating; to
connecting about the problems and to exploring; to organizing; to caring the hiden information of situation. The
weakest aspect of mathematical CPS mathematical CPS ability is the acceptance finding aspect (15%). It’s an
effort to increase the capacity of the answers obtained, planning an action to solve it, and implementing a
solutions. It indicates the ability to acting the completion, considering the support acquisition the previous
answers, and expressing the plan of the support answers.
4. Conclusion
SBL learning is a kind of learning consisting of four learning process stages, namely: 1) creating mathematical
situations (prerequisite); 2) posing mathematical problem (core); 3) solving mathematical problem (goal), and 4)
applying mathematics (application).
This SBL learning can be one of learning alternatives in order to improve students’ mathematical CPS ability.
Deriving from problems proposed by students, teacher plays role to guide them solving problems by applying
mathematical problem solving techniques. Therefore, students’ problem posing and problem solving are well put
in balance.
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49
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