The influence of students’ problem-solving understanding and results of students’ mathematics learning (original) (raw)
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RESEARCH REVIEW International Journal of Multidisciplinary, 2018
The purpose of the present study is to investigate the mathematics achievement of secondary school students in relation to problem solving ability and gender. Descriptive survey method was used. Problem Solving Ability and Gender were treated as independent variables whereas Mathematics Achievement was treated as dependent variable. A sample of 400 secondary school students was selected through multi-stage random sampling technique. Problem Solving Ability Test for school students (PSA) by Dubey (2011) [5] was used to assess the problem solving ability of the students. Mathematics Achievement Test (MAT) developed by Singh and Jaidka (2015) [18] was used to assess the mathematics achievement of secondary school students. The obtained data was analyzed using Two Way ANOVA with 3x2 factorial design. Levene’s Test of Homogeneity of Variance was also applied to test the assumption of homogeneity of variance for ANOVA. The findings of the study revealed that problem solving ability and gender has significant main effect on the mathematics achievement of the secondary school students. However, no significant double interaction effect of problem solving ability and gender on mathematics achievement of the secondary school students was found. Thus, efforts should be made to help the students to improve their problem solving ability which will help them in improving their mathematics achievement. Workshops and seminars should also be organized in all educational institution to guide the students about the various techniques to enhance the mathematics achievement. The findings of the present study has an implication for teachers that they should use the appropriate classroom techniques, methods and tools so that better problem solving ability can be accomplished. Keywords
An Analysis of Elementary School Students’ Difficulties in Mathematical Problem Solving
Procedia - Social and Behavioral Sciences, 2014
The main purpose of mathematics teaching is to enable students to solve problems in daily life. Unfortunately, according to the latest national test results, most students lack mathematical problem solving skills. This proves to be one of the reasons why overall achievement in mathematics is considered quite low. It also reflects that students have difficulties in comprehending mathematical problems affecting the process of problem-solving. Therefore, in order to allow teachers to establish a proper teaching plan suitable for students' learning process, this research aims to analyze the difficulties in mathematical problem solving among elementary school students. Samples are divided into two groups, elementary school students and mathematics teachers. Data collection was conducted by structured interview, documentary analysis, and survey tests. Data analysis was conducted by descriptive statistics, and content analysis. The results suggest that there are several difficulties in problem solving, namely 1) Students have difficulties in understanding the keywords appearing in problems, thus cannot interpret them in mathematical sentences. 2) Students are unable to figure out what to assume and what information from the problem is necessary to solving it, 3) Whenever students do not understand the problem, they tend to guess the answer without any thinking process, 4) Students are impatient and do not like to read mathematical problems, and 5) Students do not like to read long problems. Therefore, the results found in this research will lead to the creation and the development of mathematical problem solving diagnostic tests for teachers, in order to improve students' mathematical problem solving skills. * Corresponding name: Prathana Phonapichat.
Difficulties in Solving Mathematical Problems and Pupils' Performance
International Journal of Research Publications, 2023
Mathematics helps people to look forward, plan, and decide properly to solve each problem in daily life. The study focused on finding (1) difficulties in solving mathematical problems, (2) the pupils' performance, and (3) the relationship between the difficulties in solving mathematical problems and their Mathematics performance. The respondents were the Grades lV pupils of the three (3) schools in West 2 District, Division of Gingoog City. The instrument used was a researcher-made questionnaire. It employed the descriptive-correlational research design. The statistical tools were the Mean, Standard Deviation, and Pearson Correlation Coefficient. The study led to the findings that the difficulties in solving mathematical problems in terms of comprehension, mathematical skills, and attitude toward Mathematics were Frequent while the pupils' performance in Mathematics was at a Very Satisfactory level. The level of comprehension was the highest. Comprehension, mathematical skills, and attitude towards math were Significant in pupils' Mathematics performance. The encouragement and guidance of the teachers and parents are important for the pupils to love and have a positive attitude toward Mathematics. Teachers may apply varied math learning interventions for the pupils, and they should also provide numeracy materials. School administrators should also emphasize the importance of learning mathematics. Lastly, pupils should inculcate in their minds that Mathematics is part of the curriculum and in their lives. Thus, it must be given importance.
Students' Difficulties in Mathematics Problem-Solving: What do they Say
In Malaysia, like many other countries, problem solving is one of major aspect in mathematics curriculum which required students to apply and to integrate many mathematical concepts and skills as well as making decision. However, students were reported to have difficulties in mathematics problem solving. The focus of this study is to discuss the major mathematics skills and cognitive abilities in learning that caused the difficulties in mathematics problems-solving among students from students' point of view. The study was carried out on three focused group samples that were selected through purposeful sampling. A mixed qualitative and quantitative approach is used in order to have clearer understanding. Apart from the questionnaire given, focused group interviews were carried out. Interviews were recorded and transcribed. Data finding was analyzed descriptively. Data findings showed that respondents lacked in many mathematics skills such as number-fact, visual-spatial and information skills. Information skill was the most critical. The deficiency of these mathematics skills and also of cognitive abilities in learning inhibits the mathematics problem-solving. This understanding on how the deficits influenced the problem-solving is expected to give effective guide lines in preparing diagnostic instruments and learning modules in order to develop the mathematics skills.
Mathematical Problem Solving: Variables that Affect Problem Solving Success
International Research in Education, 2015
Individuals who can solve the problems in everyday and business life is one of the primary goals of education due to the necessity to have problem solving skills to cope with life problems. Problem solving has an important role in mathematics education. Because of that, this research is aimed to examine the differentiation of secondary school students' problem solving success according to gender, class level, and mathematics course grade. Moreover, this paper explores the effect of secondary school students' attitudes toward mathematics and problem solving on problem solving success. The participants were 77 fifth-graders and 81 sixth-graders who were studying in three different secondary schools in a large city in Turkey. Two different attitude instruments and a problem solving test were administered to these volunteer fifth-and sixth-graders accompanied by mathematics teachers. Additionally, the students' mathematics course grades for the fall semester were obtained and used in the research. The results revealed that sixth-graders were more successful in problem solving than fifth-graders. The problem solving success of female and male students was similar, and there was an intermediate positive relationship between problem solving success and course grade point averages. The students' attitudes affected their problem solving success.
STUDENTS' DIFFICULTIES IN SOLVING MATHEMATICAL PROBLEMS
The purpose of this study is to analyze the ability and students' difficulties in solving mathematical problems. This study is a qualitative research with the number of participants-32 students consisting of 16 male students and 16 female students with an age range of 12-13 years. Data were collected by observation, interviews, and tests of social arithmetic problems. The results showed that junior high school students have low ability in solving mathematical problems. The low ability of students' mathematical problem solving is caused by several factors, namely (1) students can not understand the keyword of social arithmetic problem; (2) students can not develop problem solving strategy based on problem in question; (3) students easily give up in the face of every difficulty and error; (4) students do not like to read long and unclear questions in reading questions; (5) students are not careful in the calculation process; (6) the student is wrong in taking and determining the concept or strategy of completion; and (7) the students did not verify either in terms of concepts, strategies, calculations, and answers. In subsequent research, our objective is to focus more on student activities in solving mathematical problems.
Problem Solving - Purpose and Means of Learning Mathematics in School
Procedia - Social and Behavioral Sciences, 2015
Of all school subjects, mathematics introduces and develops the "problem-solving" concept, as fundamental component of school learning with a strong formative effect on students. In mathematics, solving problems represents the most effective concept to contextualization and re-contextualization of concepts, to operational and basic mathematical knowledge transfer to ensure a sustainable and meaningful learning. The resolvent conduct of the student also involves, in addition to the cognitive factors, factors aiming the affectivity and the experience of the student. In this context, the study conducted on a significant group of students at the end of the secondary school aimed at knowing the importance given by students to solving problems, the preferred type of problems and the performance level achieved by the students in solving math problems. Taking into account the complex intellectual activity, the nature of difficulties which the student faces in solving problems is varied, ranging from perceptual difficulties to those concerning his cognitive self-regulation.
PROBLEM SOLVING ABILITY IN MATHEMATICS OF SECONDARY SCHOOL STUDENTS – A STUDY
" Mathematics is a way to settle in the mind a habit of reasoning ". Thus Mathematics is essentially a program of education which fosters higher order mental process of questioning, reasoning, analyzing, inductive and logical thinking. Hence the teaching of Mathematics attains utmost importance in any school curriculum. The main objective of the present study is to study the influence of mother occupation and age on the Problem Solving Ability in Mathematics of IX class students. Problem solving ability test developed by L.N.DUBEY was used for the present study. A sample of 300 IX class students of secondary schools in Chittoor District were taken as sample. There is significant influence of mother occupation at 0.05 level and age at 0.01 level. Employee mother IX class students have more problem solving ability in Mathematics than the non-employee mother IX class students. The administrators have to provide educational facilities to mothers. High age group IX class students have more problem solving ability in Mathematics than the low age group IX class students. The administrators have to provide counseling facilities to low age group IX class students.
The influence of problem-solving methods on students ’ mathematics learning outcomes
2017
This study is quasi-experimental research that aims to determine the influence of problem-solving methods on students’ mathematics learning outcomes. The teaching method as an independent variable consisted of: 1) problem-solving methods in the treatment group; and 2) a lecture in the comparison group. Students’ mathematics learning outcomes were a response variable. The population was all first-class students of SMA Negeri 13 Makassar. A sample of 78 students was obtained using a cluster random sampling technique. The data collection was effected by giving them a mathematics achievement test conducted at the end of the experiment. Data analysis techniques used analysis of variance with one factor. Results of the variance analysis showed that the learning outcomes of students who are taught mathematics through problem-solving method is better than students’ mathematics learning outcomes taught through via the lecture method.
Determinants of Problem-Solving Performance in Mathematics 7: A Regression Model
International Forum Journal, 2019
The twin goal of mathematics education is the development of critical thinking and problem-solving. Despite many strategies conducted by the teachers, many students are experiencing problems in understanding and applying mathematics concepts in real-life problems. This study aimed to determine the different factors that influenced the problem-solving performance of the students with the end view of formulating plans and intervention program. Descriptive-correlational design with regression modeling was employed to investigate which among the presented variables determine the problem-solving performance of the respondents. The respondents of the study were the 100 randomly selected Grade 7 students from public secondary schools in MIMAROPA region. The results showed that grades in Mathematics and English, attitude towards mathematics, and comprehension skills of the students as well as gender and teaching loads of the teachers affect students' problem-solving performance. However, only students' grade in English and comprehension skills were known determinants of problem-solving performance.