Problem Solving Ability: A case study in Postgraduate Mathematics Student (original) (raw)
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An Influence of Problem Solving Ability to Students' Mathematical Thinking
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PROBLEM SOLVING ABILITY AND ACADEMIC ACHIEVEMENT OF HIGHER SECONDARY STUDENTS
Problem solving has a special importance in the study of mathematics. The primary goal of mathematics teaching and learning is to develop the ability to solve a wide variety of complex mathematics problems. A problem is an obstruction of some sort to the attainment of an objective, a sort of difficulty which does not enable the individual to reach a goal easily. The present study aims to find out the relationship between problem solving ability and achievement in mathematics of higher secondary students. Fifty five, higher secondary students were randomly selected as sample. Survey method was adopted for the study. The data was collected using a test on problem solving ability (PSA). The t-test, chi-square test and pearson?s product moment correlation were applied to test the hypotheses. Interpretation were drawn based on the findings. Problem solving ability of the higher secondary students was found to be an average and there was a high positive correlation between problem solving ability and achievement in mathematics.
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Students' ability to solve mathematical problems is the most important part of learning mathematics. Therefore, assessing students' ability to solve mathematical problems is one of the tasks of mathematics teachers that must be done. This study aims to develop a test instrument to assess students' ability to solve mathematical problems. The research method used Systematic Literature Review (SLR) by analyzing primary sources from books and articles. Before developing an instrument to assess students' ability to solve mathematical problems, the variables involved in mathematical problem solving were first analyzed. Furthermore, there are four domains involved in the instrument development framework carried out. They are resources, heuristics, control, and belief system. Based on this study, it was found that: (1) the aspects correlated with mathematical problem solving are reasoning, decision making, critical thinking, and creative thinking; (2) the types of tasks rela...
The Evaluation of the Problem Solving in Mathematics Course According to Student Views
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This study was conducted to determine the problem solving skills of the third grade students studying at the department of elementary school mathematics teaching. The study was conducted in the second semester of the academic year of 2015-2016. The study group consists of 47 third year student who study at Ondokuz Mayıs University, Faculty of Education Elementary School Mathematics Teaching ad take the selective course of Problem Solving in Mathematics. Within the scope of this course, the researchers explained subjects related to problem and problem solving, problem solving skills and solved problems during the first 4 weeks of the course. For the rest of the weeks, the students were divided into groups. They have solved two non-routine problems each week for 8 weeks. The method of study is the interview method, which is one of the qualitative research methods. In light of the retrieved findings, the answers given by the students have been thematized as the stages of problem solving, understanding the problem, implementing the problem, evaluation of the problem, reasons for taking the courses, association problems, ways of finding different solutions, development of procedural skills, creating formulas, mathematical thinking, use of mathematical language, suitability of the course, views on problem solving, and the contribution of the course.
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This study aims to analyze: (1) The level of students' mathematical problem-solving ability, (2) Mistakes made by students in solving mathematical problem-solving problems. This type of research is qualitative research. The subjects of this study were students of class VII-A at Tunas Baru Jin Seung Middle School, Batam City. The results showed that: (1) High-ability students were able to carry out the stages of understanding the problem, devise a plan, carry out a plan and look back. Moderate-ability students are being able to carry out the stages of understanding the problem, devising a plan, and carry out a plan. While low-ability students can carry out the stage of understanding the problem. (2) Students can understand the problem by writing down what is known and asked, but unable to explain in their sentences. Students are not able to devise a plan because of the inability to associate information with one another. Students are not able to carry out a plan, this is due to the inability of students to make plans so they do not understand how to solve problems and calculation errors occur in the completion process. Students are not able to look back obtained and give their arguments.