The Problem-Solving Process in a Mathematics Classroom (original) (raw)
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Questioning Skills of Pre-Service Middle School Mathematics Teachers in the Problem-Solving Process
Journal of International Social Research, 2017
Problem-solving has an important place in middle-school mathematics. Mathematics teachers play a significant role in improving problem-solving skills of the students. The purpose of the study is to investigate the questioning skills of pre-service middleschool mathematics teachers in the problem-solving processes of sixth grade students. Fourteen volunteer pre-service middle-school mathematics teachers in the third year of the undergraduate program participated in the study. The participants conducted clinical interviews with one sixth grade student in the scope of provided mathematics problem. The results indicated that most of the participants could not use appropriate questioning considering the phases of problem-solving process. Moreover, these pre-service teachers focused on the solution of the problem and they ignored especially the phases of understanding the problem and developing a plan regarding the problem. Only four of the pre-service teachers were able to support mental process of students in problem-solving via their questioning. The results revealed that enabling students to construct quantitative relationships depends on pre-service teachers' appropriate questioning. Therefore, it is suggested that specific courses developing both the problem-solving and questioning skills of pre-service teachers should be integrated into the mathematics teacher education programs.
Principles of asking effective questions during student problem solving
2010
Abstract Using effective teaching practices is a high priority for educators. One important pedagogical skill for computer science instructors is asking effective questions. This paper presents a set of instructional principles for effective question asking during guided problem solving. We illustrate these principles with results from classifying the questions that untrained human tutors asked while working with students solving an introductory programming problem.
Journal of International Social Research, 2016
The purpose of this qualitative study is to investigate the questioning skills and conceptions of four volunteer preservice middle school mathematics teachers within the context of problem solving and the relationships between their questioning skills and conceptions, if any. The data of the study was collected through clinical interviews. Firstly, each participant conducted a clinical interview with an eighth grade student within the context of a given mathematical problem. Secondly, participants were interviewed to reveal their conceptions on problem and problem solving process. The findings revealed that three of the four preservice teachers could not use appropriate questioning in the problem solving process. Additionally, none of them could make the formal definition of problem and problem solving phases. A consistent relationship between the conceptions of the participants and their practices in the clinical interviews they conducted with the eighth grade students was discovered.
Pre-Service Teachers’ Approaches to Guiding Students in Problem Solving Process
Problems of Education in the 21st Century, 2022
Understanding students’ mathematical thinking in problem solving process plays an important role in facilitating the solution. Hence, teachers or pre-service teachers need to understand students’ thoughts and guide them to the correct answer. The aim of this study was to examine pre-service teachers’ approaches to guiding students in problem solving process. Designed as a case study, this study was carried out with five pre-service primary mathematics teachers. In the study, participants’ dialogues with 7th grade students were examined through 3 non-routine problems. The dialogues were transcribed and it was tried to reveal what kind of approaches the participants displayed. The content analysis was used in data analysis. The findings revealed that pre-service teachers followed Polya's problem-solving steps during their guiding approaches. Most pre-service teachers provided appropriate guidance in understanding the problem, selecting and implementing appropriate strategies for t...
Exploring Primary Student’s Problem-Solving Ability by Doing Tasks Like PISA's Question
Journal on Mathematics Education, 2012
Problem solving plays an important role in mathematics and should have a prominent role in the mathematics education. The term "problem solving" refers to mathematics tasks that have the potential to provide intellectual challenges for enhancing students' mathematical understanding and development. In addition, the contextual problem that requires students to connect their mathematical knowledge in solving mathematical situational problem is believed to be an impact on the development students' problem-solving ability. The tasks that have been developed by PISA meet both of these criteria.
Mathematical Problem-Solving in Action: Teachers' Strategies and Approaches in the Classroom
The development of students' mathematical problem-solving skills is contingent upon the approaches and methods employed by primary school teachers. This research endeavors to scrutinize the effectiveness of primary school teachers in their roles within the problem-solving process, with particular attention directed toward their inquiry techniques, instructional approaches, and responses to student errors. Employing as a explanatory mixed-design research, firstly quantitative data were obtained from the primary school teachers (N=116) and analyzed by applying the questionnaire form developed by the researchers; additionally, qualitative data were obtained by conducting focus group interviews with a subset of participants (N=6) based on the information obtained from these data. Thereby, teachers get opportunity to share their ideas in the process. Second phase of the research aimed to develop the active roles of the participants in the problem-solving process. The research outcomes underscore that teachers frequently gravitate toward questioning techniques and teaching methods that promote a nuanced comprehension of the problem. There also appears to be an underutilization of inquiries pertaining to prediction, generalization, and collaborative group work. Furthermore, the research unveils an array of strategies employed by teachers to rectify student errors. These encompass commonly employed techniques such as question-answer, exemplification, and lecture responses, irrespective of the specific type of the question posed.
Student Problem Solving Analysis by Step John Dewey Reviewed from Learning Style
2019
This research aims to describe the student’s mathematical problem solving based on John Dewey’s step viewed by learning style. The subjects are 2 students with a visual learning style, 2 students with auditory learning style, and a student with kinaesthetic learning. The data was collected through a questionnaire of learning style, the test of mathematics problem solving, interview, and documentation. Then it was analyzed used Milles and Huberman model’s data analyzed technique consist of data reduction, data display, and conclusion (verification). This research shows that: (1) the visual subject confronted the problem by reading the question silently in several times, the subject can’t define the problem correctly, can’t found the right solution so that calculating and the answer is not correct, and can’t test consequences (looking back), (2) the auditory subject confronted the problem with reading the question in several times loudly, the subject can define the problem correctly, ...
Using Questioning Techniques to Enhance Students’ Mathematics Achievement
This action research aimed to enhance students mathematics achievement and to investigate students attitudes towards mathematics by using questioning techniques. The participants were 43 Grade 11 students at Satrinonthaburi School, Nonthaburi Province, Thailand. The mathematics content was Basic Statistics. The learning management plans lasted 12 periods with 50 minutes in each period. This action research was the integration of both quantitative and qualitative methods to complete answers to the posted research questions. The research instruments were learning management plans, an achievement test, and an attitude questionnaire. The pretest and posttest were used to determine the students' mathematics achievement. The attitude questionnaire with five-point Likert scale was used to evaluate the students attitudes (Brown, 2011). The data were statistically analyzed by using descriptive statistics. The E1/E2 criteria were used to evaluate learning process efficiency, and E.R. was used to evaluate students' mathematics achievement or effectiveness ratio. The research findings showed that the learning process had efficiency at 85.18/76.16 attaining above the 70/70 expected criteria. Students learning achievement after being instructed had the effectiveness ratio score of 0.9185 or 91.85%, which could be concluded that the questioning techniques can help to improve students' achievement. In addition, the students mean and standard deviation of the posttest score were 15.23 out of 20 and 2.86, respectively. For students' attitudes towards the instruction, the results showed that 44.38% of students tended to "agree" while 0.19% of students tended to "strongly disagree". In this research, more than half of students agreed that the questioning techniques help them to have efficiency and effectiveness of learning mathematics.
A problem-solving experience: The teacher’s perspective
Università degli studi di Palermo. Dipartimento di Matematica e Informatica. GRIM, 2020
Problem solving is a skill that can be developed by students. For this to happen, the teacher must be prepared to teach classes in which they proposes that their students solve one or more problems. Teacher do not always feel ready and confident to have a class where the focus is on solving a problem. In this communication, the focus is on the planning and implementation of a class in which one intends to solve a mathematical problem. Thus, the experience of the first author is reported when planning a class, passing through the five practices that facilitate the discussion of mathematical tasks: anticipation, monitoring, selection, sequencing and connection.