A Math Major, Polya, Invention, and Discovery

D'Agostino, Susan

doi:10.5642/jhummath.201102.05

Cited by 3 publications

(2 citation statements)

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“…See for instance [20] where VanHattum describes how the method shaped her own math solving strategies in and out of the classroom. In another paper of 2011 [4], Susan D'Agostino urges teachers of all fields to apply Pólya's method to problem solving of any kind-and says it's a "crying shame" that his name and method are not more widely known. )…”

Section: Problem-solving: György Pólya's Approachmentioning

confidence: 99%

Incorporating Pólya’s Problem Solving Method in Remedial Math

Yuan¹

2013

jhummath

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György Pólya's problem solving method has influenced generations of mathematicians and non-mathematicians alike. Though almost all math teachers have come across Pólya's problem solving method, his ideas are not regularly implemented in the classroom. Few studies have examined the effectiveness of his approach in teaching remedial math. In this article we revisit this once well-known teaching method and show how it can be used in basic skills math classes to ease student fears of math, and potentially change their common misconceptions of the subject.

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Section: Problem-solving: György Pólya's Approachmentioning

confidence: 99%

Incorporating Pólya’s Problem Solving Method in Remedial Math

Yuan¹

2013

jhummath

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“…Dengan demikian proses berpikir dapat tergambar melalui semua tahap yang dilakukan dalam memecahkan masalah. Salah satu teori tentang pemecahan masalah dikemukakan oleh Polya yang biasa dikenal dengan tahapan Polya (Ayuningrum, 2017;Agostino, 2011;Polya, 2020;Yuan, 2013). Berikut ini hubungan antara proses berpikir Piaget dengan pemecahan masalah Polya.…”

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Proses Berpikir Siswa Level Deduksi Informal Dalam Menyelesaikan Masalah Luas Permukaan Limas Dan Prisma Berdasarkan Tahapan Polya

Sahrita

Susanto

Yudianto

et al. 2021

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Penelitian ini bertujuan untuk mendeskripsikan proses berpikir geometri siswa dalam menyelesaikan masalah luas permukaan limas dan prisma melalui tahapan Polya. Subjek penelitian ini adalah dua siswa yang berada pada level deduksi informal di SMPN 3 Jember. Siswa diberikan tes tentang luas permukaan limas dan prisma, dilanjutkan dengan wawancara. Jenis penelitian ini adalah deskriptif kualitatif. Hasil penelitian menunjukkan bahwa proses berpikir siswa mengalami kondisi disequilbrium dan equilbrium dengan melalui asimilasi dan akomodasi dalam setiap tahap pemecahan masalah luas permukaan limas dan prisma, serta siswa juga memenuhi indikator kemampuan berpikir geometri Van Hiele pada level deduksi informal. Siswa memahami kondisi dan fakta masalah, mengidentifikasi himpunan sifat-sifat bangun yang berbeda-beda untuk mengkarakterisasi kelas dan mengaitkan antar karakteristik pembentuk konsep, menentukan rumus yang tepat dalam pemecahan masalah, dan memecahkan masalah dengan menekankan pada pentingnya sifat gambar dan relasinya.

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The Application of The Polya's Steps Reviewed from Problem-Solving Ability in Two-Variable Linear Equation System (SPLDV)

Sepriyanti¹,

Trinova²,

Susanto³

2020

Jurnal Ilmiah Kependidikan

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The ability of students in this school is low in understanding the questions given by the teacher. As a result they find it difficult to know the steps on how to solve the problem. Efforts that can be done are implementing Polya's steps.Quasi-experimental research was conducted in this study with the Randomized Control Group Only Design. Students of class VIII at this school are used as population. The experimental class is class VIIIA and the control class is class VIIIB. Final test data in the form of essays obtained were analyzed by t test. The result is the average problem solving ability with the application of Polya's steps, 78.23 and the control class, 72.38, with achievement in the experimental class 81% and in the control class, 48%. After being analyzed, t_count = 2.33 and t_table = 1.68 with a confidence level of 95% so that t_count > t_table (2.33 > 1.68), meaning that the proposed hypothesis is accepted and the ability of students in solving problems using Polya steps is higher rather than without applying these steps.

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A Math Major, Polya, Invention, and Discovery

Cited by 3 publications

References 0 publications

Incorporating Pólya’s Problem Solving Method in Remedial Math

Incorporating Pólya’s Problem Solving Method in Remedial Math

Proses Berpikir Siswa Level Deduksi Informal Dalam Menyelesaikan Masalah Luas Permukaan Limas Dan Prisma Berdasarkan Tahapan Polya

The Application of The Polya's Steps Reviewed from Problem-Solving Ability in Two-Variable Linear Equation System (SPLDV)

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