A Structural Model Related to the Understanding of the Concept of Function: Definition and Problem Solving

Panaoura, Areti; Michael-Chrysanthou, Paraskevi; Gagatsis, Athanasios; Ηλία, Ιλιάδα; Philippou, Andreas N.

doi:10.1007/s10763-016-9714-1

Cited by 26 publications

(24 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In according to (Panaoura et al, 2017) explained that problem-oriented learning could improve student learning outcomes and can also help improve understanding of physical concepts. On the other hand (Diani, Yuberti & Syarlisjiswan, 2018) explained that learning based on problembased learning could provide positive interaction for students so that the learning process carried out by students can run effectively, efficiently and be able to understand the material being taught.…”

Section: Resultsmentioning

confidence: 99%

Development of Problem Solving-Oriented Worksheet of Physics Learning In Senior High School

2018

View full text Add to dashboard Cite

This study aimed at identifying how did the improvement in the problem-solving ability of learners work in improving the ability of learners in constructing the materials obtained after the development of LKPD (Learner’s Worksheet) in classroom learning. This research used Research and Development (R & D) approach using the Kemp model. Data collections were done through problem-solving tests, validation analysis, and correlation test. The indicators of this study included the effectiveness of the developed learner’s worksheet and the increased ability of problem-solving that was seen from the learning results obtained. The results showed that the average increase in the learning outcomes of the learners was equal to 79.44 with a difference in the scores of learning outcomes where tcount = 32.806 > ttable = 1.734, with a significance level of 0.000. Also, the improvement of learning outcomes on the response of learners gives significant influence with a score of 0.338 with a significance level of 0.085. Based on these results the development, the problem-solving oriented students’ worksheet is declared valid and effective based on the results of validation tests by experts and the results of the implementation of classroom learning. These results impact the students’ learning outcomes. It is expected that in the learning process with different materials, the worksheet can be applied in improving students' ability to solve problems. It is suggested for a research to collaborate the worksheet with other models and, media that can be linked to the problem-solving aspects, so that in its implementation, students have the confidence to succeed, be more active, and interested in problem-solving given.

show abstract

Section: Resultsmentioning

confidence: 99%

Development of Problem Solving-Oriented Worksheet of Physics Learning In Senior High School

2018

View full text Add to dashboard Cite

show abstract

“…Glance form the problem terminology, there was a condition that must be fulfilled to state that the geometric-function problem which has been served was relatively toward the one of geometric or algebraic representation context, and the condition means was stated in Bahar & Maker [3], it is about sample subjectivity toward the problem. Panaoura et al [8], Kop et al [9], Özdemir et al [17], [18] stated that the function problem could it be seen as a geometric or algebraic representation problem. The completion that student made is one from the representation models.…”

Section: Type Of the Problem Based On Student Perspectivementioning

confidence: 99%

“…For the geometricfunction problem, its completion is not disjoint with student understanding about function concepts. In mathematics, a function can be stated by some representation, for example algebraic, geometric, table, or the other [8], [9]. Based on the representation, theoretically, there is some possibility approach to solve a function problem.…”

Section: Introductionmentioning

confidence: 99%

Student Thinking Levels in Solving Open-Ended Geometric-Function Problem by Algebraic Representation Approach

Yuni¹,

Alghadari²,

Wulandari³

et al. 2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

The mathematical problem mostly has been involved in the measurement of student ability according to study objectives and data needs. In this study, geometric-function problem has been used to data collection, analyzed problem type, and students thinking levels based on their completion. The sample of this study was three student high school in a science programme in the region of West Jakarta who selected purposively. Based on data analyzed, the result was found that students view the problem as the task constructed algebraic function formula. The completion and solution that have been shown by students, categorized the problem in open-ended type. The finding of mathematical thinking levels analysis there was a different complexity of thinking process between students because the number of concepts applicate. According to van Hiele theory, student's geometry thinking levels was on abstraction level minimally, and the problem is not relevant for deduction thinking level criterion. For the analysis result about algebraic thinking levels, by the structure of the observed learning outcome (SOLO) taxonomy, students at the levels between relational and extended abstract. Students in these levels was a student high ability so it is appropriate with the background of the sample selected.

show abstract

“…In this study, all grade levels of the different tracks, whether scientific or humanities, of secondary school, were considered to give a broader picture in this context and to test if the situation improves over the school years. One study was found to address secondary students' definitions of the function concept across all grade levels, yet, it only categorized their definitions in terms of correctness without discussing how these definitions reflected each feature of the concept [14].…”

Section: Ijisrt20jul637mentioning

confidence: 99%

Existence of the Essential Features of the Function Concept in Public Secondary Students’ Definitions

Faour¹

2020

IJISRT

View full text Add to dashboard Cite

This paper aims to explore the existence of the essential features of the function concept in public secondary students’ definitions of it across grade-level of the scientific and humanities tracks. A sample of 465 secondary students was chosen from 5 public secondary schools located in Beirut. The findings of the study showed that secondary students in the different grade levels lack a thorough conceptualization of what is a function. For instance, the majority of them failed to give definitions that reflect the essential features of the concept. The relation feature was the most one noticed in students’ definitions. Compartmentalization phenomenon was observed where even the students who succeeded to state the uniqueness property, were not truly aware of it and seemed not to consult this property when presented with non-examples of function.

show abstract

A Structural Model Related to the Understanding of the Concept of Function: Definition and Problem Solving

Cited by 26 publications

References 20 publications

Development of Problem Solving-Oriented Worksheet of Physics Learning In Senior High School

Development of Problem Solving-Oriented Worksheet of Physics Learning In Senior High School

Student Thinking Levels in Solving Open-Ended Geometric-Function Problem by Algebraic Representation Approach

Existence of the Essential Features of the Function Concept in Public Secondary Students’ Definitions

Contact Info

Product

Resources

About