Accelerating mathematics word problem-solving performance and efficacy with think-aloud strategies

Abstract

Background: The previous body of research literature has reported several separate cognitive processes relevant in solving mathematics wps. Therefore, it is of the essence to seek for effective intervention and instruction for students in need for support in learning.Aim: This article reports the outcome of an intervention targeted at mathematics word problem (wp) skills.Setting: This study included three data collection points: (1) Premeasurements, (2) post-measurements and (3) follow-up measurements. Pre-measurements were performed in August, post-measurements immediately after the intervention period in October and follow-up measurements in December.Methods: A programme, which included face-to-face support in mathematics wp strategies with the think-aloud protocol, was applied. The participants were 28 Finnish third-graders (14 training group students and 14 control students). Their mathematics wp skills were tested three times (pre-, post- and follow-up assessments). The groups were matched by gender, family type and the mathematics wp pre-measurement score level. The groups differed neither by literacy skills (i.e. technical reading, reading comprehension) nor by task orientation at baseline.Results: Some acceleration of mathematics wp skills among the training group students was found but the growth dramatically declined as soon as the face-to-face support stopped. The results further showed improvement in the efficacy of correct answers or attempted mathematics wp items among training group students.Conclusion: The results suggested that training consisting of face-to-face support is crucial for accelerating mathematics wp strategies among students struggling with mathematics. Repeated, cyclic periods of support are suggested for sustained effect.

Eksperimentasi Model Pembelajaran Stay Two Stray (TS-TS) dan Think Pair Share (TPS) Terhadap Hasil Belajar

“…Pembelajaran yaitu suatu proses yang dilakuan secara sadar antara pendidik dengan peserta didik yang meliputi interaksi (Björn et al, 2019;Schabas, 2023;Vedianty et al, 2023), dan pola fikir peserta didik dalam pendewasaaan diri (Hartini et al, 2016;Karim & Zoker, 2023). Seorang pendidik sangat berperan dalam berlangsungnya proses pembelajaran (Partono et al, 2021;Winson et al, 2023).…”

Analysis of Using Pattern Finding Strategies Skills in Mathematical Problem Solving Viewed from Gender Differences

“…Each problem has its characteristics, so different approaches and strategies are needed to solve each problem. Posamentier & Krulik, (2009) offers several strategies for solving mathematical problems, including organizing data (Yan et al, 2022), guessing and testing (Gray et al, 2020), solving simpler similar problems (Manzano-León et al, 2021), simulating actions (Björn et al, 2019), working backward (Baiduri, 2019), finding patterns ( AN Vidyastuti et al, 2022), logical reasoning (Rizki et al, 2022), making pictures , and adopting different points of view. Among these strategies, finding patterns is the most frequently used in solving mathematical problems because mathematics is about looking for and finding patterns (Resnik, 1981).…”

Analisis Kemampuan Pemecahan Masalah Dan Disposisi Matematika Siswa Pada Materi SPLDV

“…Siswa membutuhkan kemampuan kognitif (Kamid et al, 2020), seperti kemampuan memecahkan masalah (Meryansumayeka et al, 2021), agar dapat menguasai matematika. Kemampuan untuk memecahkan masalah secara kreatif dan efektif disebut "keterampilan memecahkan masalah" atau "kemampuan memecahkan masalah" (Ahdhianto et al, 2020;Björn et al, 2019) terkadang dengan cara yang tidak konvensional, hanya menggunakan pengetahuan dan sumber daya psikologis yang diperoleh melalui proses pembelajaran. Kemampuan pemecahan masalah siswa dalam pendidikan matematika merupakan salah satu bidang yang menunjukkan peningkatan yang signifikan setelah mempelajari aspek kompetensi lainnya (Cahyadi & Ariansyah, 2023;Jayanti et al, 2023;Santiago, 2023).…”