Assessing Students’ Mathematical Problem-Solving and Problem-Posing Skills

Rosli, Roslinda; Goldsby, Dianne; Capraro, Mary Margaret

doi:10.5539/ass.v9n16p54

Cited by 42 publications

(36 citation statements)

References 20 publications

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“…Each problem has a maximum score of 12 points; that is, maximum of three points to be given for each fundamental question. They were scored by a modified version of the Analytic Problem Solving Rubric developed by Charles, Lester, and O'Daffer (1987) and Krulik and Rudnick (1998) which has been widely used in other problem solving research (Quinones, 2005;Rosli, Goldsby, & Capraro, 2013;Wittcop, 2008;Yeo, 2011).…”

Section: Instrumentationmentioning

confidence: 99%

Impact of Using Graphing Calculator in Problem Solving

Parrot

2018

Int Elect J Math Ed

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The purpose of this study is to investigate the impact of graphing calculator on students' problem solving success in solving linear equation problems and their attitude toward problem solving in mathematics. A quasi-experimental non-equivalent control and treatment group using the pretest post-test design was employed in this study to test the hypotheses. The sample of the study involved two Form Four classes from one public secondary school in Sarawak, Malaysia. Students in the experimental group received problem solving based instruction using graphing calculator while the control group students underwent the traditional chalk and talk method without the graphing technology. Two instruments were used in this study, namely the Linear Equation Problem Solving Test and the Mathematical Problem Solving Questionnaire. Findings of this study show existence of a significant difference in the mean scores between the two groups; students who used graphing calculator performed better in problem solving tasks compared to students without access to graphing calculator. Furthermore, a questionnaire was used to obtain students' attitude toward problem solving in mathematics. Results from the survey revealed that students who use graphing calculator have a better attitude toward problem solving in mathematics. This study is pertinent as it investigates a different approach in teaching linear equation through problem solving while integrating the latest graphing calculator technology in the lessons.

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Section: Instrumentationmentioning

confidence: 99%

Impact of Using Graphing Calculator in Problem Solving

Parrot

2018

Int Elect J Math Ed

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“…Differences math skills can be seen in terms of affective and psychomotor, but it will be clearer if viewed in terms of the cognitive. Signifikan differences in male and female were also seen in the ability of solving mathematical [26].…”

Section: Discussionmentioning

confidence: 98%

Differences of Problem Solving Skill of The Fifth Grade Primary School Student: A Gender Analysis

Prasetya¹,

Slamet²,

Usodo³

2018

Proceedings of the University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017)

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Ability to solve problem is very beneficial for people in their life. Each student can solve a problem that encountered in its own way, is one of the goals of mathematics teaching in primary schools. This study aimed to describe the difference between the mathematical problem solving ability of students male and female. The study was conducted in five classes at six elementary schools in Kebumen. The method in this research is done by giving the instrument a matter of solving the three boys and three girls aged 11-12 years. Drafting instruments based problem solving ability Polya theory. Instruments interviews were also given to the participants to determine the ways of solving the problems of each. Menunnjukkan research findings that there are differences in the stage of planning, the stage of implementing the plan and the stage looked back boys and girls. While there is no segnifikan differences between boys and girls at the stage of understanding the problem.

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“…Some indicators of mathematical problem solving ability by Polya are as follows: (1) understanding the problem, (2) devising a plan, (3) carrying out the plan, (4) looking back [21]. In this research, the indicator that used to examine problem solving ability are: (1) understanding problem; (2) planning a solution; (3) getting an answer as in [22].…”

Section: Mathematical Problem Solving Ability (Mpsa)mentioning

confidence: 99%

Differences in Students Mathematical Problem Solving Ability Given Guided Discovery Learning and Cooperative Learning STAD-Type

Sinaga¹,

Mukhtar²,

Syafari³

2019

Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019)

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Problem solving is a basic activity for human beings and becomes one of the goals in learning mathematics. The goal can not be fulfilled if the classroom learning does not pay attention to the problem solving ability. Guided discovery learning and cooperative learning STAD-type can be used to meet the goal through the learning process. The purpose of this study was to find out: First, the differences in mathematical problem solving ability of students who are given guided discovery learning and cooperative learning STAD-type, and the second is interactions between learning models (guided discovery learning and cooperative learning STAD-type) with students gender on mathematical problem solving ability. The population in this study was all eighth grade students of SMP Negeri 13 Medan academic year 2018/2019. The sample was taken randomly in two selected classes which were class VIII-1 as experimental class-1 and class VIII-2 as experimental class-2, each amounting to 32 students. The research instrument used was a test of problem solving ability. Data was analyzed with twoway Anova. The results of this study show that (1) There is difference in mathematical problem solving ability between students who are given with guided discovery learning and those who are given with cooperative learning STAD-type, (2) There is interaction between learning models (guided discovery learning and cooperative learning STAD-type) with students gender on students mathematical problem solving ability.

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Assessing Students’ Mathematical Problem-Solving and Problem-Posing Skills

Cited by 42 publications

References 20 publications

Impact of Using Graphing Calculator in Problem Solving

Impact of Using Graphing Calculator in Problem Solving

Differences of Problem Solving Skill of The Fifth Grade Primary School Student: A Gender Analysis

Differences in Students Mathematical Problem Solving Ability Given Guided Discovery Learning and Cooperative Learning STAD-Type

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