Development of Ill-Structured Problems for Elementary Learners to Learn by Computer-Based Modeling Tools

Byun, Ji Na; Kwon, Dai Young; Lee, Won Gyu

doi:10.7763/ijcte.2014.v6.877

Cited by 7 publications

(5 citation statements)

References 14 publications

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“…Furthermore, solving ill-structured problems will support students' mathematical representation ability (Byun, Kwon, & Lee, 2014;Ge & Land, 2003).…”

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confidence: 99%

“…Several studies on structured problems define the characteristics of ill-structured problems such as authenticity, complexity, and openness (Byun, Kwon & Lee, 2014;Ge & Land, 2003;Hong & Kim, 2016;Jonassen 1997;Palm, 2009). A problem can be said to be authentic if it covers the context of everyday life and is quite relevant to deducing an integral part of the real-life situation.…”

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confidence: 99%

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Exploring Mathematical Representations in Solving Ill-Structured Problems: The Case of Quadratic Function

et al. 2019

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Mathematical representation has an essential role in solving mathematical problems. However, there are still many mathematics education students who have difficulty in representing ill-structured problems. Even though the ill-structured-problem-solving tasks designed to help mathematics education students understand the relevance and meaningfulness of what they learn, they also are connected with their prior knowledge. The focus of this research is exploring the used of mathematical representations in solving ill-structured problems involving quadratic functions. The topic of quadratic functions is considered necessary in mathematics teaching and learning in higher education. It's because many mathematics education students have difficulty in understanding these matters, and they also didn’t appreciate their advantage and application in daily life. The researchers' explored mathematical representation as used by two subjects from fifty-four mathematics education students at the University of Nusantara PGRI Kediri by using a qualitative approach. We were selected due to their completed all steps for solving the ill-structured problem, and there have different ways of solving these problems. Mathematical representation explored through an analytical framework of solving ill-structured issues such as representing problems, developing alternative solutions, creating solution justifications, monitoring, and evaluating. The data analysis used technique triangulation. The results show that verbal and symbolic representations used both subjects to calculate, detect, correct errors, and justify their answers. However, the visual representation used only by the first subject to detect and correct errors.

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“…Furthermore, solving ill-structured problems will support students' mathematical representation ability (Byun, Kwon, & Lee, 2014;Ge & Land, 2003).…”

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confidence: 99%

mentioning

confidence: 99%

Exploring Mathematical Representations in Solving Ill-Structured Problems: The Case of Quadratic Function

et al. 2019

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“…According to Byun and Lee (2014) there were many definitions for ill-structured problem. Kim and others (2011) defined it as the problem with authenticity, openness and complexity.…”

Section: Conclusion Discussion and Suggestionsmentioning

confidence: 99%

A Review of Open-Ended Mathematical Problem

Keh¹,

Ismail²,

Yusof³

2016

Anatolian Journal of Education

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This paper aims to understand the use of open-ended mathematical problem to stimulate students' ability in problem solving. There were five mechanical engineering participating in this study. Their works were video-taped as to reveal their process of problem solving. Intervention of creative problem solving was used as to help the students to come out with solutions. They were also interviewed individually after they had solved the problem. All the process of problem solving and their conversations were video-taped and audio-taped, transcribed and then analyzed into sub-themes, namely: problem definition, ideas generation, ideas evaluation, ideas judgment, and solution implementation. Questionnaire was also distributed to three classes of 74 mechanical engineering students as to find out their preference in all the stages of creative problem solving. The result showed that the students were able to solve the open-ended mathematical problem collaboratively based on all the stages of creative problem solving..

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“…Ill-structured problems have a lot of data, facts, and viewpoints but do not always have explicit questions (Malogianni et al, 2021). Several studies define the characteristics of unstructured problems (ill-structured problems) as authenticity, complexity, and openness (Johansen, 1997;Byun et al, 2014;Hong & Kim, 2016;Santia et al, 2019). According to Santia et al (2019), a problem is authentic if it encompasses the context of everyday life and is relevant enough to infer a component of a real-world situation.…”

Section: Introductionmentioning

confidence: 99%

Students’ Creativity in Solving Ill Structured Problem Context Calorie Intake

Antika,

Anjasari,

Kohar

2023

J. Math. Pedagogy (JoMP)

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In math learning, creative thinking is very important because it allows broad thinking to find new solutions to problems. This study aims to describe the level of students' creative thinking in solving ill-structured problems in the context of calorie intake. This type of research was descriptive with a qualitative approach. Researchers chose three students in class VIII with different mathematical abilities (high, medium, and low) based on their value as research subjects. To collect data, researchers used ill-structured problem tests and interviews. The data were analyzed based on the level of students' creative thinking and follow-up interviews. The results showed that in aspect fluency, S1 and S2 could give two correct answers, while S3 only gave one correct answer. Aspects of flexibility: S1 and S2 can provide alternative answers using different mathematical concepts, while S3 only provides one way of providing alternative answers. Aspects of originality: S1 can provide two unique solutions, while S2 and S3 produce ordinary solutions. Based on this, S1 is included in level 4 (very creative), S2 is included in level 3 (creative), and S3 is included in level 0 (not creative). Based on the results of this study, designed learning must stimulate students' creative thinking abilities, such as by providing problem-solving questions that allow students to solve them with various strategies.

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Development of Ill-Structured Problems for Elementary Learners to Learn by Computer-Based Modeling Tools

Cited by 7 publications

References 14 publications

Exploring Mathematical Representations in Solving Ill-Structured Problems: The Case of Quadratic Function

Exploring Mathematical Representations in Solving Ill-Structured Problems: The Case of Quadratic Function

A Review of Open-Ended Mathematical Problem

Students’ Creativity in Solving Ill Structured Problem Context Calorie Intake

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