Development of the structured problem posing skills and using metaphoric perceptions

Arıkan, Elif Esra; Unal, Hasan

doi:10.30935/scimath/9408

Cited by 9 publications

(3 citation statements)

References 18 publications

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“…Namun penelitian ini menggunakan kategori situasi pengajuan masalah terstruktur. Siswa berhasil melakukan pengajuan masalah dalam tipe terstruktur secara signifikan (Arikan & Unal, 2014). Proses matematika terdiri dari pembuktian, membalikkan, mengkhususkan, menggeneralisasi, dan memperluas untuk menghasilkan masalah baru (Contreras, 2007).…”

Section: Pendahuluanunclassified

Proses Pengajuan Masalah Tipe Post Solution pada Pengukuran Luas

Widianti,

Amir

2023

JPM

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Penelitian ini bertujuan untuk mengidentifikasi proses pengajuan masalah tipe post solution yang digunakan siswa pada materi pengukuran luas. Jenis penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus. Subjek penelitian yang digunakan adalah 25 siswa kelas lima sekolah dasar. Pemilihan subjek penelitian menggunakan teknik purposive sampling berdasarkan kriteria yang berhasil menyelesaikan tugas. Teknik pengumpulan data menggunakan tes dan wawancara. Teknik analisis data terdiri dari reduksi data, penyajian data, dan verifikasi data. Dalam penelitian ini menggunakan tahapan pengajuan masalah yaitu analisis situasi, variasi, generasi, penyelesaian masalah, dan evaluasi. Hasil penelitian menunjukkan siswa yang mampu mengajukan masalah dan memberikan jawaban benar memiliki proses yang lebih tepat dari tahapan analisis situasi sampai evaluasi. Namun siswa yang sekedar mampu mengajukan masalah, namun tidak dapat menyelesaikan masalahnya mengalami kegagalan pada tahapan variasi, penyelesaian masalah, dan evaluasi. Hasil penelitian ini menyarankan agar siswa belajar untuk memahami dan mengubah informasi yang diberikan untuk melakukan pengajuan dan penyelesaian masalah. Hal ini berimplikasi pada para pendidik agar memberikan kesempatan kepada siswa dalam melakukan pengajuan masalah untuk mengeksplorasi cara berpikir dan memahami pengukuran luas yang lebih beragam.

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Section: Pendahuluanunclassified

Proses Pengajuan Masalah Tipe Post Solution pada Pengukuran Luas

Widianti,

Amir

2023

JPM

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“…An educational methodology that directly cooperates with modelling is problem posing (Bonotto, 2013;English, 1998;Xie & Masingila, 2017), representing an effective practice for real life problems (Arikan & Unal, 2014). Indeed, there is some consensus that the process of getting from a problem outside of mathematics to its mathematical formulation in mathematical modelling begins with the formulation of questions (Pollak, 2003), favouring abilities such as data collection, distinction between relevant and incoherent data, formulation of hypothesis and conjectures and advanced problem solving strategies 2013) (Cai et al, 2015).…”

Section: Mathematical Problem Posingmentioning

confidence: 99%

Mathematics Teachers’ Inclusion of Modelling and Problem Posing in Their Mathematics Lessons: An Exploratory Questionnaire

Passarella

2021

EUROPEAN J SCI MATH ED

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In this paper the results of a questionnaire about mathematics teachers' inclusion in their teaching of mathematical modelling and problem posing are presented. To make teachers able to choose a coherent teaching method for a mathematical topic, teachers' knowledge of valuable methods for the teaching of mathematics should be fostered. In this sense, studying teachers' practice of modelling and problem posing is crucial in order to know if and which kind of support and professional development they need on such educational strategies. The questionnaire was administrated to Italian in-service mathematics teachers of primary and secondary school. Findings indicate that despite teachers implement regularly some aspects of mathematical modelling in their lessons, they ask more materials to support their preparation and practice. Problem posing, instead, might be more integrated in the classroom work, and consequently in teachers' professional development courses.

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“…Imagination is often said to be the basis of creative thinking activities. Creative people have many hidden piles of imagination in their brains (Arikan & Unal, 2014).…”

Section: Introductionmentioning

confidence: 99%

Imagination And Creative Thinking Skills Of Elementary School Students In Learning Mathematics: A Reflection Of Realistic Mathematics Education

Kusmaryono

Maharani

2021

ELEMENTARY

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AbstractThis research is a qualitative research based on classroom reports. The purpose of the study was to investigate the effect of the RME approach on the imagination and creative thinking abilities of elementary school students in solving math problems. The method of data collection was done through written tests, observations, and interviews. The participants in this study consisted of a class teacher, 36 grade 6 elementary school students, and an observer. The results showed that the application of the realistic mathematics education (RME) learning approach had a positive effect, namely encouraging the development of students' imaginative power and creative thinking skills in solving problems. The principles of RME are in line with the objectives of learning mathematics, namely to equip them with the ability to think logically, realistically, analytically, systematically, critically, and creatively.

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Development of the structured problem posing skills and using metaphoric perceptions

Cited by 9 publications

References 18 publications

Proses Pengajuan Masalah Tipe Post Solution pada Pengukuran Luas

Proses Pengajuan Masalah Tipe Post Solution pada Pengukuran Luas

Mathematics Teachers’ Inclusion of Modelling and Problem Posing in Their Mathematics Lessons: An Exploratory Questionnaire

Imagination And Creative Thinking Skills Of Elementary School Students In Learning Mathematics: A Reflection Of Realistic Mathematics Education

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