Factors contributing to mathematical problem-solving performance: An exploratory study

Buchanan, Nina K.

doi:10.1007/bf00240987

Cited by 18 publications

(12 citation statements)

References 32 publications

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“…Beliefs, as a cognitive and affective construct, are important to learning and teaching PS (Buchanan, 1987;Callejo & Vila, 2009;Chapman, 1999;Goldin, 2009;Mayer & Wittrock, 2006;Schoenfeld, 1992;Thompson, 1985). As Goldin (1998) concluded, "Student belief systems were identified as important, powerful facilitators of problem-solving success, or else as obstacles to it."…”

Section: Affective Factors and Beliefsmentioning

confidence: 99%

Mathematics teachers’ knowledge for teaching problem solving

Chapman

2015

LUMAT

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In recent years, considerable attention has been given to the knowledge teachers ought to hold for teaching mathematics. Teachers need to hold knowledge of mathematical problem solving for themselves as problem solvers and to help students to become better problem solvers. Thus, a teacher’s knowledge of and for teaching problem solving must be broader than general ability in problem solving. In this article a category-based perspective is used to discuss the types of knowledge that should be included in mathematical problem-solving knowledge for teaching. In particular, what do teachers need to know to teach for problem-solving proficiency? This question is addressed based on a review of the research literature on problem solving in mathematics education. The article discusses the perspective of problem-solving proficiency that framed the review and the findings regarding six categories of knowledge that teachers ought to hold to support students’ development of problem-solving proficiency. It concludes that mathematics problem-solving knowledge for teaching is a complex network of interdependent knowledge. Understanding this interdependence is important to help teachers to hold mathematical problem-solving knowledge for teaching so that it is usable in a meaningful and effective way in supporting problem-solving proficiency in their teaching. The perspective of mathematical problem-solving knowledge for teaching presented in this article can be built on to provide a framework of key knowledge mathematics teachers ought to hold to inform practice-based investigation of it and the design and investigation of learning experiences to help teachers to understand and develop the mathematics knowledge they need to teach for problem-solving proficiency.

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Section: Affective Factors and Beliefsmentioning

confidence: 99%

Mathematics teachers’ knowledge for teaching problem solving

Chapman

2015

LUMAT

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“…These findings are linked with the potion that flexibility is an important component of successful problem solving (Lester, 1985;Buchanan, 1987;Mason et al, 1987;Schmalz, 1989). Mason et al emphasised the importance of reflective thinking, particularly in planning the strategy to be used and in seeking insight or fresh ideas.…”

Section: Discussionmentioning

confidence: 99%

Development of a model to enhance managerial strategies in problem solving

Taplin

1994

Math Ed Res J

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“…faktor yang mempengaruhi perkembangan KPMM di antaranya adalah faktor keyakinan, afeksi dan kebiasaan berfikir. Menurut (Buchanan, 1987) faktorfaktor seperti sikap, motivasi, dan sistem kepercayaan penting untuk kinerja pemecahan masalah. Hal ini dikuatkan oleh temuan penelitian (Lerch, 2004) yaitu: (1) Sistem kepercayaan seseorang berdampak pada bagaimana mereka mendekati suatu masalah; (2) Kurangnya kepercayaan diri dan kurangnya keberhasilan sebelumnya mendorong keputusan cepat untuk berhenti bekerja menyelesaikan masalah; (3) Gagal menyelesaikan masalah karena ketergantungan terhadap strategi solusi untuk jenis masalah tertentu.…”

Section: Beberapaunclassified

Pengembangan kemampuan pemecahan masalah dan habit of mind matematis mahasiswa melalui teknik self-explanation

Maryono

Saputri

2019

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Tujuan penelitian ini adalah untuk menganalisis dampak dari pembelajaran dengan teknik self-explanation pada mahasiswa yang mengikuti kuliah geometri analitik terhadap kemampuan pemecahan masalah dan habit of mind matematis. Metode penelitian yang digunakan adalah eksperimen semu desain Nonequivalent Control Grup Design. Sampel pada penelitian ini terdiri dari dua kelas yaitu kelas dengan teknik selfexplanation (30 orang) dan kelas dengan model pembelajaran langsung (33 orang). Data yang diperoleh berupa tes kemampuan pemecahan masalah matematis dan skala habits of mind matematis. Hasil penelitian menunjukkan bahwa: Peningkatan kemampuan pemecahan masalah matematis mahasiswa yang memperoleh teknik self-explanation lebih baik dibandingkan dengan yeng memperoleh pembelajaran langsung; Pencapaian kemampuan pemecahan masalah matematis mahasiswa yang memperoleh teknik self-explanation lebih baik dibandingkan dengan yang memperoleh pembelajaran langsung berdasarkan tingkat Pengetahuan Awal Matematis (PAM); Mathematical Habit of Mind untuk dimensi: komitmen, kapabilitas dan kebijakan semuanya terkategori positif setelah memperoleh teknik self-explanation.

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Factors contributing to mathematical problem-solving performance: An exploratory study

Cited by 18 publications

References 32 publications

Mathematics teachers’ knowledge for teaching problem solving

Mathematics teachers’ knowledge for teaching problem solving

Development of a model to enhance managerial strategies in problem solving

Pengembangan kemampuan pemecahan masalah dan habit of mind matematis mahasiswa melalui teknik self-explanation

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