Fostering students' modelling and problem-solving skills through Operations Research, digital technologies and collaborative learning

Taranto, Eugenia; Colajanni, Gabriella; Gobbi, Alessandro; Picchi, Marinella; Raffaele, Alice

doi:10.1080/0020739x.2022.2115421

Cited by 5 publications

(1 citation statement)

References 19 publications

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“…First, the ability to solve problems has yet to be optimally accommodated in the learning process, so students are less able to solve problems based on real life. However, one of the primary objectives of studying mathematics is to have the capacity to solve problems (Kong et al, 2021;Myers et al, 2023;Taranto et al, 2022). In addition, the learning provided by the teacher is still dominated by memorizing concepts, so students are less able to apply these concepts in solving problems that require problem-solving (Krishnan et al, 2021;Simamora et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Problem-Based Learning With Tri Kaya Parisudha Model to Improve The Mathematical Problem-Solving Skills and Character of Elementary School Students

Wiradnyana,

Lasmawan,

Suastra

et al. 2024

RGSA

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Objective: Problem solving skills and character education are two important things that should be promoted in Indonesia education system. To promote those two things, an effective teaching model is needed. Thus, this research attempts to analyze the effectiveness of Problem-Based Learning with the Tri Kaya Parisudha model to improve elementary school students' mathematical problem-solving skills and character. This teaching model was developed using Balinese local wisdom concept. Theoretical Framework: Some theories were used in this study. They were problem-based learning, tri kaya parisudha, problem-solving skills, and characteristics of young learners. Method: This study used a quasi-experimental approach and involved with 130 students as the study samples. Specifically, the study was conducted by following post-test only control group design. The researchers used questionnaires and problem-solving ability tests to collect the study data. In this study, the questionnaires and post-test results were analyzed using descriptive and inferential statistics. Simultaneously, inferential statistical analysis using the MANOVA test was performed. Results and Discussion: The analysis shows that problem-based learning with Tri Kaya Parisudha model effectively improves elementary school student's mathematical problem-solving skills and character. Thus, it is recommended that problem-based learning with Tri Kaya Parisudha model to be used by the elementary schools that have problems in improving their students’ mathematical problem-solving skills and character. Research Implications: Integrating local wisdom in teaching mathematical problem-solving skills and character brings some positive effects for the students. Originality/Value: Local wisdom is normaly considered as something traditional and not compatible with current era. However, this study found that local wisdom, especially tri kaya parisudha concept is still relevant to our current education system.

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Section: Introductionmentioning

confidence: 99%

Problem-Based Learning With Tri Kaya Parisudha Model to Improve The Mathematical Problem-Solving Skills and Character of Elementary School Students

Wiradnyana,

Lasmawan,

Suastra

et al. 2024

RGSA

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Teaching Mathematics Through Problem Modelling and Solving

Sforza,

Sterle,

Masone

et al. 2024

AIRO Springer Series

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An Operations Research–Based Teaching Unit for Grade 11: The ROAR Experience, Part II

Colajanni

Gobbi

Picchi³

et al. 2024

INFORMS Transactions on Education

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In this paper, we continue describing the project and the experimentation of Ricerca Operativa Applicazioni Reali (ROAR; in English, Real Applications of Operations Research), a three-year project for higher secondary schools, introduced. ROAR is composed of three teaching units, addressed to Grades 10, 11, and 12, respectively, having the main aim to improve students’ interest, motivation, and skills related to Science, Technology, Engineering, and Mathematics disciplines by integrating mathematics and computer science through operations research. In a previous paper, we reported on the design and implementation of the first unit, started in Spring 2021 at the scientific high school IIS Antonietti in Iseo (Brescia, Italy), in a Grade-10 class. Here, we focus on the second unit, carried out in Winter/Spring 2022 with the same students, now in a Grade-11 class. In particular, we describe objectives, prerequisites, topics and methods, the organization of the lectures, digital technologies used, and a challenging final project. Moreover, we analyze the feedback from students and teachers involved in the experimentation. Funding: G. Colajanni and E. Taranto were partially supported by the research projects Programma Ricerca di Ateneo UNICT 2020-22 linea 2, EEEP&DLaD, and OMNIA, respectively, of the University of Catania. The research of G. Colajanni was also partially supported by the Italian Ministry of University and Research and the European Union for the PON project on Research and Innovation 2014–2020 [Grant D.M. 1062/2021]. A. Raffaele was partially supported by the Gruppo Nazionale per il Calcolo Scientifico. These supports are gratefully acknowledged. Supplemental Material: The online appendix is available at https://doi.org/10.1287/ited.2023.0001 .

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Fostering students' modelling and problem-solving skills through Operations Research, digital technologies and collaborative learning

Cited by 5 publications

References 19 publications

Problem-Based Learning With Tri Kaya Parisudha Model to Improve The Mathematical Problem-Solving Skills and Character of Elementary School Students

Problem-Based Learning With Tri Kaya Parisudha Model to Improve The Mathematical Problem-Solving Skills and Character of Elementary School Students

Teaching Mathematics Through Problem Modelling and Solving

An Operations Research–Based Teaching Unit for Grade 11: The ROAR Experience, Part II

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