Improving realistic word problem solving by using humor

Dooren, Wim Van; Lem, Stephanie; Wortelaer, Hannelore De; Verschaffel, Lieven

doi:10.1016/j.jmathb.2018.06.008

Cited by 22 publications

(26 citation statements)

References 19 publications

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“…Based on the results of the study, it appears that learning activities greatly affect problem-solving abilities, this is by the concept of learning activities which are a process of behavior change that is very influential in ongoing learning (Apriandi, 2012;Sariayu & Miaz, 2020;Widodo, 2014). The use of learning activities to motivate students to enthusiastically participate in learning activities will have a good impact on problem-solving abilities (Choi et al, 2014;Dooren et al, 2019). This is supported by research, showed an increase in students' understanding of mathematical concepts by using activity sheets by students (Ningsih, 2016).…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Learning Activities Based on Revised Bloom Taxonomy on Problem-Solving Ability

Wiranata

Wayan

Bayu

2021

IJERR

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The low problem-solving ability of students was due to the lack of student learning activities, so that learning activities were needed that can motivate students to learn and develop problem-solving skills. This study aimed to analyze the effectiveness of learning activities based on Revised Bloom's Taxonomy on problem-solving abilities. The type of research used was development research with a 4D model. The subjects of this study were four experts and 55 fourth-grade elementary school students. The object of this research was the effectiveness of Revised Bloom's Taxonomy-oriented learning activities. The data collection method used was the non-test method and the test method. The instruments used were questionnaires and description tests. The data analysis technique used was descriptive quantitative statistical data analysis techniques in the form of prerequisite tests and t-tests. The results of this study indicate that the average score of the experimental class was 83.50, while the control class was 74.83, and the t-test results obtained a significance value of 0.969 with an at-count of 0.00 < t-table of 0.05. This research concluded that learning activities based on Revised Bloom's Taxonomy effectively improve students' problem-solving abilities. The implication of this development research was to produce products in the form of learning activities based on Revised Bloom's Taxonomy that can train curiosity, self-confidence and improve students' problem-solving abilities.

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of Learning Activities Based on Revised Bloom Taxonomy on Problem-Solving Ability

Wiranata

Wayan

Bayu

2021

IJERR

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“…Perhaps not surprisingly, having students actually work with the materials of a problem (Reusser & Stebler, 1997b) or perform the task in the problem (DeFranco & Curcio, 1997) improved sense‐making. Interestingly, interleaving jokes about math class and word problems in between the problematic problems has been shown to improve realistic responses as well (Van Dooren, Lem, De Wortelaer, & Verschaffel, 2019).…”

Section: Interventions To Improve Student Sense‐makingmentioning

confidence: 99%

Question Design Affects Students' Sense‐Making on Mathematics Word Problems

Kirkland

McNeil

2021

Cognitive Science

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Mathematics word problems provide students with an opportunity to apply what they are learning in their mathematics classes to the world around them. However, students often neglect their knowledge of the world and provide nonsensical responses (e.g., they may answer that a school needs 12.5 buses for a field trip). This study examined if the question design of word problems affects students' mindset in ways that affect subsequent sense‐making. The hypothesis was that rewriting standard word problems to introduce inherent uncertainty about the result would be beneficial to student performance and sense‐making because it requires students to reason explicitly about the context described in the problem. Middle school students (N = 229) were randomly assigned to one of three conditions. In the standard textbook condition, students solved a set of six word problems taken from current textbooks. In the modified yes/no condition, students solved the same six problems rewritten so the solution helped answer a “yes” or “no” question. In the disfluency control condition, students solved the standard problems each rewritten in a variety of fonts to make them look unusual. After solving the six problems in their assigned condition, all students solved the same three “problematic” problems designed to assess sense‐making. Contrary to predictions, results showed that students in the modified yes/no condition solved the fewest problems correctly in their assigned condition problem set. However, consistent with predictions, they subsequently demonstrated more sense‐making on the three problematic problems. Results suggest that standard textbook word problems may be able to be rewritten in ways that mitigate a “senseless” mindset.

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“…The Realistic Mathematical Education (RME) approach has several advantages: making mathematics learning more meaningful, less formal, not too relevant, and more interesting (Arsaythamby & Zubainur, 2014;Bosica et al, 2021). In addition, this approach considers the level of student ability, emphasizes learning mathematics in learning by doing, facilitates solving mathematical problems, and uses context as a starting point for learning mathematics (Dooren et al, 2019;Zandieh & Rasmussen, 2010). This will make students not feel bored so that the learning delivered will be more memorable, and the concepts implanted by the teacher will be remembered longer by students.…”

Section: Introductionmentioning

confidence: 99%

Online Learning Based on Realistic Mathematic Education (RME) Assisted Animation Media in Improving Student Learning Outcomes

Amir

Syamsuddin

Sulfansyah

2021

j. ilm. sekol. dasar

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There are still many teachers who have difficulty determining appropriate learning methods and learning media for mathematics lessons. This has an impact on student learning outcomes are low. This study aims to analyze the effect of the Realistic Mathematical Education (RME) approach assisted by animation media on students' mathematics learning outcomes. This research is a quantitative research with a quasi-experimental research design with a non-equivalent control group design research design. This study involved 30 students as the research sample with a simple random sampling technique (Simple Random Sampling). This study uses data collection techniques, namely observation and written tests by giving five essay questions with different weights for each question. The data obtained were analyzed using the SPSS v.22 application by looking for the results of the normality test, homogeneity test, N-Gain test and finally the t-test (Independent Sample Test) to test the hypothesis. The results showed that there was a difference between the students' average scores by applying the Realistic Mathematical Education (RME) approach with the aid of animation media, obtaining an average score of 74.60 in the medium category. Based on the results of data analysis, there is a significant effect on mathematics learning outcomes which can be proven from the significance value at the output of the Independent Sample Test, namely 0.000 < 0.05, which means that H0 is rejected and Ha is accepted. It can be concluded that the Realistic Mathematical Education (RME) approach assisted by animation media can improve mathematics learning outcomes.

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Improving realistic word problem solving by using humor

Cited by 22 publications

References 19 publications

The Effectiveness of Learning Activities Based on Revised Bloom Taxonomy on Problem-Solving Ability

The Effectiveness of Learning Activities Based on Revised Bloom Taxonomy on Problem-Solving Ability

Question Design Affects Students' Sense‐Making on Mathematics Word Problems

Online Learning Based on Realistic Mathematic Education (RME) Assisted Animation Media in Improving Student Learning Outcomes

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