Monitoring and Guiding Pupils' Problem Solving

Čadež, Tatjana Hodnik; Kolar, Vida Manfreda

doi:10.15291/magistra.1493

Cited by 3 publications

(1 citation statement)

References 15 publications

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“…In line with the phases given by Polya, the task-solving process often occurs as a nonlinear, phase-interchangeable process that constantly evolves by looking back at understanding, revising the plan, and repeating the process until a clear path to the required solution is achieved (Hodnik Čadež & Manfreda Kolar, 2018). Many current mathematics curricula emphasise the importance of developing mathematical processes, which are especially pronounced when solving problem tasks (Odluka, 2019).…”

Section: Problem Tasksmentioning

confidence: 99%

Factors Affecting Success in Solving a Stand-Alone Geometrical Problem by Students aged 14 to 15

Antunović-Piton

Baranović

2021

CEPSj

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This paper investigates and considers factors that affect success in solving a stand-alone geometrical problem by 182 students of the 7th and 8th grades of elementary school. The starting point for consideration is a geometrical task from the National Secondary School Leaving Exam in Croatia (State Matura), utilising elementary-level geometry concepts. The task was presented as a textual problem with an appropriate drawing and a task within a given context. After data processing, the key factors affecting the process of problem solving were singled out: visualisation skills, detection and connection of concepts, symbolic notations, and problem-solving culture. The obtained results are the basis of suggestions for changes in the geometry teaching-learning process.

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Section: Problem Tasksmentioning

confidence: 99%

Factors Affecting Success in Solving a Stand-Alone Geometrical Problem by Students aged 14 to 15

Antunović-Piton

Baranović

2021

CEPSj

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The PGBE Model for Building Students’ Mathematical Knowledge about Percentages

Mula¹,

Hodnik²

2020

EUROPEAN J ED RES

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<p>This research study presents the PGBE model for teaching and learning percentages with students of Grade 7 when their cognitive development enables the conceptual understanding of percentages as proportional statements, and offers the possibility for more effective matching of them with fractions and decimal numbers. The abbreviation PGBE presents the interrelation of the poster method and three instructional models through which different types of students’ mathematical knowledge about percentages can be built. Hence, P stands for the poster method through which the recognition of students’ previous knowledge about percentages can be done, G represents different grids that can be used for building concrete type of knowledge about them; B signifies the bar model for developing students’ proportional understanding of percentages, and E represents the extended bar model for fostering students’ principled-conceptual understanding of percentages. The effectiveness of the implementation of the PGBE model is assessed by organizing two cycles of piloting and conducting the experimental method with 263 students of ten Grade 7 classes. The results of the study show that the implementation of the PGBE model has had an impact on the learning of students, stimulating an in-depth learning and a long lasting knowledge about percentages for this cohort of students.</p>

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The role of metaphors in interpreting students’ difficulties in operating with percentages: A mixed method study based on large scale assessment

2023

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The issue of students’ difficulties in processing operations with percentages has been addressed in several international research studies from a qualitative perspective. In this study, we analyze students’ difficulties on this topic, focusing on the transition from middle school to high school with a mixed methods research design. We focus on students’ responses in a specific task belonging to the Italian large-scale assessment analyzed through the Rasch model, and we deepen the task analysis thanks to interviews, which enlightened image schemas and metaphors underlying students’ reasoning. From the qualitative point of view, the Rasch model shows that students’ difficulties in dealing with percentages is a macrophenomenon that involves the higher levels of competences. From the qualitative point of view, the metaphoric approach outlines the image schemas that foster the correct conceptualization of percentage and those that hinder their correct learning and can be one of the possible causes of the emerging aforementioned macrophenomenon.

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Monitoring and Guiding Pupils' Problem Solving

Abstract: This paper presents a discussion of the problem-solving approaches of primary and secondary school pupils in relation to

Cited by 3 publications

References 15 publications

Factors Affecting Success in Solving a Stand-Alone Geometrical Problem by Students aged 14 to 15

Factors Affecting Success in Solving a Stand-Alone Geometrical Problem by Students aged 14 to 15

The PGBE Model for Building Students’ Mathematical Knowledge about Percentages

The role of metaphors in interpreting students’ difficulties in operating with percentages: A mixed method study based on large scale assessment

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