Problem Solving in Mathematics Education

Liljedahl, Peter; Santos‐Trigo, Manuel; Malaspina, Uldarico; Bruder, Regina

doi:10.1007/978-3-319-40730-2_1

Cited by 55 publications

(35 citation statements)

References 31 publications

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“…Problem solving in mathematics education is one of the prominent areas of research that aims to understand and relate the processes involved in problem solving to students' development of mathematical knowledge and problem-solving competencies (Liljedahl et al, 2016). The most important objectives of solving mathematical problems include working to improve students' readiness to experience exposure to problems, attitudes and perseverance when solving them, improving their self-perceptions regarding their ability to solve problems, and developing their level of awareness that problems can be solved in more than one way, thus developing their abilities to choose the appropriate solution (Reiss & Torner, 2007).…”

Section: Introductionmentioning

confidence: 99%

The Role of Emotional Intelligence as a Mediating Variable in Predicting Intrinsic Motivation in Solving Mathematical Problems among Fourth-Grade Students in the Sultanate of Oman

Alkiyumi

Albeloushi²

2021

JESR

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This study aimed to investigate the role of emotional intelligence as a mediating variable in intrinsic motivation prediction of the ability to solve mathematical problems among fourth-grade students in the Sultanate of Oman. The study sample consisted of 183 male and female students from six schools of the first cycle of basic education. The study tools are: Goleman's Emotional Intelligence Scale, the Intrinsic Motivation Scale of Lepper, and a mathematical problem-solving test prepared by the researchers. The content validity, and internal consistency reliability of the three tools were measured. The results found a weak and negative correlation between the ability to solve mathematical problems and each of: emotional intelligence, intrinsic motivation, and weak and positive correlation between emotional intelligence and intrinsic motivation. The results of this study also indicated that there is no mediating role for emotional intelligence in predicting intrinsic motivation in the ability to solve mathematical problems. Received: 24 February 2021 / Accepted: 18 March 2021 / Published: 10 May 2021

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Section: Introductionmentioning

confidence: 99%

The Role of Emotional Intelligence as a Mediating Variable in Predicting Intrinsic Motivation in Solving Mathematical Problems among Fourth-Grade Students in the Sultanate of Oman

Alkiyumi

Albeloushi²

2021

JESR

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“…Stages in the activities of students' thought processes in solving mathematical problems divided into four stages, including (1) Receiving information, (2) Processing information, (3) Saving information, (4) Calling information back (Liljedahl et al, 2016;Rahman & Ahmar, 2016). Pask and Scott (1973) distinguish two types of thinking.…”

Section: A Introductionmentioning

confidence: 99%

Profile of Cybernetic Thinking of Students in Mathematical Problem Solving Based on Serialist and Holist Thinking Style

Yanti

Kusaeri

Kustianingsih

2020

JTAM

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This research aim to describe the profile of cybernetic thinking of students in solving algebra problems. This research is a descriptive study with a qualitative approach using questionnaires, written tests, and interview guidelines. Intake of subjects who have Serialist and Holist thinking styles have done using purposive sampling. The results showed students who have the Serialist thinking style at the time of the Sensory Register's attention and good perception so that information stored in Short Term Memory. Retrieval done well even when rehearsal has difficulty because of forgetting certain concepts, but information has been stored well in Long Term Memory. The encoding done well. While students who have Holist style of thinking lack attention and perceptions are not structured so that information is not stored correctly in Short Term Memory. So that retrieval can not be done correctly. Therefore during rehearsal, they have difficulty in applying the settlement method because the information is not stored correctly in Long Term Memory.

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“…As stated by Sujarwo (Erna, Umi, & Ari, 2017) which states that mathematical problem solving is important to do, including problem-solving will develop cognitive skills, can foster creativity, and is part of the application process of mathematics and part of student motivation in learning mathematics. The importance of solving the problem was also raised by Liljedahl, Santos-Trigo, Malaspina, & Bruder (2016) stated that mathematical problem solving has long been seen as an important aspect of mathematics, the teac hing of mathematics, and the learning of mathematics. It has infused mathematics curricula around the world with calls for the teaching of problemsolving as well as the teaching of mathematics through problem-solving (Liljedahl et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…The importance of solving the problem was also raised by Liljedahl, Santos-Trigo, Malaspina, & Bruder (2016) stated that mathematical problem solving has long been seen as an important aspect of mathematics, the teac hing of mathematics, and the learning of mathematics. It has infused mathematics curricula around the world with calls for the teaching of problemsolving as well as the teaching of mathematics through problem-solving (Liljedahl et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

How the Student’s Error in Solution of Mathematics Problems?

Novianti

2019

JIPM

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<p>This qualitative descriptive study aimed to analyze student errors to solve mathematical problems in gender. The subject in this research were Mathematics Education students in the Linear Program subject. The sample selection used purposive sampling by looking at the results of student tests on linear program material categorized by gender. The analysis data using observation methods, test methods and interview methods, meanwhile to validity test of the data using triangulation of data source and triangulation method. Based on the results of the study obtained results: 1) Errors experienced by male and female students are almost similar, but the mistakes experienced by female students are fewer than male students, 2) Female and male students with high ability categories possess different types of errors, namely female students only experience process errors and results of errors, while male experience transformation errors, process errors, results in errors, 3) Female and male students with low ability categories have the same type of errors, namely misunderstanding, transformation errors, process errors, results errors. In this study also none of the subjects experienced reading errors.</p>

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Problem Solving in Mathematics Education

Cited by 55 publications

References 31 publications

The Role of Emotional Intelligence as a Mediating Variable in Predicting Intrinsic Motivation in Solving Mathematical Problems among Fourth-Grade Students in the Sultanate of Oman

The Role of Emotional Intelligence as a Mediating Variable in Predicting Intrinsic Motivation in Solving Mathematical Problems among Fourth-Grade Students in the Sultanate of Oman

Profile of Cybernetic Thinking of Students in Mathematical Problem Solving Based on Serialist and Holist Thinking Style

How the Student’s Error in Solution of Mathematics Problems?

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