Promoting Mathematical Connections Using Three-Dimensional Manipulatives

Safi, Farshid; Desai, Siddhi

doi:10.5951/mathteacmiddscho.22.8.0488

Cited by 6 publications

(5 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also, it is crucial to give the students more activities of problemsolving so that they make a habit of it. Students of all ages are more motivated with problem situations that involve them and their classmates (Welchman-Tischler, 1992); use three-dimensional manipulatives (Safi & Desai, 2017); and use proof approaches (Jiang & O'Brien, 2012). Another strategy that can be applied is using writing strategies in learning mathematics such as making drawings, pictures, tables, and graphs; providing a clear explanation of problem-solving methods and justifications of processes; and doing a reflection on learning (Haltiwanger & Simpson, 2013).…”

Section: Discussionmentioning

confidence: 99%

High School Students’ Difficulties in Making Mathematical Connections when Solving Problems

Jailani

Retnawati

Apino

et al. 2020

IJLTER

View full text Add to dashboard Cite

The primary purpose of studying mathematics is that students can solve problems, both mathematical and real-life problems. In this way, mathematical connections play an essential role in enabling students to solve mathematical problems. Students' difficulties in mathematical connections can cause difficulties in solving problems. This study aims to describe the mathematical connections difficulties experienced by students when solving mathematical problems. This study is qualitative with a phenomenological approach. Data were collected by using mathematical connection tests and interviews after the test. The participants of this study were 31 high school students from five schools in Yogyakarta Special Region and Central Java Province, Indonesia. Data analysis began with analyzing all students' answers in solving mathematical problems and categorizing the types of difficulties experienced by students. Thematic analysis of the interview data was conducted to reveal the causes of difficulties experienced by students when making mathematical connections. The findings showed that most students experienced difficulties in making mathematical connections, such as in different representations, part-whole relationships, connections between mathematical concepts, and interrelationships between mathematical procedures. Several causes of such difficulties and further actions were also discussed in this study.

show abstract

Section: Discussionmentioning

confidence: 99%

High School Students’ Difficulties in Making Mathematical Connections when Solving Problems

Jailani

Retnawati

Apino

et al. 2020

IJLTER

View full text Add to dashboard Cite

show abstract

“…However, it should be noted that there are some differences in study design between our study and previous studies. Isnaniah & Imamuddin (2020); Safi & Desai (2017) used an experimental design with a control group, while we used a single intervention design without a control group.…”

Section: Resultsmentioning

confidence: 99%

Dienes block media assisted by mathematical worksheets to improve student learning outcomes: Teacher action research

Sutrisnowati,

Purnomo,

Maulyda

et al. 2024

Pedapub

View full text Add to dashboard Cite

The development of science has shifted the process of learning mathematics from previously only involving numbers to numbers that have meaning, one of which is in the form of stories. However, many problems still need to be solved with the concept of addition and subtraction in the form of story problems. This research aims to improve student learning outcomes in addition and subtraction material through story problems. This research used the Teacher Action Research (TAR) approach with 14 second-grade students at Ciren Elementary School, Indonesia as participants. This research also used two data collection methods: providing mathematical worksheets and observations carried out by special observers. Data analysis was carried out by looking at the mean student scores, reflecting through FGDs with observers, and filling in observation sheets by the teacher. Furthermore, the results of this research are presented in the form of teacher observation sheet scores and mathematical worksheet work results. The score results on the observation sheet show an increase in scores from learning in cycle 1 to cycle 2. In addition, the average score of students' mathematical worksheets after intervention in the form of dienes block media and mathematical worksheets always increases with pre-cycle details (48), cycle I (80), and cycle II (84). Thus, using dienes block media assisted by mathematical worksheets can have direct implications for improving mathematics learning in addition and subtraction operation material.

show abstract

“…As a result, S1 does not meet the indicator R1. Safi & Desai (2017) explained that an external misrepresentation will result in incorrect information entry. Because the wrong representation of S1, resulting in the information obtained is also not right.…”

Section: Resultsmentioning

confidence: 99%

Student Representation in Solving Story Problems Using Polya Steps

Maulyda¹,

Sukoriyanto²,

Hidayati³

et al. 2020

FRM

View full text Add to dashboard Cite

<p>The purpose of this descriptive qualitative study is to look at the representation of students in solving problems about stories. Subjects were selected based on the results of the pretest questions and short interviews conducted on 28 students in 1 class. Of the 28 students who were the subjects of the study, 2 students were chosen representing 2 categories of answers that appeared in 1 class. Each category, namely the category of students who answered correctly and students who answered incorrectly, were randomly assigned to one student for further analysis. The research location was Malang Saladin Middle School. Subjects will be given test questions and will be interviewed to gather information regarding the results of their work. The results of this study indicate that there are still students who have difficulty in solving mathematical problems in the form of story problems. This research also shows that repressance plays an important role in the success of students in solving story problems.</p>

show abstract

Promoting Mathematical Connections Using Three-Dimensional Manipulatives

Cited by 6 publications

References 1 publication

High School Students’ Difficulties in Making Mathematical Connections when Solving Problems

High School Students’ Difficulties in Making Mathematical Connections when Solving Problems

Dienes block media assisted by mathematical worksheets to improve student learning outcomes: Teacher action research

Student Representation in Solving Story Problems Using Polya Steps

Contact Info

Product

Resources

About