Responsibilities of a Teacher in a Harmonic Cycle of Problem Solving and Problem Posing

Chang, Ni

doi:10.1007/s10643-006-0117-8

Cited by 15 publications

(8 citation statements)

References 1 publication

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“…Konsepkonsep dalam matematika saling terkait, maka calon guru MI/SD sangat berperan penting dalam menyampaikan konsep matematika dengan benar sebagai dasar pemahaman pada materi-materi selanjutnya. Dengan kata lain, seorang calon guru harus dapat memperluas pemahamannya ketika merencakan, mengajarkan, dan mengevaluasi kemajuan siswa (Chang, 2007).…”

Section: A Pendahuluanunclassified

Mendeteksi Pemahaman Konsep Perkalian Mahasiswa Calon Guru Madrasah Ibtidaiyah Melalui Problem Posing

Marhayati

Huda

2020

madrasah j. pendidik. pembelajaran dasar

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This study aims to determine the understanding of the mathematical multiplication concept of Islamic Elementary School prospective teachers. This study applied a descriptive qualitative method. The research subjects were 33 students of Islamic Elementary Teacher Education Department at the Islamic State University of Maulana Malik Ibrahim Malang. Submission of mathematics questions is the learning strategy used in the Pembelajaran Matematika course. The results of data analysis showed that there were three categories: (1) understanding the concept of multiplication (33.3%); (2) understanding the concept of pseudo multiplication (18.2%); (3) not understanding the concept of multiplication (48.5%).

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Section: A Pendahuluanunclassified

Mendeteksi Pemahaman Konsep Perkalian Mahasiswa Calon Guru Madrasah Ibtidaiyah Melalui Problem Posing

Marhayati

Huda

2020

madrasah j. pendidik. pembelajaran dasar

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“…Problem kurma konusunda gerek yurtdışında gerekse yurtiçinde farklı eğitim kademelerinde çalışmalar yapıldığı görülmektedir. 5E öğrenme döngüsü ile gerçekleştirilen problem kurma eğitiminin öğrencilerin matematik başarısına etkisi (Setiawan, 2016), problem kurma sürecinde öğretmenin rollerinin incelenmesi (Chang, 2007), öğrencilerin problem kurma stratejilerinin incelenmesi (Stayonova, 2005)…”

Section: Introductionunclassified

“…In the literature, studies are investigating various aspects of problem posing (Akbaba Dağ & Kılıç Şahin, 2019;Chang, 2007;Gökkurt et al, 2015;Kalmpourtzis, 2019;Kavuncu, 2019;Korkmaz & Gür, 2006;Setiawan, 2016;Stayonova, 2005;Tertemiz & Sulak, 2013;Turhan & Güven, 2014). It is emphasized in the literature that problem-posing is a subject that teachers and mathematics educators ignore and that more research is needed to investigate this issue (Akay, 2006;Turhan & Güven, 2014).…”

Section: Introductionmentioning

confidence: 99%

Investigation of Fourth Grade Students’ Problem Posing Skills

Sümen

2021

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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The concept of a fraction is the basis of many subjects in mathematics; therefore, it should be well understood by the students. In this study, fourth-grade students' problem-posing skills about fractions were investigated. The study was conducted as a survey type, one of the quantitative research methods. A total of 216 fourth-grade students participated in the study. The data were collected with Problem Posing Skills Test (PPST), consisting of five semistructured questions on fractions and assessed through a rubric developed in the study. The four sub-dimensions of the rubric are clarity, mathematical accuracy, the complexity of the problem, and compliance with the given solution. Data were analyzed with descriptive statistics, Kruskal Wallis, and Mann Whitney U tests. Data analysis results revealed that the level of the students' problem-posing skills was sufficient. Besides, it was found that the problem-posing skills scores of the students differed significantly according to their mathematics achievement but did not show significant differences according to gender. The results were discussed in the light of the relevant literature, and suggestions for new studies were offered.

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“…Problem kurma durumlarında öğrenciler, sadece çözüme ulaşmaya odaklanmak yerine problemlerin doğasını keşfederler. Böylece, problem kurma matematik öğrenme sürecinde kavramsal anlamanın gelişimi üzerinde olumlu etki sağlar (Chang, 2007;Stoyanova, 2003;Van-Harpen ve Presmeg, 2013). Ayrıca, araştırma sonuçlarına göre problem kurma öğrencilerin, muhakeme ve problem çözme becerilerini, matematiğe yönelik tutum ve özgüvenlerini, esnek ve yansıtıcı düşünmelerini, matematiksel yaratıcılıklarını geliştirir (Burton, 1999;Çetinkaya ve Soybaş, 2018;Guvercin ve Verbovskiy, 2014;Rosli, Capraro ve Capraro, 2014;Singer, Ellerton ve Cai, 2013).…”

Section: Introductionunclassified

Özel Yetenekli Öğrencilerin Doğal Sayılarla Dört İşlem Gerektiren Problem Kurma Becerilerinin İncelenmesi

Erdoğan

Erben

2018

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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This study aimed to investigate gifted students' problem posing abilities requiring arithmetical operations with natural numbers. In the present study, the descriptive research model has been used which is one of the quantitative research methods. The research sample was composed of 25 fourth grade primary school students. All of the students were studying in science and arts center located in a province in the Eastern Anatolia region of Turkey. In the study, Problem Posing Form, consisting of six items for arithmetical operations with natural numbers was used as data collection tool. The problems posed were analyzed according to the semantic structures. According to the findings, it was determined that gifted students posed problems using different semantic structures that requiring arithmetical operations with natural numbers. However, it was determined that some semantic structures were used more frequently in problems. Accordingly to this, it has emerged as most frequently used semantic structures in problems, join for addition, separation for subtraction, repeated addition for multiply and sharing for division operations. Also, it was determined that some gifted students experienced problems such as using different arithmetical operation, writing the exercises, not responding, and making logical mistakes. In the light of findings, it has recommended that problem posing activities involving different semantic structures should be included in differentiated mathematics curriculum to be developed for gifted students. It is suggested to investigate gifted students' problem posing abilities in the context of creativity in later studies.

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Responsibilities of a Teacher in a Harmonic Cycle of Problem Solving and Problem Posing

Cited by 15 publications

References 1 publication

Mendeteksi Pemahaman Konsep Perkalian Mahasiswa Calon Guru Madrasah Ibtidaiyah Melalui Problem Posing

Mendeteksi Pemahaman Konsep Perkalian Mahasiswa Calon Guru Madrasah Ibtidaiyah Melalui Problem Posing

Investigation of Fourth Grade Students’ Problem Posing Skills

Özel Yetenekli Öğrencilerin Doğal Sayılarla Dört İşlem Gerektiren Problem Kurma Becerilerinin İncelenmesi

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