Sources of Difficulty in Comprehending and Solving Mathematical Word Problems

Sepeng, Percy; Madzorera, Andrew

doi:10.1080/09751122.2014.11890134

Cited by 28 publications

(22 citation statements)

References 4 publications

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“…In the other study, the author [25] attributes students' poor performance in solving word problems to a lack of mathematical vocabulary. This finding was confirmed by a study conducted in South Africa [32]. In yet another study conducted in South Africa, error analysis was done on the results of a National Certificate (NC) examination in Mathematical Literacy.…”

Section: Language and Mathematicssupporting

confidence: 66%

Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions

J.¹

2017

SJEDU

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This paper evolved from a larger study and aimed to test the fractions skills of entry-level students at a South African comprehensive university. The focus in the paper is on the language of learning and teaching as one of the causes for difficulties in learning fractions for entry level science and engineering students. The sample consisted of 94 entry level students out of a population of 120, who enrolled for national diplomas in science and engineering. The survey instrument consisted of 20 items and the data were analyzed using Microsoft Excel 2013. The main findings were that entry-level students enrolled for engineering and science diploma courses struggled to apply fraction arithmetic and that the problems associated with the language of learning and teaching (LoLT) caused difficulties. This study provided important information to schooland university-level mathematics educators by confirming that language difficulties can negatively impact upon the success in learning fractions.

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Section: Language and Mathematicssupporting

confidence: 66%

Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions

J.¹

2017

SJEDU

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“…However, if the activity does not lead to an expected result, then that contrast results in a perturbation (Steffe, 2011) or disequilibration (Dubinsky & Lewin, 1986), and the subject discriminates the item from those previously encountered. Thereafter, a cyclic process of assimilation and accommodation ideally occurs, resulting in equilibration (Čadež & Kolar, 2015;Harel & Koichu, 2010;Sepeng & Madzorera, 2014). "When a student's extant schemes are inadequate for a task, the student is in a perturbed state because the student cannot act to restore equilibrium using the extant schemes."…”

Section: Introductionmentioning

confidence: 99%

The Role of Expository Writing in Mathematical Problem Solving

Craig

2016

African Journal of Research in Mathematics, Science and Technol

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Mathematical problem-solving is notoriously difficult to teach in a standard university mathematics classroom. The project on which this article reports aimed to investigate the effect of the writing of explanatory strategies in the context of mathematical problem solving on problem-solving behaviour. This article serves to describe the effectiveness of using writing as a tool for deeper engagement with mathematical problems. Students' claims about, and tutor observations of, problem-solving behaviour were analysed through the lens of Piaget's theory of cognitive development. Examples of enhanced problem-solving behaviour are presented as well as reports from student interviews that writing "forces" deeper engagement. The analysis of students' work and reflections indicated that writing about problem-solving processes potentially resulted in a cognitive perturbation when students were forced to confront their incomplete understanding (and hence their unstable knowledge structures) and therefore had to achieve a deeper level of understanding in order to adequately describe the solution process.

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“…Penelaahan mendalam dilakukan melalui wawancara dan diungkapkan oleh Oktaviyanthi, Agus dan Supriani (2016) bahwa salah satu kelemahan mahasiswa dalam melakukan representasi, analisis dan interpretasi matematis berhubungan dengan pengalaman dan pembiasaan untuk menerampilkan fungsi kognitif. Kurangnya pengalaman dan keterampilan kognitif dapat mempengaruhi kinerja mahasiswa pada proses pemecahan masalah yang berujung pada ketidakmampuan dalam menyelesaikan masalah dan tidak tercapainya tujuan pembelajaran matematika (Cave, 2010;Sepeng dan Madzorera, 2014). Selain itu, Oktaviyanthi dan Herman (2016) menambahkan bahwa ketidaktepatan metode pembelajaran dapat menjadi penghambat suatu konsep matematika tidak tersampaikan dengan baik sehingga dapat menjadi penyebab tambahan yang melemahkan kemampuan pemecahan masalah mahasiswa.…”

Section: A Pendahuluanunclassified

Peningkatan kemampuan pemecahan masalah mahasiswa calon guru melalui keterampilan fungsional matematis

Oktaviyanthi

Agus

2018

BetaJTM

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[Bahasa]: Penelitian ini bertujuan untuk menguji apakah ada perbedaan peningkatan kemampuan pemecahan masalah antara mahasiswa yang mendapat pembelajaran dengan pendekatan keterampilan fungsional matematis dan pembelajaran konvensional. Pendekatan penelitian kuantitatif dengan desain kuasi eksperimen digunakan untuk mencapai tujuan tersebut. Mahasiswa semester dua yang mengambil mata kuliah Kalkulus II pada jurusan pendidikan Matematika, Universitas Serang Raya dijadikan sebagai populasi penelitian. Sebanyak dua kelas ditentukan secara purposive random sampling untuk sampel penelitian, selanjutnya dinamakan kelas eksperimen dan kelas kontrol. Kelas eksperimen yaitu kelas yang mendapat pembelajaran dengan pendekatan functional skills mathematics sementara kelas kontrol adalah kelas yang mendapat pembelajaran konvensional. Hasil uji statistik menunjukkan bahwa tidak terdapat perbedaan rata-rata capaian namun terdapat perbedaan peningkatan (N-Gain) kemampuan pemecahan masalah di kedua kelas. Hal ini menunjukkan bahwa kemampuan pemecahan masalah mahasiswa di kelas eksperimen cenderung meningkat. Kata kunci: Keterampilan Funsional Matematis; Pemecahan Masalah; Quasi Eksperimen [English]: This study aims to examine whether there are differences in improvement of problem-solving ability between students who received learning with the approach of functional skills mathematics and conventional learning. Quantitative research with quasi experiment is used to achieve that goal. The second semester student who enrolled on Calculus II in the Mathematics Education Department, Universitas Serang Raya were the population of research. Two classes were determined by purposive random sampling for the sample of research, called experimental class and control class. The experimental class was taught using functional skills mathematics while the control class was taught by the conventional learning. The results of the statistical tests show that there is no difference in average performance but there is difference in N-Gain problem solving skills in both classes. This research concludes that problem-solving ability of students in the experimental class tends to increase. Keywords: Functional Skills Mathematics; Problem Solving; Quasi Experiment

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Sources of Difficulty in Comprehending and Solving Mathematical Word Problems

Cited by 28 publications

References 4 publications

Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions

Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions

The Role of Expository Writing in Mathematical Problem Solving

Peningkatan kemampuan pemecahan masalah mahasiswa calon guru melalui keterampilan fungsional matematis

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