Students’ Problem Solving Ability in Non-routine Geometry Problem

Maulana, Fajri; Yuniawati, Novia Tri

doi:10.18178/ijiet.2018.8.9.1118

Cited by 10 publications

(10 citation statements)

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“…Apparently, the three proficient problem solvers are successful in all three components since they were focused on developing their own method for themselves based from the qualities of the problem. According to Maulana and Yuniawati [32], student with high -ability was able to do well in solving non-routine problems by understanding the task and looking back the results. The over-all mean of the ten above average students on the three components; conceptual understanding, procedural knowledge, and problem-solving skills/strategies is 3.70 which is proficient in general.…”

Section: On Apprentice Problem Solversmentioning

confidence: 99%

Problem Solving Heuristics and Mathematical Abilities of Heterogeneous Learners

Andrade¹,

Fortes²,

Mabilangan³

2020

ujer

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Section: On Apprentice Problem Solversmentioning

confidence: 99%

Problem Solving Heuristics and Mathematical Abilities of Heterogeneous Learners

Andrade¹,

Fortes²,

Mabilangan³

2020

ujer

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“…In fact, problem-solving is one of the 21st-century skills that are being given significant weight in Mathematics education [2]. It is viewed as an individual's cognitive task of combining previous knowledge and skill to look for an unfamiliar solution to an unpredictable problem [3]. With the dynamic nature of today's technological world, the cultivation and development of problem-solving skills among students have grown relative importance.…”

Section: Introductionmentioning

confidence: 99%

Mathematical Creativity of Pre-service Teachers in Solving Non-routine Problems in State University in Laguna

Andrade¹,

Pasia²

2020

ujer

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Developing a creative individual is one of the goals of the mathematical education system. Mathematical creativity is viewed as a product and a process. Likewise, this varies among individuals. The current study focuses on creativity in mathematics, particularly in problem-solving of the pre-service mathematics teachers in a state university in Laguna. The researchers attempted to describe the level of mathematical creativity of these pre-service teachers based on its different domains: fluency, flexibility, and originality. To measure the level of mathematical creativity of the pre-service teachers, they solved a set of non-routine problem-solving tasks presented to them. It revealed that this group of pre-service mathematics teachers have a moderate level of fluency and flexibility but a low level of originality. This finding means that they followed step-by-step solutions to derive the correct answer to the problem. However, they tend to stick to the same and usual strategies to solve the problems. This further showed that the overall level of mathematical creativity of the respondents is moderate. Findings reveal that age has no significant relationship with the level of mathematical creativity. At the same time, academic achievement significantly relates to fluency and originality as mathematical creativity measures. It is found that males and females do not significantly differ in their level of mathematical creativity. Thus, it is firmly believed that mastery of various mathematical concepts and applications of different problem-solving strategies has yet to be developed among pre-service teachers in order to attain higher levels of mathematical creativity.

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“…Problem-solving skill is one reason why these two competencies become the focus of mathematics curriculum in Indonesia. The focus of mathematics class in Indonesia is to develop competencies based on non-routine, open, and real-world problems (Cai & Ding, 2015;Maulana & Yuniawati, 2018;Chong, Shahrill, Putri, & Zulkardi, 2018;Minarni, Napitupulu, & Husein, 2016).…”

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confidence: 99%

On Creativity Through Mathematization in Solving Non-Routine Problems

et al. 2021

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This study aimed to describe and compare the students’ fluency, flexibility, and originality in solving non-routine problems in the Palembang context. They were depicted from the student’s fluency, flexibility, and originality of solving the horizontal and vertical mathematization forms. This qualitative study employed. The subjects of this study were 30 students of grade nine of junior high schools in Palembang. The instruments used were tests and interviews. The tests were employed to investigate the written horizontal and vertical mathematizations forms. Meanwhile, the interviews were to explore the students’ ideas with inadequately detailed answers. Then, the test and interview data were reduced and grouped based on the indicators of creativity. The reduced data were presented in a descriptive form for conclusions. The results of the data analysis showed that the high-ability students were the most fluent and flexible in solving the problems. Still, the provided solutions were less original and tended to use formal mathematics in the forms of formulas, symbols, and operations. Meanwhile, the moderate-ability students tended to start to solve problems by simplifying them, then presenting them in visual images. The answer sheets of the moderate-ability students revealed their fluency in understanding the problems and solutions, flexibility, and originality of thinking. This study obtained different results from the low-ability students who tended to have difficulties understanding the problems and made many errors in solving them. Such a condition showed their inability to write the known data and relate the data to other facts they had already learned. As a result, their answers did not represent fluency, flexibility, and originality.

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Students’ Problem Solving Ability in Non-routine Geometry Problem

Cited by 10 publications

References 1 publication

Problem Solving Heuristics and Mathematical Abilities of Heterogeneous Learners

Problem Solving Heuristics and Mathematical Abilities of Heterogeneous Learners

Mathematical Creativity of Pre-service Teachers in Solving Non-routine Problems in State University in Laguna

On Creativity Through Mathematization in Solving Non-Routine Problems

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