The effect of mathematical modeling instruction on pre-service primary school teachers  problem solving skills and attitudes towards mathematics

Koç, Damla; Elçí, Aysun Nüket

doi:10.33902/jpr.202217783

Cited by 6 publications

(4 citation statements)

References 22 publications

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“…Similarly, a variety of previous studies [14,21,[51][52][53][54][55][56] confirmed that the role of intrinsic motivation in stimulating student teachers and motivating them to develop their learning practices and performance through participation in training programs is due to their passion for the teaching profession rather than being influenced by any external incentives. Likewise, student teachers' motivation was not based on tangible foundations but rather was based on a preference to be persistent teachers to develop their instructional performance.…”

Section: -Discussionmentioning

confidence: 63%

Student Teachers’ Motivation toward Participation in the Professional Development Programs

et al. 2023

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The twenty-first century is witnessing an increasing and clear interest in studying the relationship between student teachers’ motivation and their participation in professional development programs. This study was designed to find out the student teachers’ motivation toward participation in professional development programs and to identify the role of motivation in influencing the ambition, perseverance, and desire of student teachers to be effective and active in carrying out activities and tasks. The descriptive survey design was employed, 75 student teachers were chosen to participate, and data were collected using a developed instrument after ensuring its validity and reliability. The results of the study showed that the level of student teachers’ motivation toward participation in professional development programs was very high and that they are aware of the fact that professional development programs are the most effective means for developing their ambition, perseverance, and desire to participate in activities and tasks. Based on these findings, a set of conclusions and recommendations were drawn. Doi: 10.28991/ESJ-2023-SIED2-06 Full Text: PDF

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Section: -Discussionmentioning

confidence: 63%

Student Teachers’ Motivation toward Participation in the Professional Development Programs

et al. 2023

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“…The training programs varied, some of which were based on mathematical modeling and its effect on modeling skills, mathematical thinking, decisionmaking skills and problem solving skills of mathematics teachers (Koc and Elci, 2022), which revealed the effectiveness of the programs in teachers' performance on tests that dealt with the different variables. In the same context of training programs, Kim et al (2018) concluded that there are fundamental effects of a 7 / 19 training program on mathematics knowledge, teaching strategies of mathematics and use of representations.…”

Section: Previous Studiesmentioning

confidence: 99%

The effect of conceptual understanding principles-based training program on enhancement of pedagogical knowledge of mathematics teachers

Irshid

Khasawneh

Al‐Barakat

2023

EURASIA J Math Sci Tech Ed

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The study aimed to investigate the effect of a training program based on the principles of conceptual understanding in enhancing the pedagogical knowledge of mathematics teachers. The study sample consisted of 34 male and female in-service mathematics teachers, who teach the middle grades (5-8). To achieve the objectives of the study, a quasi-experimental approach was used, with a pre-post design for two groups. In order to collect data, a pedagogical knowledge test was used for the content of numbers and algebra contained in the middle grades curriculum. The results showed a significant effect of the training program in enhancing the pedagogical knowledge of mathematics teachers, with two dimensions (knowledge of teaching mathematics: approaches and strategies, knowledge of students’ thinking). The results also showed an improvement in performance levels on the test in general among the teachers of the experimental group, as the percentage of teachers in the level of skilled performance increased from 0% on the pre-test to 53% on the post-test. In light of the results, the study recommended to conduct more research through employing more principles of conceptual understanding to enhance pedagogical knowledge among broader samples of mathematics teachers and different mathematics content.

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“…Padahal, kemampuan memecahkan masalah matematika merupakan salah satu bidang kompetensi yang menunjang proses pembelajaran matematika (Council of the European Union, 2018;De La Cruz, 2022). Dalam penerapannya, siswa akan menggunakan keterampilan pemecahan masalah untuk melanjutkan pembelajaran matematikanya, serta untuk memecahkan masalah dalam kehidupan sehari-hari (Koç & Elçi, 2022). Namun, kondisi di lapangan atau saat belajar di sekolah-sekolah Indonesia saat ini, siswa lebih terbiasa menghafal definisi, rumus, teorema matematika, sehingga menyebabkan rendahnya kemampuan pemecahan masalah siswa (Budinurani & Jusra, 2020).…”

Section: Pendahuluanunclassified

Strategi Scaffolding Dalam Kemampuan Pemecahan Masalah Siswa Smp: A Quasi-Experimental Study

Srimuliati,

Ulya,

Faisal

et al. 2023

Numeracy

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Menjadi problem solver adalah tujuan dari proses pembelajaran. Kemampuan ini dapat tercapai jika dilatihkan secara terus-menerus kepada siswa dengan menjadikan siswa menguasai berbagai kemampuan matematika. Salah satunya menguasai kemampuan pemecahan masalah matematis. Penelitian ini bertujuan untuk mengetahui apakah kemampuan pemecahan masalah matematis siswa yang diajarkan menggunakan strategi scaffolding lebih baik dari kemampuan pemecahan masalah siswa yang diajarkan secara konvensional. Quasi-experimental design digunakan sebagai rancangan dalam penelitian ini. Populasi dalam penelitian ini berjumlah 182 siswa dari SMPN 1 Tamiang Hulu, Aceh, Indonesia. Sedangkan sampel berjumlah 52 orang yang terdiri atas kelas eksperimen yaitu kelas VIII3 dan kelas kontrol, kelas VIII4. Teknik pengumpulan data menggunakan tes. Instumen yang digunakan yaitu soal tes kemampuan pemecahan masalah pada materi sistem persamaan linear dua variable berjumlah 5 soal dan berbentuk uraian. Hasil analisis data menunjukkan bahwa kemampuan pemecahan masalah siswa yang diajarkan dengan menggunakan strategi scaffolding lebih baik dibandingkan dengan kemampuan pemecahan masalah siswa yang diajarkan secara konvensial.AbstractTo be a problem solver is a learning instruction goal. This ability will achieve if students will be trained and learnt continuously to comprehend any mathematical skills. One of them is to have ability in problem solving skills. The aim of this study was to determine whether students’ problem-solving ability learnt by using the scaffolding strategy was better than students’ problem-solving ability learnt by using a conventional model or not. The quasi-experimental design was used as research design in this study. The population was a total 182 students of grade VIII of SMPN 1 Tamiang Hulu, Aceh Tamiang, Aceh, Indonesia. while the sample was 52 students which consist of two groups, namely class VIII3 as an experiment group and class VIII4 as a control group. The data was collected by using technique test. There were 5 questions about system of two linear equation was tested to measure the problem-solving ability of students. The results showed that students’ problem-solving ability learnt by using the scaffolding strategy is better than students’ problem-solving ability learnt by using a conventional model.

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The effect of mathematical modeling instruction on pre-service primary school teachers problem solving skills and attitudes towards mathematics

Cited by 6 publications

References 22 publications

Student Teachers’ Motivation toward Participation in the Professional Development Programs

Student Teachers’ Motivation toward Participation in the Professional Development Programs

The effect of conceptual understanding principles-based training program on enhancement of pedagogical knowledge of mathematics teachers

Strategi Scaffolding Dalam Kemampuan Pemecahan Masalah Siswa Smp: A Quasi-Experimental Study

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