Using tasks to bring challenge in mathematics classroom

Papadopoulos, Ioannis

doi:10.33902/jpr.2020063021

Cited by 4 publications

(5 citation statements)

References 15 publications

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“…What we mainly wanted to investigate with our teaching intervention was: Our research has shared similar philosophy as other researchers in open-ended problems, and history of mathematics, focused tasks and riddles (Papadopoulos, 2020;Yazgan-Sag & Emre-Akdogan, 2016). That way we can compare some of our participants' reactions to the reactions of other participants in other projects and experiments.…”

Section: In One Paragraph (Approximately 100 Words)mentioning

confidence: 99%

Incorporating history of mathematics in open-ended problem solving: An empirical study

Rizos

Gkrekas

2023

EURASIA J Math Sci Tech Ed

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In this paper, we present a research project we conducted with 27 undergraduate students in a history of mathematics course in Greece during the academic year 2022-2023. In our study, we presented participants with an open-ended problem with historical background and evaluated their reactions and solving strategies. To reach findings we collected data via worksheets, questionnaires and interviews. We intended to focus on students’ techniques for open-ended issues while also investigating whether and how History of Mathematics may be included into its instruction. The results showed that such type of problems is able to catch the participants’ attention and support them in experimentation and development of multiple problem solving strategies. The students acquired a positive attitude towards the entire process, and they would like to repeat it in other university courses, too. This study might pave the way for a new curriculum that includes historically inspired open-ended assignments in school and university practice.

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Section: In One Paragraph (Approximately 100 Words)mentioning

confidence: 99%

Incorporating history of mathematics in open-ended problem solving: An empirical study

Rizos

Gkrekas

2023

EURASIA J Math Sci Tech Ed

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“…Tasks are essential in mathematics class (Berisha & Bytyqi, 2020;Demosthenous et al, 2021;Henningsen & Stein, 1997;Mastuti & Prayitno, 2023). Tasks are central to teaching (Chapman, 2013;Papadopoulos, 2020). Mathematics tasks affect student learning in mathematics classes, so teachers must choose meaningful mathematics tasks (Henningsen & Stein, 1997;Johnson et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Investigating Pedagogical Content Knowledge and Decision-Making on Algebraic Tasks

Mastuti

2023

J. Rev. Pemb. Mat.

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Pedagogical Content Knowledge (PCK) tasks and decision-making are closely related to teaching and learning mathematics. This study aims to investigate teacher PCK in decision-making on different algebra tasks and to see activity in teacher-student interactions. This research is qualitative, with a research approach used as a case study. The participants in this study were only one teacher with different characteristics in mathematics tasks. Data collection consisted of primary research data from class observations, teacher interview transcripts, and researcher notes, while documents such as teacher notes were secondary data. Data analysis was carried out directly based on class observations and interviews. The findings in this study reveal teacher PCK through teacher decision-making regarding algebraic tasks in Swartz & Perkins (2016) three theories of thinking: generating ideas, clarifying ideas, and assessing the reasonableness of ideas.

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“…They tend to have broad cultural interests, are interested in people, and are feeling oriented. Accommodators also prefer to take in knowledge through concrete experience, however they favor processing it through active experimentation ideas (Geiger, 1992;Kolb, 1984, Kolb, Boyatzis & Mainemelis, 2001Papadopoulos, 2020).…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Students’ Error in Learning Mathematical Problem Solving; the Perspective of David Kolb’s Theory

Winarso¹,

Toheri²

2021

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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Schoenfeld and Sloane argued that the main task of mathematics education is to explain students' thought processes in order to improve the quality of mathematics learning. Many students make errors in answering maths tests. It turns out that various types of errors depend on students' learning styles. The focus of this research was to analyze students' errors in solving mathematics problems based on differences in students' learning styles according to David Kolb's theory of experiential learning. The study was conducted at Vocational Middle School in Cirebon-Indonesia. The research used a qualitative research case study approach. The instrument used in this study was the Kolb Learning Style Inventory (KLSI version 3.1), and math tests. For data analysis, this study used triangulation techniques. The four categories of learning orientations were found among 24 students who participated in this study, namely converging, accommodating, assimilating, and diverging. The difference with other studies is that this study focuses on discussing student errors based on learning styles. Each type of learning style was associated with its unique errors. Errors made by divergers were procedural errors and misunderstandings; the assimilators' types of error were procedural and conceptual errors; the convergers' error type was a procedural error; the type of error made by accommodators was a theoretical error. Conceptual errors were caused by a misunderstanding of existing concepts, leading the students to make errors in the answer to math tests. Strategy errors can be encountered by students when they were stuck in the answer to a math test. A procedural error occurred when students used a non-systematic method in completing the test.

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Using tasks to bring challenge in mathematics classroom

Cited by 4 publications

References 15 publications

Incorporating history of mathematics in open-ended problem solving: An empirical study

Incorporating history of mathematics in open-ended problem solving: An empirical study

Investigating Pedagogical Content Knowledge and Decision-Making on Algebraic Tasks

An Analysis of Students’ Error in Learning Mathematical Problem Solving; the Perspective of David Kolb’s Theory

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