Writing in groups as a tool for non-routine problem solving in first year university mathematics

Taylor, Janet A.; McDonald, Christine

doi:10.1080/00207390701359396

Cited by 24 publications

(23 citation statements)

References 8 publications

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“…Again Altun and others (2007) found out that real life problems are important factor in enlarging of points of views of teacher candidates. Taylor & McDonald (2007) reached a conclusion that undergraduate students develop their high level of thinking with the help of real life problems.…”

Section: Discussion and Resultsmentioning

confidence: 99%

“…(2007) de sınıf öğretmeni adaylarıyla yaptığı araştırmanın sonucunda, gerçek yaşam problemlerinin öğretmen adaylarının görüş açısının genişlemesinde oldukça önemli bir etmen olduğu sonucuna ulaşmışlardır. Taylor & McDonald (2007) da lisans öğrencilerinin gerçek yaşam problemleri yardımıyla birçok üst düzey düşünme becerilerinin geliştiği sonucuna ulamışlardır.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

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Examination of teacher candidates' achievement levels and views towards the routine and real life problems

Bal

2015

Pegegog

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The aim of this study is to examine teacher candidates' success in solving the routine problems and real life problems, and also to state their opinion concerning to this subject. It is a research which is designed in accordance with the mixed research method in which quantitative and qualitative research techniques are used together. The research handles 106 third grade teacher candidates who continue their education at Primary Education Department. While collecting the data, a ten item Problem Test and semi structured interview form were used. Research results reveal that although teacher candidates are quite successful in the stage of solving the routine problems, they are not successful enough to solve real life problems. Moreover, the findings acquired in the second sub-problem put forth clearly that the real life problems develop the interpretation technique of teacher candidates, lead them to think, facilitate their learning and are important elements for the period binding daily life to mathematics. At the third last sub-problem, it was asked the teacher candidates for their opinions concerning to place of real life problems in their occupational life. The teacher candidates stated that they may use such problems in their lessons constantly because most of them are enjoyable, related to daily life, develop high-level thinking skills.

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Section: Discussion and Resultsmentioning

confidence: 99%

Section: Tartışma Sonuç Ve öNerilerunclassified

Examination of teacher candidates' achievement levels and views towards the routine and real life problems

Bal

2015

Pegegog

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“…In light of these observations, it has been suggested that writing activities are important in examining the problem solving processes of the students (Pugalee, 2001). This is because writing activities are among many other methods in examining mathematical problem solving processes (Taylor & McDonald, 2007). It has been observed in the notebooks that unsuccessful students have missing points in their notes during problem solving processes.…”

Section: Discussionmentioning

confidence: 99%

“…As a result, it has become obvious that examining the problem solving process reveals clues about the cognitive process of students' notes, how they learn, and how they understand their thoughts (Pugalee, 2001). Therefore, writing activities are one of the measures that are most commonly referred to in examining the mathematical problem solving processes of students (Taylor & McDonald, 2007;Browne, 1999). Furthermore, writing and note-taking will help students to gain a better understanding of the concepts.…”

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confidence: 99%

Does Writing Have Any Effect on Mathematics Success?

Dündar

2015

Journal of Education and Training Studies

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In this study, the relationship between mathematics success and the formal properties and contents of the notebooks in which students take notes during mathematics classes have been examined. The exploratory model, in which quantitative and qualitative data are used together, has been used in this study. This study consists of 176 students from 3 different state secondary schools and the notebooks they used to take notes in during math classes, as well as their academic success assessments. It has been found that the properties from the contents of the notebooks of successful students are more remarkable than those who are unsuccessful, and the formal properties of the notebooks are not different from each other according to success rates. With this study, it has become obvious that note-taking in math classes is important in terms of the form and the process. Moreover, it has been concluded that there is no meaningful relationship between the contents and the formal properties of the notebooks. Therefore, it is believed that organizing seminars for students on better note-taking methods at the beginning of the semester will increase mathematical success.

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“…Research on this subject now focuses in particular on developing useful tools (e.g. Pantziara, Gagatsis & Elia, 2004;Taylor & McDonald, 2007) and curriculum reform (e.g. Burkhardt & Bell, 2007;Doorman et al, 2007;Schoenfeld, 2013) to support students.…”

Section: Orientation and Organisation Phases In The Problem-solving Pmentioning

confidence: 99%

Evaluating the suitability of mathematical thinking problems for senior high‐school students by including mathematical sense making and global planning

Velzen

2016

The Curriculum Journal

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To cite this article: Joke H. van Velzen (2016) Evaluating the suitability of mathematical thinking problems for senior high-school students by including mathematical sense making and global planning, The Curriculum Journal, 27:3, 313-329, DOI: 10.1080/09585176.2016 ABSTRACTThe mathematics curriculum often provides for relatively few mathematical thinking problems or non-routine problems that focus on a deepening of understanding mathematical concepts and the problem-solving process. To develop such problems, methods are required to evaluate their suitability. The purpose of this preliminary study was to find such an evaluation method by including mathematical sense making and global planning. Eighteen 11th-grade high-school students, divided into three groups of three pairs, solved six mathematical thinking problems that included the finding of a numeric solution and the writing of mathematical texts and arguments. Content analysis of the students' solution procedures provided for three kinds of hierarchically ordered mathematical sense-making categories. The results showed the expected statistically significant difference between the kinds of problems, though only mathematical sense making enabled the exclusion of the routine problem. The implications for practice are discussed.

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Writing in groups as a tool for non-routine problem solving in first year university mathematics

Cited by 24 publications

References 8 publications

Examination of teacher candidates' achievement levels and views towards the routine and real life problems

Examination of teacher candidates' achievement levels and views towards the routine and real life problems

Does Writing Have Any Effect on Mathematics Success?

Evaluating the suitability of mathematical thinking problems for senior high‐school students by including mathematical sense making and global planning

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