Math Problem Solving Research Articles

ANALYSIS OF STUDENTS' CREATIVE THINKING ABILITY AND LEARNING INDEPENDENCE IN SOLVING STORY PROBLEMS ON THE SUBJECT OF LINEAR EQUATIONS WITH TWO VARIABLES (SPLDV)

The research was motivated by the lack of students' creative thinking abilities and independent learning in solving story problems on SPLDV material. The aim of this research is to describe: (1) Students' thinking abilities in solving story problems in class VIII SPLDV material at SMP Negeri 4 Maniamolo, (2) Students' learning independence in solving story problems in class VIII SPLDV material at SMP Negeri 4 Maniamolo. This type of research is qualitative research with a descriptive approach. The subjects in this research were 25 class VIII students of SMP Negeri 4 Maniamolo. Data collection was carried out using tests, questionnaires and interviews. The data was analyzed in stages, namely data reduction, data presentation and drawing conclusions. The research results show that the ability to think creatively in solving story problems on SPLDV material is classified as poor, namely the very good category at 8%, the good category at 16%, the fair category at 28%, the poor category at 36% and the poor category at 12%. The research results show that learning independence in solving story problems on SPLDV material is classified as moderate, namely the high category at 8%, the medium category at 56% and the low category at 36%. So it can be concluded that students' creative thinking abilities are more dominant in the sufficient category and students' learning independence is also still dominant in the moderate category. The suggestions put forward in this research are that it is hoped that students will be able to develop their level of thinking to be more active and have more practice solving math problems related to SPLDV material, and teachers should be able to develop students' creative thinking abilities and increase students' learning independence in solving story problems on SPLDV material.

Improvement in Math Ability and Cognitive Processing in Children with Low Attention: An Intervention Based on PASS Theory.

This study investigates the effects of math training on math and cognitive performance among 8-9 year-old students with low attention. Fifty-six students with low attention were randomly assigned to a training group (n = 24) and a passive control group (n = 32). They completed math problem-solving, calculation fluency and PASS cognitive processing tests both before and after training. The children in the training group received 3 days of training per week for a total of 21 days using the math modules of The Children's Mathematics and Cognition Training Manual in Chinese. The results showed that the training group's math problem-solving performance improved significantly. Moreover, the cognitive performance on the CAS-2 in the planning and simultaneous processing tests for the training group was enhanced. The implications of these findings are discussed with consideration of the interpretability being constrained by the fact that no active control condition was applied.

Permainan Ular Tangga Sebagai Media Meningkatkan Kemampuan Berhitung Anak Sekolah Dasar

The ability to count is part of mathematics which can develop children's cognitive abilities. It is very important to develop the ability to count in children, because counting can be used in children's daily lives. The problem faced by children in their ability to count is that children lack skills in doing calculations. Lack of numeracy skills can cause low mathematics learning achievement. This research aims to examine the snakes and ladders game as a medium to help elementary school children improve their numeracy skills to solve math problems. The method used in this research is descriptive qualitative with data collection through observation, interviews and documentation. It was tested in three stages and involved nine children who had different numeracy abilities. The results of this research are that children become more skilled at doing calculations, learning becomes fun, learning activities become interactive, and motivation to learn to count increases. The snakes and ladders learning media can increase motivation to learn to count and solve math problems. Keywords: Snakes and Ladders Game, Numeracy Skills, Media

Towards robust automated math problem solving: a survey of statistical and deep learning approaches

Towards robust automated math problem solving: a survey of statistical and deep learning approaches

Students' Thinking Process in Solving Math Problems in Terms of Learning Style

Students' Thinking Process in Solving Math Problems in Terms of Learning Style

Pengaruh model pembelajaran situation-based learning terhadap kemandirian belajar dan kemampuan pemecahan masalah matematika di SMP

The purpose of this study was to see whether the situation-based learning model can increase students' learning independence and ability to solve mathematical problems in class VIIA SMP Negeri 8 Pontianak. This study used an experimental method with a sample of 31 students. The instruments used in this study were questionnaires and tests. The data analysis technique used was hypothetical statistical test, t test, and product moment test. Based on the analysis, it is concluded that: 1) students' learning independence is in the high category (94%), 2) in the t-test the results obtained t_hitung ≥ t_tabel or 1.871 ≥ 1.697 in accordance with the testing criteria, the situation-based learning model affects the ability to solve math problems, 3) there is no significant relationship between learning independence and the ability to solve math problems. Therefore, the application of the situation-based learning model has a positive influence on learning independence and the ability to solve math problems of students in class VII SMP Negeri 8 Pontianak.

ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL FUNGSI KOMPOSISI DITINJAU DARI PERBEDAAN GENDER

This study was conducted with the aim of identifying errors that occur when students solve composition function problems by paying attention to gender differences. The research subjects were four students of class XI, two male students and two female students. The research method used was descriptive qualitative. Tests and interviews were conducted to collect data. The data were then analyzed by examining the students' answer sheets and classifying the errors made into four types, namely concept, principle, fact, and operation errors. The findings showed that male students made more errors than female students, especially in the category of fact and operation errors. Fact errors made by male students are errors in writing arithmetic operation signs, this is because male students do not understand the concept of multiplication and addition operation signs. While the error in determining the final answer was caused by an error in the previous process, where male students could not do the calculation correctly so that they got the wrong final result. The conclusion of this study confirms that female students have an advantage in the ability to solve math problems compared to male students.

A Literature Study of Mathematical Anxiety Against Mathematics Learning and Explore the Student Mathematical Anxiety

The purpose of the literature review in this study was to thoroughly evaluate and assess the theories, signs, effects, and initiatives used to help students overcome their math anxieties. The type of research used is a literature study. This study used the systematic literature review (SLR) method. The data collection technique used is the inclusion criterion, and the data analysis technique used is exposition. Based on the findings of several studies, it is clear that mathematical anxiety negatively impacts students' learning outcomes, learning processes, and mathematical abilities, including their ability to solve math problems and other mathematical abilities. Of course, based on these studies, there is a need for efforts to overcome mathematics anxiety, both carried out by teachers and students so that the mathematics learning process can run smoothly. But not all math anxieties produce negativity. Some articles also mention that math anxiety can improve students' mathematical achievement.

The Exploration of Mathematics on Batik Trusmi

The purpose of the literature review in this study was to thoroughly evaluate and assess the theories, signs, effects, and initiatives used to help students overcome their math anxieties. The type of research used is a literature study. This study used the systematic literature review (SLR) method. The data collection technique used is the inclusion criterion, and the data analysis technique used is exposition. Based on the findings of several studies, it is clear that mathematical anxiety negatively impacts students' learning outcomes, learning processes, and mathematical abilities, including their ability to solve math problems and other mathematical abilities. Of course, based on these studies, there is a need for efforts to overcome mathematics anxiety, both carried out by teachers and students so that the mathematics learning process can run smoothly. But not all math anxieties produce negativity. Some articles also mention that math anxiety can improve students' mathematical achievement.

The relationship between numerical magnitude processing and math anxiety, and their joint effect on adult math performance, varied by indicators of numerical tasks

According to the hypothesis of Maloney et al. (Cognition 114(2):293–297, 2010. https://doi.org/10.1016/j.cognition.2009.09.013), math anxiety is related to deficits in numerical magnitude processing, which in turn compromises the development of advanced math skills. Because previous studies on this topic are contradictory, which may be due to methodological differences in the measurement of numerical magnitude processing, we tested Maloney et al.’s hypothesis using different tasks and their indicators: numerical magnitude processing (symbolic and non-symbolic comparison tasks: accuracy, reaction time, numerical ratio, distance and size effects, and Weber fraction; number line estimation task: estimation error), math anxiety (combined scores of learning, testing, math problem solving, and general math anxiety), and math performance. The results of our study conducted on 119 young adults mostly support the hypothesis proposed by Maloney et al. that deficiency in symbolic magnitude processing is related to math anxiety, but the relationship between non-symbolic processes and math anxiety was opposite to the assumptions. Moreover, the results indicate that estimation processes (but not comparison processes) and math anxiety are related to math performance in adults. Finally, high math anxiety moderated the relationship between reaction time in the symbolic comparison task, reaction time in the non-symbolic comparison task, numerical ratio effect in the symbolic comparison task, and math performance. Because the results of the joint effect of numerical magnitude processing and math anxiety on math performance were inconsistent, this part of the hypothesis is called into question.

Integrating Fundamental Movement Skills and Mathematics in Early Childhood: A Pilot Study.

This project involved a co-design process involving researchers and kindergarten teachers to produce learning activities that integrated fundamental movement skills (FMS) and mathematics. We piloted the co-designed activities (i.e., motor-math program) in a local kindergarten and examined the effects on FMS proficiency, mathematics skills, and accrued physical activity (PA). The participants comprised pupils (N = 39) from two matched kindergarten classes, in which we compared the motor-math program with typical mathematics lessons. All participants wore pedometers to measure their number of steps during class, one day per week. FMS proficiency (i.e., locomotor, object control) and mathematics skills (numeracy, geometry, math problem solving) were measured before and after implementation. Significant improvements in locomotor and object control skills were found only in the pilot group (p < 0.001); there were no differences in the changes in mathematics skills between the pilot and comparison groups. During implementation days, the participants in the pilot group accrued significantly greater step counts (p < 0.001) than those in the comparison group. Participating in the motor-math program appears to have benefits associated with improvements in FMS proficiency and accrued PA time, suggesting a promising potential for integrated activities as a means of PA promotion in kindergarten settings. Future work that examines the effects of the integration of movement with mathematics should consider randomization, greater sample size, and a longer intervention period.

Development of The Association Capacity in Mathematical Problem Solving for 3rd Grade Students: Findings from Primary Schools In Vietnam

Purpose: Developing association capacity in math issues solving for 3rd graders plays an important part in the implementation of reforming the general education schedule and most teachers are aware of this. However, the reality of teaching in primary schools shows that there are many limitations in training the factors of association capacity for students. Method: Using observation and experimental methods to find out how association capacity of 34 students of 3rd grade of a primary school in Danang, Vietnam can be to solve math problems and find the concrete evidence to propose pedagogical measures to develop association capacity in solving math issues for students through teaching activities. Results and conclusion: Research results show that students are better at developing association capacity in solving math problems by new pedagogical methods. Research implications: If teachers apply it appropriately in teaching 3rd grade math, they will develop students' ability to think critically when solving mathematical problems.

Mathematics Is Good for the Mind and Body: Children Make Better Food Choices after Solving Math Problems

Mathematics Is Good for the Mind and Body: Children Make Better Food Choices after Solving Math Problems

INTEGRATING COLLABORATIVE MOBILE LEARNING INTO THE MATHEMATICS CLASSROOM: AN EXPLORATION OF STUDENT’ MEANINGFUL LEARNING ACTIVITIES USING TECHNOLOGY

Research on the utilization of mobile technology in schools is increasingly widespread. However, studies on implementing meaningful learning using mobile technology still need to be completed. Meaningful learning activities must still be the primary goal in mathematics, even with technology. Technology-integrated collaborative learning is an appropriate alternative to build students' knowledge of what to know, their attitude of wanting to do something, and their skills in how to do something. This research focuses on how high school students learn mathematics meaningfully by utilizing mobile technology collaboratively. The purpose of this study is to provide an empirical analysis of meaningful learning activities carried out by students through mobile technology in learning mathematics in face-to-face social communication. This study used a qualitative approach to data collection. Data were collected from 42 students and one teacher through observation and interview. This study found five meaningful activities conducted by students with collaborative mathematics learning integrated with mobile technology. The key finding that stands out is that the cooperative environment with group work causes students to learn more during group work, but they enjoy working with their friends to solve math problems

Vivencialidad y Formación Virtual para mejorar la Competencia Matemática

This study proposes, develops and applies the didactic model based on experience and virtual training to improve mathematical competence: solves problems of regularity, equivalence and change in the virtual modality, in the San Juan Alternative Basic Education Center of the city of Trujillo in the year 2020. The study has a mixed approach which type of research was quasi experimental, we chose a sample of 28 second grade students whose average age was 16 years, in the experimental group the proposal of the didactic model was applied, for which a test, a rubric, a research field notebook and evidence registration form were used as measurement instruments, getting as a result a significant improvement in the indicated competence, with respect to the dimensions of data translation and algebraic conditions, mathematical communication, math application and math problem solving.

Literatur Review: The Effect Of Distance Learning on Students' Mathematical Problem Solving Skill

This study was intended to analyze the impact of distance learning on students' ability to solve math problems. Using the literature search method, this research was carried out by analyzing a range of types of information in qualitative and quantitative data from various texts based on previous studies. The literature exploration system uses a variety of references similar to books, exploration journals, and distance literacy operation modules that analyze students’ mathematical problem-solving skills. The results of this study validate that distance learning can affect students’ mathematical problem-solving skills when teachers use innovative methods and interactive learning media. In fact, students can develop their mathematical problem-solving skills through meaningful learning. This means that students can build their own knowledge with learning that requires independent study on the part of students so that they can construct conceptual discoveries from the material being taught. Students' mathematical problem-solving skills can also be affected by the active role played by students in distance learning. For this purpose, it is necessary for educational institutions to apply appropriate methods of learning and media that allow students to have an active role in the educational process. In addition, educational institutions must strive to provide effective and efficient communication, mentoring, and support services to students and parents.

Text-to-Speech Technology and Math Performance: A Comparative Study of Students With Disabilities, English Language Learners, and Their General Education Peers

This study investigates the relationship between text-to-speech (TTS) usage and item-by-item performance in the 2017 eighth-grade National Assessment of Educational Progress (NAEP) math assessment, focusing on students with disabilities (SWDs), English language learners (ELLs), and their general education (GE) peers. Results indicate that all students use TTS more for longer and more difficult math items as well as for multiple-choice or short-response formats. Among SWDs and GE students, lower math proficiency and higher perceived time pressure are linked to higher TTS usage. Moreover, among GE students, factors such as male gender, minority status, lower math persistence, and higher math interest and effort during testing contribute to higher TTS usage. TTS usage is positively associated with item performance for SWDs and ELLs who received extended time accommodations but not for those who did not receive such accommodations or for general education students. The study suggests that the time constraints of speeded digital assessments may limit the potential benefits of TTS for SWDs and ELLs in math problem-solving.

EEG alpha and theta time-frequency structure during a written mathematical task.

Since the first electroencephalogram (EEG) was obtained, there have been many possibilities to use it as a tool to access brain cognitive dynamics. Mathematical (Math) problem solving is one of the most important cortical processes, but it is still far from being well understood. EEG is an inexpensive and simple indirect measure of brain operation, but only recently has low-cost equipment (mobile EEG) allowed sophisticated analyses in non-clinical settings. The main purpose of this work is to study EEG activation during a Math task in a realistic environment, using mobile EEG. A matching pursuit (MP)-based signal analysis technique was employed, since MP properties render it a priori suitable to study induced EEG activity over long time sequences, when it is not tightly locked to a given stimulus. The study sample comprised sixty healthy volunteers. Unlike the majority of previous studies, subjects were studied in a sitting position with their eyes open. They completed a written Math task outside the EEG lab, wearing a mobile EEG device (EPOC+). Theta [4 Hz-7.5 Hz], alpha (7.5 Hz-13 Hz] and 0.5 Hz micro-bands in the [0.5 Hz-20 Hz] range were studied with a low-density stochastic MP dictionary. Over 1-min windows, ongoing EEG alpha and theta activity was decomposed into numerous MP atoms with median duration around 3s, similar to the duration of induced, time-locked activity obtained with event-related (des)synchronization (ERS/ERD) studies. Relative to Rest, there was lower right-side and posterior MP alpha atom/min during Math, whereas MP theta atom/min was significantly higher on anteriorly located electrodes, especially on the left side. MP alpha findings were particularly significant on a narrow range around 10 Hz-10.5 Hz, consistent with FFT alpha peak findings from ERS/ERD studies. With a streamlined protocol, these results replicate previous findings of EEG alpha and theta activation obtained during Math tasks with different signal analysis techniques and in different time frames. The efficient application to real-world, noisy EEG data with a low-resolution stochastic MP dictionary shows that this technique is very encouraging. These results provide support for studies of mathematical cognition with mobile EEG and matching pursuit.

Kemampuan Pemecahan Masalah pada Materi Pecahan Siswa Kelas IV SD YPK ELIM MALANU Kota Sorong

This research is inspired by the lack of students' ability to solve math problems, especially in fraction material. This can be seen from the results of the daily test of fraction material which is still under the Minimum Completeness Criteria (KKM). The purpose of this study was to determine whether there is an effect of the inquiry learning model on students' mathematical problem solving ability on fraction material in Class IV of YPK Elim Malanu Elementary School in Sorong City. This research is quantitative research using experimental methods. The data collecting techniques that were used were observation, test, and documentation techniques. The instrument used in this research is a test, which is divided into pre-test and post-test. The analysis technique used is descriptive statistical analysis and inferential statistical analysis. The results of descriptive analysis showed that the average learning outcomes of mathematics that were taught using the inquiry learning model from 47.78 became 73.77. Furthermore, the results of inferential analysis using SPSS show that there is a significant difference between the learning outcomes of mathematics that were taught using the inquiry model. The calculation result of sig value = 0.98 is less than a = 0.05 (0.98 &lt; 0.05) which means Ho is rejected and Ha is accepted.

Heuristic Strategies in Mathematical Problem-Solving Skills

Solving math problems is one of the main challenges faced by students at all levels of education, for some, it is an exciting challenge, but for others, it can be a situation of great complexity and emotional stress. In this way, in this work the resolution of mathematical problems using heuristic strategies has been proposed, so that the student can face calculation situations with a general and broad vision, approaching the problem with multiple approaches and without getting stuck in the attempt to find a single solution. We worked with a group of 30 students so that it was possible to validate a contrast between the procedures used before and after the strategies. The main results show that heuristic strategies are a significant contribution to the visualization and resolution of mathematical problems, but they require their implementation and development permanently.