Math Problem Solving Research Articles

Analisis Kesalahan Siswa dalam Menyelesaikan Soal Cerita Kelas X SMA 1 Wiradesa Menurut Teori Kastolan


 One of the obstacles in learning mathematics is that students have difficulty solving math problems, especially word problems. This is one of the reasons why students make mistakes when solving math problems. The purpose of this article is to analyze the mistakes made by students when solving quadratic function word problems according to Kastolan's theory and find out the causative factors. Qualitative is this type of research. Class X MIPA 5 SMA N 1 Wiradesa as research subjects. Tests and interviews as data collection techniques. According to Kastolan's theory, three types of student errors are conceptual, procedural, and technical errors. Conceptual errors had the highest error of 26.26%, followed by procedural errors at 11.11 and technical errors at 2.02%. This error was caused by students not understanding the purpose of the questions so they used the wrong formula, students did not understand the concept of exponential functions so only half a step in answering the questions, they were not thorough and in a hurry, and students did not re-check the results of their answers.

Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems

In the current study, we used a multi-method approach to understand the quality of math homework-helping interactions between parents and their children and how parents’ and children’s own math achievement and math anxiety relate to the quality of the interaction. Forty Canadian parents and their children (ages 10–12 years; grades 5 to 7) completed self-report measures of math and general anxiety. Parents and children completed standardized assessments of math achievement and were then recorded as they engaged in a simulated math homework interaction. Coders assessed parent–child interaction quality during the interaction. Parent–child dyads generally performed well on the simulated math homework task. Nevertheless, task performance was correlated with the quality of the interaction, with high-quality interactions associated with high accuracy on the math task. Furthermore, the variability in the quality of the interaction was associated with parents’ and children’s math achievement and with the math anxiety of the children, but not the parents. Identifying the elements that influence parent–child interactions in math-related situations is essential to developing effective interventions to scaffold children’s math learning and attitudes.

UPAYA PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA PESERTA DIDIK MELALUI PENDEKATAN PROBLEM POSING BERBANTUAN QUIZIZ

The purpose of this study was to improve the quality of learning and increase the activity of students and the ability to solve mathematical problems of students through the Quiziz-assisted problem possing approach on Derivatives of Algebraic Functions. This research was carried out during the independent campus learning program in the form of teaching assistance learning in the education unit. Quiziz is used to make it easier for students to create and exchange questions with each other because learning is done online. This research method is classroom action research that follows the Kurt Lewin model. This study includes 3 cycles where each cycle includes 4 stages, namely planning, acting, observing, reflecting. The subjects of this study were 29 students in class XII-A of the DITKESAD Health Analyst Vocational School, while the data was collected through tests, interviews, and observations. The results showed that there was an improvement/increase in the quality of the implementation of learning, namely in cycle I of 79.38%, cycle II of 88.13% and cycle III of 91.88% and improvement/increase of student activity in cycle I of 69% , cycle II by 76%, and cycle III by 91%, and there was a significant increase in students' mathematical problem solving abilities as evidenced by the level of completeness of student learning outcomes in each cycle increased, namely in cycle I by 58.62%, cycle II of 75.86%, cycle III of 93.1%, and the results of interviews conducted concluded that learning mathematics using the problem-possing approach is fun for students. The conclusion that researchers can draw from this classroom action research is that learning mathematics using the problem-possing approach can improve the quality of learning and student activity as well as student learning outcomes.
 Keywords: solving math problems, problem possing, quiziz

Arithmetic Word Problem-Solving and Math Anxiety: The Role of Perceived Difficulty and Gender

ABSTRACT A crucial component of mathematics curriculum in primary education is represented by the ability to solve arithmetic word problems. Previous studies investigated predominantly the cognitive factors underlying this skill, neglecting the role of emotional (e.g. math anxiety – MA) and metacognitive aspects (e.g. perceived difficulty). Some findings suggested that emotional factors could influence perceived task difficulty which would, in turn, impair students’ performance. However, the relation between MA, perceived difficulty, and math problem-solving has not been explored yet. Moreover, although many studies reported gender differences in MA levels, findings involving primary school children are contrasting. Thus, this study aimed to evaluate the role of MA and perceived task difficulty on arithmetic word problem-solving proficiency in a sample of Italian primary school students, and to investigate gender differences in those variables. Results showed that MA had a direct and indirect effect through perceived difficulty on problem-solving performance. Furthermore, findings confirmed that girls exhibited higher MA levels, however no gender difference was observed in problem-solving accuracy nor in perceived difficulty. The study underlines the need to consider emotional factors when investigating children’s difficulties in math problem-solving and highlight the importance of MA interventions, especially for girls, already in primary education.

ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA BERDASARKAN SELF EFFICACY

This study aims to determine the type of self-efficacy is the most at the level of low, medium and high ability to solve math problems and to describe the problem-solving ability of students in solving math problems in the material PLSV and PTLSV based on three dimensions of self-efficacy. This type of research is descriptive research using a qualitative approach. The subjects of this study were 9 students from grade VIIC Junior High School in Parongpong. Data collection in the form of written tests and interviews. The results showed that the most self-efficacy dimension for each mathematical ability is magnitude. At a high level of mathematical ability, most of the dimensions of self-efficacy students are able to perform each step of solving the Polya problem well. At the level of moderate mathematical ability, each dimension of self-efficacy students can partially understand the problem well and completely. At the stage of designing solutions some students have not been able to make a complete problem-solving plan and some do not make plans. At the stage of implementing the plan on each dimension of self-efficacy some students can work according to plan but not yet complete and visible from the results obtained less thorough. At the last stage of the Polya step, some students did not recheck and some did recheck. At the level of low mathematical ability, students from each dimension of self efficacy have not been able to desig n solutions and implement problem solving properly and completely according to plan, at the stage of re-examining students (dimension of self efficacy generality) re-examining their work and students (dimension of self efficacy magnitude and strength) do not re-examine their work.

Analysis Of Mathematical Problem-Solving Ability In View Of Mathematical Disposition

Problem solving is one-skills most importantly no could separated adri learning math. In the process of solving problems, students will not be separated from their positive attitude towards mathematics (mathematical disposition). On the other hand, the results of tests and observations during the pandemic show that the mathematical problem-solving ability of class X students of Gondang Vocational School is relatively low. Moment solve-problem math, students not enough motivated for solve it. Besides that, students feel less confident and unable to solve math problems. Goal writing article is to describe the mathematical problem-solving abilities of class X students of SMK Gondang in terms of mathematical dispositions. The research method used in article this is qualitative method. Class X TKR 4 has 26 students. Subjects are selected using purposive sample technique based on the results questionnaire categorization, taking into account learning activities students in learning mathematics. Data collection techniques include questionnaires, tests, and interviews. The data analysis techniques include data reduction, data presentation, and withdrawal conclusions referring to data processing Milles and Huberman. The research results show that position students dominant have a moderate level of disposition, and students who have the same level of disposition have different problem-solving abilities. This is because students have their own difficulties and mistakes in solving mathematics. Skills problem solving is based on the level of deep mathematical disposition post-pandemic learning, namely: students with a high disposition can fulfill four indicators of Polya problem solving, students with a moderate disposition are able to fulfill three indicators without re-examining the results and students with a low disposition can only fulfill one indicator that is understanding the problem

Creative Thinking Dispositions of Truth-Seeking Students in Solving Higher-Order Thinking Skills Questions

This study intended to investigate the creative thinking dispositions of students who can perform truth-seeking in solving mathematical problems. Truth-seeking behavior tends to show students' thinking disposition when they need to solve math problems. This behavior is very much needed by students in solving math problems, especially HOTS-type questions. This study is qualitative and employs a phenomenological approach. Three students from the Integrated Islamic Junior High School in Manokwari who sought the truth served as research subjects. Their answers on the answer sheets encouraged the determination of the subjects’ tendencies in truth-seeking and creative thinking. The results of thought-based and task-based interviews were then incorporated into the analysis to determine the creative thinking dispositions of truth-seeking students and the relationship between truth-seeking and creative thinking dispositions. The findings of this study indicate that all research subjects have diverse creative thinking dispositions; the more truth-seeker indicators that are met, the more creative thinking dispositions they possess. When solving mathematical problems, students tend to show how they think by how hard they try to find the truth. This result implies that it needs more research on the level of creative thinking disposition and how to increase students' true search.

The influence of home environmental factors on kindergarten children's addition strategy use.

Young children vary widely in their levels of math knowledge, their abilities to solve math problems, and the strategies they use to solve math problems. As much of later math builds on children's early understanding of basic math facts and problem-solving strategies, understanding influences on children's early problem solving is important. Few studies, however, have examined the home environment in relation to children's strategy use during arithmetic problems. We examined how both structural characteristics of children's home environments, such as socioeconomic status (SES), as well as the learning environment, such as engagement in math and literacy activities at home, related to their use of problem-solving strategies for numerical addition problems. Kindergarten children from diverse backgrounds completed a measure of addition problem solving and strategy use, including simple and complex numerical problems. Strategies were coded based on a combination of accuracy and strategy sophistication, with higher scores indicating problems solved correctly with more sophisticated strategies. Parents completed a home activities questionnaire, reporting the frequency with which they and their child had engaged in math and literacy activities at home over the past month. An exploratory factor analysis identified three components of the home activities - a basic activities factor, an advanced math activities factor, and a literacy activities factor. Findings indicated that SES related to children's strategy sophistication, and frequency of engaging in advanced math and literacy activities at home predicted strategy sophistication, however, engaging in activities at home did not moderate the relations between SES and strategy sophistication. This suggests that family engagement in activities at home may promote early arithmetic skills, and that the role of home environmental characteristics should be considered in children's arithmetic strategy use and performance over development.

Identifikasi Penalaran Kreatif-Imitatif Siswa dengan Gaya Kognitif Reflektif

This research is aimed to describe the creative and imitative reasoning of students with reflective cognitive styles on math problem solving. The study uses a qualitative approach with a data collection instrument used of Matching Familiar Figure Tests, math ability test, mathematical problem-solving tasks, and interview guidelines. The research result studies indicate that a student with reflective cognitive style that have imitative reasoning in problem solving is less able to provide comprehensive information, still using a problem-solving strategy previously known, nor does he make a return check on the results received. It is different with reflective subjects that have proven creative reasoning capable of delivering well-known information, that can provide novel and thought-provoking solutions. Moreover, he also looking back the resulting solutions to the problem.

Efficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms

This paper reports results of an experimental study that assessed the efficacy and teachers’ perception of feasibility of a set of structured games for promoting curriculum learning goals in 12 prekindergarten and kindergarten classrooms in Chile. We developed four structured games aligned with the Chilean curriculum learning goals, and that were adequate to the material and human conditions of low-income classrooms in Chile. Six classrooms implemented the games in the course of 6 months, and the other six received them at the end of the intervention. One-hundred-and-twenty-one children were evaluated in letter-word identification, math problem solving, phonological awareness, and science word knowledge at the beginning and end of the school year. Head teachers were interviewed about the games’ feasibility in their classrooms and their ability to engage the children. Multilevel regression results show that children in classrooms that implemented the games increased more than children in no-game classrooms in their letter-word identification, math problem-solving, and phonological awareness scores, controlling for grade level, entry receptive vocabulary, and entry executive function. Head teachers found the games engaging and fun for the children. They reported few difficulties in implementing the games in authentic classroom conditions. Results are analyzed regarding contributions to extant literature on playful learning and games, as well as implications for the successful use of playful methodologies for the promotion of academic learning goals in preschool classrooms in low- and middle-income countries.

Proposal for Investigating Self-Efficacy in Mathematics Using a Portable EEG System.

The present research proposal focuses on the search for the relation-ship between self-efficacy in mathematics, performance in mathematical tests, cognitive function during solving mathematical problems, and characteristics of the participants. The purpose of this study is to clarify the role of neurocognitive findings in the interpretation of perceived mathematical self-efficacy and, in addition, to investigate to what extent can neurophysiological data complement findings from socio-cognitive research and thus enrich general cognitive theories for mathematics education. The proposed research will use data from different datasets (questionnaire, neurophysiological, and biometric measurements). For the EEG measures the MUSE 2 portable EEG system will be used. The proposed study attempts to investigate (a) if there is a correlation between overall math self-efficacy scores and brain function during math problem-solving, (b) if there is a correlation between high self-efficacy and high math test performance, and (c) how math self-efficacy relates to participants' demographic characteristics and perceived math self-efficacy before and after the experiment.

THE EFFECT OF JIGSAW IN THE COOPERATIVE LEARNING MODEL ON THE STUDENTS’ ABILITY TO SOLVE MATHEMATICAL PROBLEMS OF STATISTICS MATERIALS AT GRADE IV OF ELEMENTARY PUBLIC SCHOOL MOJOSARI 01 IN JEMBER-INDONESIA

The purpose of this research was to find out whether there was an effect of applying the Jigsaw cooperative learning model to the ability to solve math problems on the subject of Statistics for fourth-grade students at Elementary Public School Mojosari 01 Jember? To achieve this research purpose, a quasi-experimental study was carried out using the non-equivalent control group design pattern. The research subjects were taken from 40 students of class Iva and IVb at Grade IV of Elementary Public School Mojosari 01 Jember Regency using a purposive sampling technique. Test data collection techniques are used to collect the required data. After the data is collected completely, then the data is analyzed using t-test techniques and relative effectiveness tests. The results of data analysis can be concluded that there is an effect of applying the Jigsaw cooperative learning model to the ability to solve mathematical problems on the subject of Statistics in class IV students at Grade IV of Elementary Public School Mojosari 01 Jember. Furthermore, based on the results of the relative effectiveness test, the relative effectiveness level of the Jigsaw learning model is 33.3% for the ability to solve mathematical problems on the subject of statistics in fourth-grade students at Grade IV of Elementary Public School Mojosari 01 Jember.

The Influence of Contextual Teaching and Learning (Ctl) Model on Math Problem Solving Skills in Fractional Material Stories in Elementary School Students: Literature Study

The ability to solve mathematical problems in fraction material in the form of story problems is an issue faced by elementary school students, especially in the fourth-grade students. Analysis, reasoning, and understanding in solving students' story problems are still weak, besides that students assume that learning mathematics is difficult and unpleasant before trying it. This is the research’s background with the aim of knowing the effect of the Contextual Teaching and Learning (CTL) model on the ability to solve mathematical problems in telling fraction material. This research used the Literature Study. Data collection techniques obtained from the study of literature by collecting data and references from a number of books, journals and theses that fit the purpose of the study. The research results obtained in this study by using literature studies are 1) Student learning is more meaningful by linking the material to the real world, 2) Pressing students to be able to exchange knowledge and learn to work together, 3) Give students the ability to solve mathematical problems in the matter of fraction material stories. This research was conducted by comparing arguments, ideas, opinions and research results from 54 references taken by researchers in this study. This shows that there is The Effect of Contextual Teaching and Learning (CTL) Model in Math Problem Solving Ability in Story Fractional Material Story in Grade IV Elementary Students.

Use Two Kind Hybridization of the Chaotic Peafowl Algorithm with the Hummingbird Algorithm

The wide spread of living organisms in nature and how they obtain food has prompted many scientists to form mathematical models that simulate these organisms. These models were used to solve math problems that take a long time and effort to solve, but these models were sometimes weak and required modification. In this research we used two methods to reach the optimal solution, the first method we used the Peafowl optimization algorithm (POA) with the chaos function and the chaotic tent function to reach the optimal solution and this was the first step in the work, the second method we hybridized the first step by adding the artificial hummingbird algorithm (AHA) The hybridization was of two types, the first by linking communities and the second by linking equations, and we got the optimal solution using 1000 iterations in the two steps, which resulted in producing the optimal solution.

Senior High School Students’ Order Thinking and Confidence in Solving Math Problems

This study aims to elucidate the correlation between enhancing high-level cognitive thinking skills among school students and their self-assurance when tackling mathematical challenges. Employing a qualitative research approach, specifically the library research method, this investigation entails an in-depth exploration of various scholarly sources, encompassing articles and books, to serve as research data. These sources are directly pertinent to students' sequential thinking proficiency and self-belief in addressing mathematical problems. The outcomes derived from this research substantiate the existence of a discernible association between students and their instructors within the classroom setting. This interplay possesses the potential to exert an influential impact on the students' overall condition and academic achievements. Furthermore, a compelling correlation emerges between these two pivotal factors. Consequently, students with elevated high-level cognitive thinking skills and a corresponding self-assured disposition are inherently predisposed to demonstrating a greater propensity for successfully resolving mathematical challenges. This study highlights the intrinsic connection between students' cognitive capacities and self-confidence levels, underscoring the pivotal role these factors play in their ability to address mathematical problems effectively.

Students' Meta-cognition Skills and Problem-solving Strategies in Math: A Preliminary Literature Review

Math problem-solving is difficult for students and instructors. Metacognition abilities may help tackle these problems. Math problem-solving success depends on metacognitive abilities and methods. These abilities and tactics benefit students and instructors. Metacognitive abilities and methods are examined in mathematics problem-solving for instructors and students. A qualitative case-study design was utilised. to describe things deeply and broadly. Metacognitive abilities and methods such as task analysis, planning, monitoring, checking, and reflection, as well as self- and group-monitoring, reading and writing, self-regulation (SR), and self-assessment (SA), helped students solve arithmetic problems. Group talks and self-reflection help pupils tackle challenges, too. Meta-cognition for problem-solving is recommended for students and instructors.

Metacognitive Analysis of Students in Solving Mathematics Problem

This research is motivated by the lack of students' understanding of their thinking skills and students cannot determine the right strategy to overcome the problems encountered in solving mathematical problems. The purpose of this study was to find out how the metacognitive level of students in solving math problem solving problems in class IX.1 students of SMPN 26 Padang. This type of research is descriptive quantitative. The subject of this research is class IX.1 SMP Negeri 26 Padang. The instruments used are tests and interviews. The test is used to determine the metacognitive level of students in solving problem solving problems. Interviews were used to find out more about the metacognitive level in terms of students' understanding. The results showed that as many as 35.71% of students were at the metacognitive level of Tacit Use, as many as 35.71% of students had the metacognitive level of Aware Use, and as many as 28.58% of students had the metacognitive level of Strategic use. Students who have a high group metacognitive ability score in the classroom are at the Strategic Use metacognitive level. Students who have a moderate group metacognitive ability score in the class are at the Aware Use metacognitive level. and students who have a low group metacognitive ability score in the class are at the metacognitive level of Tacit Use.

Pengaruh Kemandirian Belajar terhadap Pemecahan Masalah Matematis Siswa Kelas X SMK Dewantara Cibinong

There are several factors that contribute to low independence in learning, one of which is the ability of the students themselves. This study aimed to find out how independent learning affects students' ability to solve mathematical problems. The study's population was made up of 36 class X students at SMK Dewantara Cibinong. The students were observed in order to gather data for the study. This study uses a qualitative descriptive approach to examine the correlation between two variables. The study aimed to find out whether there is a link between being able to learn independently and being good at solving mathematical problems relating to two-variable linear programming. The study used a self-learning questionnaire and a test of mathematical problem-solving abilities to collect data. The data analysis used in this study included a product moment correlation analysis to measure the relationship between independent learning and mathematical problem solving abilities. The results of this study suggest that independent learning does not have a significant impact on solving math problems for class X students of SMK Dewantara Cibinong. However, it is possible that the data collected was not sufficient to prove a relationship between independent learning and math problem solving.

The Relation between Self-Regulated Learning and Mathematical Problem-Solving During Covid-19

Changes in the learning process that often occur during the Covid-19 period indicate that students need to develop the ability to organize, direct, adjust and control themselves. Self-regulated learning is one of the aspects required in learning during the Covid-19 because Self-Regulated Learning influences mathematical problem-solving abilities. This study is a correlation study which aims to analyze the relation between Self-Regulated Learning and math problem-solving during Covid-19. The sample for this study was drawn from 350 students in grade XI from four public high schools, who were obtained by simple random sampling. Data were collected through Self-Regulated Learning questionnaires and problem-solving ability tests. The data were analyzed using Winsteps and SPSS. Pearson correlation and coefficient of determination tests were conducted to see the relation between the two variables. According to the research conducted, the Pearson correlation coefficient was 0.634, indicating a relation between Self-Regulated Learning and students' math problem-solving during Covid-19. Through the results, it can be seen that the level of students' mathematical problem-solving increases along with the increase in their Self-Regulated Learning. So, this research can encourage students to improve SRL to help them in solving math problems.

KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SD MELALUI MODEL PROBLEM BASED LEARNING BERBANTU QUIZIZZ

Problem solving skills are important for students and must receive special attention so that all students can understand and master the ability to solve a problem in the teaching and learning process of mathematics. The importance of this makes learning mathematics require a model that is able to hone students' abilities in solving mathematical problems. This study aims to describe the mathematical problem solving ability of sixth graders through the application of the Quizizz-assisted Problem Based Learning model. This type of research uses descriptive qualitative research with a phenomenological research design. Data collection techniques used observation, interviews and documentation. The data analysis technique used qualitative data analysis with three steps, namely data reduction, data presentation, and data verification. The result of this research is that by learning through the Problem Based Learning model assisted by Quizizz students are able to solve mathematical problems better. The conclusion of this study is that the application of the Problem Based Learning Quizizz model is effective in students' mathematical problem solving abilities. Students feel that learning the Problem Based Learning model is easier, plus the use of Quizizz makes students feel happy and challenged to solve math problems.