Mathematical Problem-solving Skills Research Articles

Mathematics Vocabulary and Problem-solving Skills of Grade 4 Pupils in Narvacan North District

This study assessed the levels of mathematics vocabulary and problem-solving skills among Grade IV learners in public elementary schools in Narvacan North District. The primary aim is to assess how well students understand and use mathematical terminology and their ability to apply this knowledge to solve mathematical problems. The research involved a sample of 366 Grade IV students, utilizing validated tests and problem-solving assessments to gather the needed data. Results indicate that moderate grasp of mathematical terms, there is notable variability and room for improvement. Furthermore, parents' educational attainment and learners' vocabulary levels are significantly related implying that higher parental education is modestly associated with better vocabulary outcomes. In terms of problem-solving skills, the findings show that learners also demonstrate moderate proficiency. Importantly, the analysis reveals that demographic factors such as age, and gender, and significantly related to problem-solving abilities, indicating that these skills are influenced more by other factors. The study concludes that enhancing instructional strategies and providing targeted support can significantly improve both vocabulary and problem-solving skills. Engaging parents in their children's education and offering additional resources can further bolster these efforts. Future research should explore other influential factors and effective interventions to support the mathematical development of Grade IV learners, thereby laying a stronger foundation for their continued academic success.

Effects of Modified Schema-Based Instruction to Teach Students With Autism to Solve Additive Compare Problems

This study assessed the effectiveness of modified schema-based instruction (MSBI) in teaching students with autism spectrum disorder (ASD) how to solve additive compare word problems. The study was conducted in Spain, and it involved three students with ASD aged 6, 7, and 9. A single-case, multiple-baseline across-students design was followed. Results indicated a functional relation between MSBI and improved performance in solving additive compare problems of type difference amount unknown and compare amount unknown, maintained for 4 to 6 weeks post-intervention. Additionally, two students successfully applied their skills to reference-amount-unknown compare problems, demonstrating successful generalization. However, their generalization to problems involving two operations was somewhat limited by difficulties with one of the operations. Social validity data collected from the students’ families and teachers indicated that both groups had positive views on the use of the MSBI for mathematical word problem-solving skills.

Problem-Based Learning With Tri Kaya Parisudha Model to Improve The Mathematical Problem-Solving Skills and Character of Elementary School Students

Objective: Problem solving skills and character education are two important things that should be promoted in Indonesia education system. To promote those two things, an effective teaching model is needed. Thus, this research attempts to analyze the effectiveness of Problem-Based Learning with the Tri Kaya Parisudha model to improve elementary school students' mathematical problem-solving skills and character. This teaching model was developed using Balinese local wisdom concept. Theoretical Framework: Some theories were used in this study. They were problem-based learning, tri kaya parisudha, problem-solving skills, and characteristics of young learners. Method: This study used a quasi-experimental approach and involved with 130 students as the study samples. Specifically, the study was conducted by following post-test only control group design. The researchers used questionnaires and problem-solving ability tests to collect the study data. In this study, the questionnaires and post-test results were analyzed using descriptive and inferential statistics. Simultaneously, inferential statistical analysis using the MANOVA test was performed. Results and Discussion: The analysis shows that problem-based learning with Tri Kaya Parisudha model effectively improves elementary school student's mathematical problem-solving skills and character. Thus, it is recommended that problem-based learning with Tri Kaya Parisudha model to be used by the elementary schools that have problems in improving their students’ mathematical problem-solving skills and character. Research Implications: Integrating local wisdom in teaching mathematical problem-solving skills and character brings some positive effects for the students. Originality/Value: Local wisdom is normaly considered as something traditional and not compatible with current era. However, this study found that local wisdom, especially tri kaya parisudha concept is still relevant to our current education system.

Intervention effects on low performing preschoolers' early mathematical skills: Adding fundamental motor skill practice as a supporting method

BackgroundThis study examined the effects of (1) combined early numeracy and fundamental motor skills (MovEN), (2) early numeracy, and (3) fundamental motor skills intervention programs on children's early mathematical and fundamental motor skills, and how individual background variables affect the effectiveness of these interventions. ProcedureTogether 50 preschoolers participated in the interventions (16 × 45 min sessions). Children's early numeracy, mathematical problem-solving, and fundamental motor skills were measured once before and twice after the interventions. Main findingsThe results showed that the MovEN and early numeracy -interventions were effective in improving children's early numeracy, and mathematical problem-solving. Whereas the MovEN and fundamental motor skills interventions improved children's fundamental motor skills. From individual factors, only updating ability predicted the intervention's effectiveness over and above prior performance. ConclusionThe results suggest that children's early mathematical and fundamental motor skills can be supported effectively at the same time with the MovEN -intervention.

Redesigning and Evaluating a Science Activity to Foster Mathematical Problem Solving

According to contemporary research, there exists an imbalance within the disciplines of Science, Technology, Engineering, and Mathematics (STEM), wherein certain subjects are lacking representation due to the neglect or omission of mathematical elements. The purpose of this study is to address this issue through the analysis of an established learning sequence that has been well-tested to promote mathematical skills. We adapted the selected biology-based learning sequence to foster mathematical problem solving and conducted it with a school class. The qualitative analysis of the recorded video footage of this adapted learning sequence revealed that the modified task effectively stimulated mathematical problem-solving skills. This successful adaptation demonstrates one approach through which mathematics can be strengthened and effectively utilized in STEM subjects.

Junior High School Students' Mathematics Problem-Solving Ability Using the Problem-Based Learning Model: A Systematic Review

Purpose: This study aims to examine the ability of junior high school students to solve mathematical problems through the application of the Problem-Based Learning (PBL) model. Methodology: The research method used in this study is a systematic literature review. Researchers searched for journal articles on junior high school students' mathematical problem-solving ability using the Problem-Based Learning model. The search was conducted through the Google Scholar database, and the Publish or Perish application was used. Findings: Based on the analyzed articles, it can be concluded that the Problem-Based Learning model improves students' mathematical problem-solving skills. This is supported by the increase in students' skills before and after implementation. Significance: This research is expected to serve as a reference for teachers and researchers interested in improving mathematical problem-solving skills using the Problem-Based Learning model.

Constructing The Bridge of Understanding: The Role of Habit of Mind, Resilience, and Mathematical Self-Confidence in Solving HOTS Problems


 
 
 This study aims to analyze the influence of Habit of Mind, Mathematical Resilience, and Self-Confidence on the ability of fifth-grade students at SDN Gugus Gajah Mungkur, Gajah Mungkur District, Semarang City, to solve HOTS mathematics problems. Employing a quantitative approach with a correlational design, the research sample consists of 110 students, selected through proportional random sampling from a population of 136 students across five elementary schools within the Gajah Mungkur cluster. The research instruments include a mathematical reasoning ability test and a questionnaire to measure the independent variables. Data collection techniques involve tests and questionnaires, while data analysis employs descriptive analysis using Microsoft Excel 2016 and inferential analysis using statistical software such as SPSS. This includes conducting correlation tests, and regression tests, after verifying analysis requirements like normality, linearity, homoscedasticity, and autocorrelation. The results reveal a positive and significant relationship between Habit of Mind, Mathematical Resilience, and Self-Confidence, and the students' ability to solve HOTS Mathematics problems. Thus, this study highlights the importance of developing these three psychological aspects to enhance high-level mathematical problem-solving skills. Consequently, Habit of Mind, Mathematical Resilience, and Self-Confidence significantly contribute to improving students' abilities in solving HOTS Mathematics problems.
 
 

The Effect of Realistic Mathematics Education Model Assisted by Puzzle on Mathematical Problem-Solving Skills for Grade III Students

The Effect of Realistic Mathematics Education Model Assisted by Puzzle on Mathematical Problem-Solving Skills for Grade III Students

Improving Mathematical Problem-Solving Abilities through Think Pair Share Learning Using Autograph

There are many studies on technology-supported learning based on cooperative learning in the literature. However, little is known about Autograph-assisted think pair share learning in supporting students’ problem-solving abilities for learning in today’s technological era. This study aims to examine and analyze the differences in the improvement of students’ problem-solving abilities who participate in think pair share learning assisted by Autograph (Auto-TPS) and conventional learning assisted by Autograph (Auto-CL). This study uses quantitative methods with the design used in this study is a nonequivalent control group design involving two groups of students. The sample of this study was 70 students of class IX SMP Al Ulum Medan, Indonesia. Questions to test students’ mathematical problem-solving skills found five items. Data analysis includes data processing of test results, namely normality test, homogeneity test, hypothesis testing, and average difference test in the two groups using t-test. The conclusion of this study is that students who study with Auto-TPS get a higher increase in problem-solving abilities compared to students who learn with Auto-CL, with the explanation that the group of students who study Auto-TPS is very good when compared to the group student learning Auto-CL. Research findings related to the application of Auto-TPS can be an alternative learning model in the current technology-era learning situation.
 Keywords: autograph, mathematics, problem-solving abilities, think pair share learning

Fostering Interest and Critical Thinking in Mathematics Education: The Role of Integrated Evaluation Based on Linktree Platform

Based on a survey conducted by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the interest in learning among students in Indonesia is still relatively low, ranking 64th out of 120 countries. In 2007, the Global Institute reported that only 5% of students could solve high-level problem-solving tasks. This study aims to assess student responses, learning interests, and mathematical problem-solving skills following the implementation of Linktree. Linktree is an e-learning platform that offers ease in managing information despite being HTML-based. Moreover, it integrates seamlessly with various media, offers multiple tools, and presents customizable interfaces. The research methodology was quantitative, with a sample of 30 eighth-grade students from Junior high school. Data were collected through five mathematical problem-solving essay questions and questionnaires assessing student responses and learning interests post-Linktree usage. Findings revealed positive student responses towards Linktree, particularly in number patterns, with an average percentage of 84%, indicating excellent feedback. Post-Linktree usage, students exhibited an average percentage of 78% across four indicators of learning interest, classified as good. The students improved their mathematical problem-solving skills, with an average N-gain score of 0.64 and an N-gain percentage of 64.37%, categorized as moderately effective. Linktree's contribution to students' learning interest and mathematical problem-solving skills was significant, as evidenced by the hypothesis testing results, with a determination of 0.776 or 77.6% for learning interest and 0.629 or 62.9% for problem-solving skills. In conclusion, Linktree significantly contributes to students' learning interests and mathematical problem-solving skills

Development of Local Instructional Theory on Parallelogram Topics Based on RME to Improve Mathematical Problem-Solving Skills

The purpose of this research is to develop a local instructional theory on parallelogram material and examine the improvement of students' mathematical problem-solving skills by using local instructional theory. This research uses the Design Research method, which uses the Gravemeijer and Cobb development model and the Plomp model. The Plomp development model has three stages, namely, preliminary research, prototyping phase, and assessment phase. The research subjects were seventh-grade students of MTs N 5 Jambi City. Data analysis techniques in this study used Quantitative data were obtained through questionnaires, while qualitative data were obtained through observations, interviews, field notes, and final test questions. The results of this study indicate that the local instructional theory on the topic of RME-based parallelogram in class VII is valid. The learning design met the practical criteria based on the results of the questionnaires and interviews. Based on the final test conducted shows that the local instructional theory is already in the effective category. So, the learning flow produced is valid, practical and effective. The implication of this research is that the development of local instructional theory on RME-based quadrilateral material can significantly improve students' mathematical problem solving ability. This shows that through the right approach in learning design, as implemented in this study, the problem solving ability problems that students often experience can be overcome. Thus, this approach has the potential to be widely applied in improving the effectiveness of mathematics learning in schools.

PENGARUH KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA

The purpose of this research is to assess the extent to which students' understanding of mathematical concepts influences their ability to solve mathematical problems. This study was conducted at one of the junior high schools (SMPN) in Karawang Regency, using a quantitative approach and non-experimental method. The research subjects involved 34 students from class VII A, selected using purposive sampling technique. Data collection was carried out through two test instruments consisting of a set of descriptive questions covering indicators of both mathematical conceptual understanding and mathematical problem-solving skills. Simple linear regression analysis was employed in data processing for this research. The results obtained indicate, at a 95% confidence level, a significant influence of mathematical conceptual understanding on mathematical problem-solving abilities.

Computational thinking in mathematical problem solving: Pattern recognition

Computational thinking is increasingly acknowledged as important in education to support the development of problem-solving skills in mathematics. Pattern recognition plays a significant role in solving mathematical problems using computational thinking. This qualitative research explores how students recognize patterns when solving mathematical problems using computational thinking. The study adopts a case study approach, with 46 subjects then chooses two students from the Mathematics Education Study Program selected through purposive sampling. Data collection methods involve tests and interviews in August. The data is qualitatively analyzed, involving reduction, data presentation, and concluding the research findings. The results indicate that the subjects recognized a pattern related to determining the height of a triangle, which was one of the assigned questions. The pattern emerged as the subjects identified the problem, decomposed it, recognized known and unknown information, and identified the relationship between sub-problems and task information. The identified pattern is crucial in addressing the problem in the given task.

유아의 코딩놀이 경험에 따른 수학적 문제해결력과 스마트폰 중독의 차이 및 관계 분석

Objectives The purpose of this study was to examine the difference between mathematical problem-solving ability and smartphone addiction according to the experience of coding play in 5-year-old children, and the relationship between mathematical problem-solving ability and smartphone addiction.
 Methods To achieve the objectives of this study, 135 5-year-old children enrolled in early childhood education institution located in Gyeonggi Province were selected as research subjects. Data were collected through interviews with the children and questionnaires administered to their parents. Descriptive statistics, t-tests, and correlation analyses were conducted using the SPSS WIN 24.0 program to analyze the collected data.
 Results First, it was found that children with coding play experiences demonstrated higher mathematical problem- solving abilities than those without such experiences. Additionally, children with coding play experiences showed higher abilities in number and operation, algebra, and measurement. Smartphone addiction was also higher in children with coding play experiences, and they exhibited higher severity and resistance to smartphone addiction. Second, as the mathematical problem-solving abilities of children with coding play experiences increased, smartphone addiction decreased, and impulsive-compulsive use of smartphones was lower. Moreover, among the subfactors of mathematical problem-solving abilities, higher geometric and statistical abilities were associated with lower severity of smartphone addiction, withdrawal symptoms, daily life issues, and interpersonal conflicts. In contrast, there was no significant correlation between mathematical problem-solving abilities and smartphone addiction in children without coding play experiences.
 Conclusions The study suggests that early experiences with coding play can contribute to the development of mathematical problem-solving skills in 5-year-old children. However, it also indicates a potential risk of smartphone addiction. Nevertheless, the study demonstrates that higher mathematical problem-solving abilities in children with coding play experiences are associated with a lower risk of smartphone addiction. This highlights the importance of mathematical problem-solving skills, which can reduce the risk of early childhood smartphone addiction while enhancing the educational effects of coding play.

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.

Learning Design: To Improve Mathematical Problem-Solving Skills Using a Contextual Approach

Mathematical problem-solving skills are essential for success in various fields, including science, technology, engineering, and mathematics (STEM). However, many students struggle with math and often lack the necessary skills to solve problems effectively. Traditional math education often lacks real-world context, which makes it difficult for students to engage with the material and develop problem-solving skills. To address this issue, the need for a contextual approach to learning design to improve mathematical problem-solving skills is inevitable. In the context of math education, this approach can be applied by providing learners with mathematical problems that are embedded in meaningful contexts, such as real-world scenarios or case studies. This approach draws from theories such as situated cognition and social constructivism, which emphasize the importance of considering the broader context in which problem-solving occurs. A literature review is used in this research method, and data analysis is done descriptively. By applying a contextual approach to mathematics learning design, students are expected to develop mathematical problem-solving skills that are important for success in various fields.

Computational and Problem-Solving Skills in Mathematics of AIMS Students

Life is an arena of problems. A human child has to meet and solve problems as he grows; problems on his physical surroundings, his intellectual associations, and in his social contacts. These dilemmas grow in number and complexity as we age. His success in life is, in large measure, determined by the capacity and competence to solve them. Mathematics is a subject of problems and studying Mathematics is different from studying other subjects because it is learned by doing and solving boundless problems. For this reason, the efficiency and ability in solving problems are guarantees for success in learning this kind of subject. The researchers, being Mathematics instructors, observed that the students find difficulty in solving Mathematics problems. The researchers generally identified the salient reasons for this kind of conflict namely: poor background in algebra, poor verbal and contextual understanding, and poor logical ability. Conclusively, a direct relationship can be inferred between the problem-solving skills of students and the salient factors affecting the specified ability. From this observation, the researchers want to conduct an immediate action in order to quench this growing phenomenon. Seventy-five (75) or 63.0% of the respondents are graduates of private schools while 44 or 37.0% are graduates of public schools. On computational skills, the respondents can perform the four basic operations in real numbers, apply the properties of equalities of real numbers as well and derive formulas from a given equation. On problem solving skills, the result indicates that respondents are not good in problem solving which involves plane and solid figure. Recommendations were arrived at to enhance the computational and problem-solving skills of the students.

Enhancing inconsistent language problem-solving in an autistic student through a modified schema-based instruction

ABSTRACT This study evaluates the effectiveness of Modified Schema-Based Instruction (MSBI) and instructor support in enhancing mathematical problem-solving skills in a child with autism (ASD), focusing particularly on inconsistent language problems. We conducted a single-case analysis in Spain involving a 6-year-old participant, Sam, exploring his responses to different additive comparison problems, based on a structured instructional approach. Results indicate significant improvement in Sam's ability to understand and solve inconsistent language problems, demonstrating the potential of MSBI in educational settings for autistic children. This research contributes valuable insights into tailored instructional strategies that can aid in overcoming specific learning challenges faced by autistic students.

Evidence-based practices: using the touch points strategy to teach single-digit addition to students with ASD

An ever-growing number of students are being diagnosed with Autism Spectrum Disorder (ASD) in Saudi Arabian schools, creating a need for highly effective, research-based strategies for teaching mathematics. However, current research on such strategies is limited. Nevertheless, several studies, including those by Wisniewski and Smith (2002) and Scott (1993), have found the touch-point strategy effective in developing and retaining single-digit addition and mathematical problem-solving skills in students with disabilities, as well as in retaining addition skills among students with ASD. The researchers conducted single-subject research using a reversal design (A-B-A-B) to determine the intervention’s effect on three students with ASD as the main data source. Additionally, an interview with the math teacher of these participants was conducted to gather more in-depth data, which helped explore the effectiveness and challenges of using the touch-point strategy in teaching math addition facts to Saudi students with ASD. Significant improvements in computation and acquisition rate were noted among all participants when the strategy was used to solve single-digit addition problems. Two major themes emerged from the analysis of the interview data: the need for resources to teach the strategy and challenges in implementing the touch-point strategy across the whole class, given the individual needs of each student.

Special tutorials to support pre-service mathematics teachers learning differential equations and mathematical modelling

Special tutorials both online and off-line were experimented in order to provide extra support for the senior pre-service mathematics teachers at an Australian regional university to improve their learning experience and achieve the best possible learning outcomes in an advanced mathematics course focusing on solving ordinary differential equations and applying mathematical modelling. Two types of special tutorials were offered to the students, the progressive tutorials on solving the same problem with different methods according to the learning progression and student’s instant requests, and the targeted tutorials to address the common problems shared by many students in attempting questions in the formal assessments. The experiments on these special tutorials indicated that the targeted tutorials were immensely useful for the students to either expand the scientific knowledge related to a real-world scenario described by words so as to begin problem solving with correct setting-ups or streamline multiple mathematical processes together to solve a complicated real-world problem described in words. This approach motivated most students to achieve their best possible learning outcomes. The progressive tutorials were effective in addressing student’s curiosity of solving the same problem by multiple techniques and hence improving student’s mathematical thinking and problem-solving skills in general. This exploratory study also found that there were common problems with a lack of general science knowledge and retention of the previously learnt mathematical techniques among most students. There also existed a portion of students who showed no interest in engaging with learning regardless of how much extra learning support provided to them.