Mathematical Problem-solving Test Research Articles

THE ROLE OF PROBLEM-BASED LEARNING TO IMPROVE STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITY AND SELF CONFIDENCE

This study is a pre test-post-test experimental control group design having a goal to analyze the role of problem-based learning on students’ mathematical problem-solving ability (MPSA) and self-confidence (MSC). The study involves 66 tenth grade students, a mathematical problem-solving test, a mathematical self-confidence scale, and perception of problem-based learning (PBL) approach scale. The study found that on MPSA, its gain, and on MSC students getting treatment with PBL approach obtained better grade than that of students taught by conventional teaching. The other findings, there was the high association between MPSA and MSC, and student performed positive opinion toward PBL approach.

Mathematical problem-solving and metacognitive skills of 5th grade students as a function of gender and level of academic achievement

This study aimed to investigate differences in the mathematical problem-solving and metacognitive skills of the fifth-grade students in Oman as a function of gender and level of academic achievement. The participants were 90 grade five students randomly selected from one educational governorate in the Sultanate of Oman. They were evenly divided into three groups based on gender and levels of academic achievement. Four instruments were used in the study: a mathematical problemsolving test, a non-verbal metacognitive scale, Raven Coloured Progressive Matrices and a long-term memory test. The results for metacognitive and mathematical problem-solving skills indicate that students with a high level of academic achievement obtained the highest score while students enrolled in a learning disability program obtained the lowest score. In addition, possible interventions were identified that may improve the metacognitive skills of students enrolled in the learning disability program, which could lead to improvement in their mathematical problem-solving skills.
 Keywords: Problem-solving, metacognition, learning disability, academic achievement.

Habits of Mind Calon Guru Matematika dalam Pemecahan Masalah Matematis

Habits of mind had the impact toward mathematical problemsolving skills, especially for the pre-service teacher who will facilitate the development of their students’ mathematical problem solving skills in the future. This qualitative descriptive study aimed to analyze mathematical problem solving habits of mind of the pre-service teacher. 22 undergraduate students were the research subject that was chosen by purposive sampling technique. The research instrument was habits of mind scale, interview guide, and mathematical problemsolving test. The study found that level of mathematical problem solving habits of mind of the pre-service teacher was apprentice and practitioner. Based on the indicators, habits of thinking flexibly had the largest frequency of subject who had novice level. Whereas, flexibility in choosing and using strategy determined whether the subject could solve the problem or not. This research hypothesized that this condition was affected by prior mathematical ability. Therefore, future research and development of mathematical problem solving habits of mind of the pre-service teacher were needed.

Penerapan Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) ditinjau dari Multiple Intelligences

The purpose of this research is to know if there are: (1) the influence of PMRI approach to the problem-solving ability of mathematical learners; (2) the influence between multiple intelligences capability categories of mathematical problem solving abilities; (3) there is an interaction between PMRI approach with multiple intelligences on mathematical problem solving ability. This research is a quasi-experimental design research with 2 × 3 factorial design. Sampling technique in this research use probability sampling with cluster random sampling. The research instrument used is the test of mathematical problem-solving ability and multiple intelligences questionnaire. The resulting data of mathematical problem-solving test were analyzed by using another test of two different cell paths. The result of the research shows that: (1) there is an influence of PMRI approach to students' mathematical problem solving ability; (2) there is influence between categories of multiple intelligences ability in mathematical problem solving ability; (3) there is no interaction between PMRI approach with multiple intelligences on mathematical problem solving ability.

Student Thinking Process In Solving Open-Ended Problem Of The PISA Model Of Space And Shape Contents Based On Adversity Quotient (AQ)

The purpose of this research is to describe the thinking process of students with high AQ (Climber), medium AQ (Camper), and low AQ (Quitter) from grade VIII-C students of Junior High School 2 Jember in solving open-ended problem of PISA model of Space and Shape based on Polya's problem- solving. This research is a descriptive research with the qualitative approach. Data collection methods which are used are tests, interviews, and questionnaires. In this research, data analysis is done using descriptive analysis. The data analyzed in this research is the answer sheet for the student about the problem of mathematical problem-solving test and interview result. The results of the analysis show that each subject is different based on the thinking process. A Student with high AQ (Climber) shows a lot of equilibrium in it through the stage of assimilation and accommodation. Students with medium AQ (Camper) show a lot of assimilation and accommodation conditions are also slightly disequilibrium. Students with low AQ (Quitter) show a lot of disequilibrium, assimilation, accommodation and a little equilibrium

Developing Instructional Mathematical Physics Book Based on Inquiry Approach to Improve Students’ Mathematical Problem Solving Ability

The problem in this research is to know how the process of developing mathematics physics instructional book based on inquiry approach and its supporting documents to improve students' mathematical problem-solving ability. The purpose of this research is to provide mathematical physics instruction based on inquiry approach and its supporting documents (semester learning activity plan, lesson plan and mathematical problem-solving test) to improve students' mathematical problem-solving ability. The development of textbook refers to the ADDIE model, including analysis, design, development, implementation, and evaluation. The validation result from the expert team shows that the textbook and its supporting documents are valid. The test results of the mathematical problem-solving skills show that all test questions are valid and reliable. The result of the incorporation of the textbook in teaching and learning process revealed that students' mathematical problem-solving ability using mathematical physics instruction based on inquiry approach book was better than the students who use the regular book.

Does a Drama-Inspired ‘Mirroring’ Exercise Enhance Mathematical Learning?

Learning from complex instructional materials typically requires sustained attention, but many learners — both children and adults — may find their minds ‘wandering’ when learning. Drama educators have argued that ‘mirroring’ exercises, where students in pairs or groups mirror each other's movements, improve attention; but, to date, evidence for this claim is anecdotal. This exploratory study investigated the effects of a prelearning mirroring intervention on mathematical performance from the perspective of cognitive load theory. Twenty-six university students engaged in a mindful and embodied mirroring activity before learning a rapid mental mathematics strategy. Effects on learning were evaluated using two mathematical problem-solving tests completed after learning the maths strategy. Compared to the non-mirroring condition, students in the mirroring condition solved subsequent test problems more quickly than those in the control condition. Initial evidence thus suggests a mirroring intervention may enhance the quality of learning during mathematics.

The Impact of Personality and Test Conditions on Mathematical Test Performance

Online and on-demand tests are increasingly used in assessment. Although the main focus has been cheating and test security (e.g., Selwyn, 2008) the cross-setting equivalence of scores as a function of contrasting test conditions is also an issue that warrants attention. In this study, the impact of environmental and cognitive distractions, as well as personality, on performance on a computerized mathematical problem-solving test was examined by comparing results in a standardized, proctored (school) setting with a non-standardized, unproctored (home) setting. Science and engineering college students (N = 315) were randomly assigned to one of these two test settings and completed a mathematical reasoning test. As hypothesized, model-based analysis demonstrated that greater environmental and cognitive distractions were reported in the unproctored (home) setting, while performance levels were higher in the proctored (school) setting. Furthermore, the process by which these variables impact performance was found to differ between settings. Namely, a statistical comparison of multiple path models supported the hypothesis that cognitive distractions are primarily responsible for the impact of both test anxiety and self-regulation on test performance, although this effect is stronger in non-standardized setting. Implications of these findings for Web, home-based educational courses, and assessments are discussed.

Effect of the Use of the Generative Learning Model on Basic-Stage Students’ Mathematical Problem Solving and Motivation toward Learning Mathematics

The present study aimed at investigating the effect of the use of the Generative Learning Model on basic-stage students’ mathematical problem solving and motivation toward the learning of mathematics. Two instruments were developed and used in this study: Mathematical Problem Solving Test, which consisted of 15 items, and the Motivation toward the Learning of Mathematics scale comprising 20 items was also used. Validity and reliability of the two instruments were established. The subjects of this study were 77 eighthgrade female students, selected from a basic government school in Nablus. Subjects were divided into two groups: an experimental group 41 students, which was taught according to the generative learning model, and a control one 36 students, which was taught according to the normal way. There were statistically significant differences between the mean scores of the two groups on the mathematical problem solving and motivation toward the learning of mathematics in favor of the experimental group. A number of recommendations were made in light of the findings.

Effect of the Use of the Generative Learning Model on Basic-Stage Students’ Mathematical Problem Solving and Motivation toward Learning Mathematics

The present study aimed at investigating the effect of the use of the Generative Learning Model on basic-stage students’ mathematical problem solving and motivation toward the learning of mathematics. Two instruments were developed and used in this study: Mathematical Problem Solving Test, which consisted of 15 items, and the Motivation toward the Learning of Mathematics scale comprising 20 items was also used. Validity and reliability of the two instruments were established. The subjects of this study were 77 eighthgrade female students, selected from a basic government school in Nablus. Subjects were divided into two groups: an experimental group 41 students, which was taught according to the generative learning model, and a control one 36 students, which was taught according to the normal way. There were statistically significant differences between the mean scores of the two groups on the mathematical problem solving and motivation toward the learning of mathematics in favor of the experimental group. A number of recommendations were made in light of the findings.

Enhancing mathematical problem solving among third-grade students with schema-based instruction.

The purposes of this study were to assess the effects of schema-based instruction (SBI) in promoting mathematical problem solving and to investigate schema induction as a mechanism in the development of mathematical problem solving. Twenty-four 3rd-grade teachers, with 366 students, were assigned randomly to conditions that provided instruction on 4 types of word problems. The 3 16-week conditions were contrast, SBI, and SBI with practice in sorting word problems into schemas. Students were pre- and posttested on mathematical problem-solving tests and were posttested on schema development. Students receiving SBI, with and without sorting practice, improved more than the contrast group on problem-solving measures. Concurrently, the SBI groups' schema development exceeded that of the contrast group, and schema development explained a substantial portion of unique variance in students' posttreatment problem-solving performance. Results also suggested the need for additional research testing the contribution of practice in sorting word problems.

Agricultural Education Teachers' Ability To Solve Agriculturally Related Mathematics Problems

The National Commission on Secondary Vocational Education (1984) made two important recommendations for curriculum. First, vocational courses should provide instruction and practice in the basic skills including mathematics. Second, students should be allowed to satisfy graduation requirements for basic skills courses including mathematics with selected vocational education courses. Agricultural educators have begun to embrace the practice of including academic skills, particularly those related to science and to a lesser degree those related to mathematics, in secondary agriculture programs. And the need for research in this area has become more apparent (Buriak & Shinn, 1991; Johnson, 1991). determine the mathematical problem-solving ability of high school and college students enrolled in agricultural mechanics courses (Gliem & Elliot, 1988; Gliem, Lichtensteiger & Hard, 1987; Gliem & Warmbrod, 1986). Findings have consistently revealed that the mathematical problem-solving ability of students is low. Only one study was identified that investigated the mathematical problem-solving ability of vocational agriculture teachers. Gliem and Persinger (1987) found that vocational agriculture teachers scored below an expected level of competence on a mathematical problem-solving test related to agricultural mechanics.

Mathematical Problem-Solving Performance and Intellectual Abilities of Fourth-Grade Children

This study investigated mathematical problem-solving performance and intellectual abilities. Twenty tests, including a mathematical problem-solving test and reference tests for verbal, induction, numerical, perceptual speed, memory, world fluency, and spatial abilities, were administered to 179 fourth-grade children. Factor-analytic procedures isolated six factors: verbal, two induction, numerical, perceptual speed, and general mathematics. In addition, the study suggested that prerequisite mathematics skills and concepts are related to, and account for, some of the variance of problem solving; however, knowing these skills and concepts does not guarantee successful problem-solving performance.