Mathematical Problem-solving Skills Research Articles

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.

Mathematics Anxiety among Architecture Students at Polytechnic Sultan Idris Shah: A Preliminary Study as An Attempt to Strengthen Mathematics Education in TVET Institution

Mathematics is the basis for numerous technical skills imparted in Technical and Vocational Education and Training (TVET) institutes. As one of the TVET institutions, Polytechnic recognizes the importance of mathematics courses in its curriculum. Engineering, computer science, architecture, and manufacturing courses rely heavily on mathematical principles and concepts. Despite the importance of mathematics, the issue of underperformance in Elementary Mathematics courses among architecture students has been a significant issue for Polytechnic institutions. Some architecture students may require assistance understanding the direct applicability of specific mathematical topics to their field of study. They may perceive mathematics courses as arduous, demanding, intricate, and challenging to succeed in. The presence of negative thoughts significantly led to the development of mathematical anxiety. This anxiety can hinder their ability to solve problems and perform to their full potential in mathematics courses. Therefore, this study investigates the correlation between mathematics anxiety and problem-solving skills among architecture students. The study utilizes a quantitative research design, employing a questionnaire and a problem-solving test. This study used convenience sampling to select 45 Diploma in Architecture students who took Elementary Mathematics in semester one. The data collected is analysed using descriptive and correlation analyses. The study results indicated that mathematics anxiety is present among architecture students. Furthermore, a significant negative correlation was observed between mathematics anxiety and the mathematical problem-solving abilities of architecture students enrolled in elementary mathematics courses. It indicates that their abilities to solve mathematical problems decreases as their mathematics anxiety increases. Consequently, mathematics anxiety is a factor that influences the problem-solving abilities of students. Hence, educators must strive to understand mathematics anxiety and implement innovative pedagogical approaches to overcome their anxiety. Ultimately, the insights gained from the research will contribute to the current body of literature concerning mathematics anxiety and its ramifications for problem-solving within architecture education.

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.

Pengembangan LKPD Matematika dengan Pendekatan Contextual Teaching and Learning Pada Kelas V SD

This research began by finding that students lack mathematical problem-solving, critical thinking, and curiosity skills, due to their difficulty applying mathematical principles in real-world situations. They have difficulty applying what they have learned in real life, thus limiting their ability to solve math difficulties. Learner Worksheets (LKPD) are not designed to allow learners to actively develop their own understanding. The purpose of this study is to develop authentic, practical, and successful LKPD using CTL (Contextual Teaching and Learning) approach to increase students' participation in problem solving in grade V elementary school. This research follows Plomp's development paradigm, which consists of three stages: initial investigation, prototype development, and assessment. The result of this research is a validated, practical, and effective mathematics LKPD with CTL method to be used in grade V elementary school

Use of game-based educational entertainment media to foster mathematical problem-solving proficiency in pre-service mathematics teachers

<span lang="EN-ID">The capacity to solve mathematical problems is an essential component of the professional abilities that pre-service instructors of mathematics are required to possess. When it comes to coping with technological advancements in the sphere of education, this skill serves as the foundation. For the purpose of enhancing one's capacity to solve mathematical problems, this study proposes an innovative method that involves the use of game-based educational entertainment media (GEM). Within the realm of development research, this research technique focuses on the ways in which problem-solving skills can be enhanced by participation in activities that are based on game-based entertainment media. The ADDIE phases—analysis, design, development, implementation, and evaluation—are the steps that are utilised in the process of development. The GEM was utilised by 94 pre-service mathematics teachers who participated in this research. GEM is effective in developing mathematical problem-solving skills, according to the findings of the research. This is accomplished by encouraging pre-service mathematics teachers to identify problems, model them, solve problems mathematically, and assess the results of their efforts.</span>

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.

Impact of Paraphrasing Strategy on Mathematical Problem-Solving Skills and Performance: Exploring Their Interrelationship

This quasi-experimental study was conducted to determine the impact of paraphrasing strategy on the mathematical problem-solving skills and mathematics performance of first-year college students while also exploring the interrelationship between these skills and performance. The 40 participants of this study were randomly assigned into the experimental and control groups following the pre-test and post-test equivalent group design. The instruments used were the Mathematical Problem-Solving Skills Inventory by Chirinda (2013) and a researcher-made performance test. Statistical analyses were the independent sample t-test, paired sample t-test, and Pearson r. The experimental group was taught using a paraphrasing strategy, while the control group was taught using the traditional method. According to the findings, there is a statistically significant difference between the post-test scores of the experimental and control groups, with the experimental group scoring higher. Even though both groups improved in their post-test, the significant difference in the mean gain scores shows that the experimental group performed better than the control group, and this improvement was due to the use of a paraphrasing strategy. A significant correlation also existed between mathematical problem-solving skills and mathematics performance, implying that as the mathematical problem-solving skill increases, performance increases. Theoretically, these findings support the cognitive learning theory, which emphasizes the importance of active engagement strategies like paraphrasing in enhancing understanding and retention. This study suggests that educators should incorporate paraphrasing strategies into their teaching methods to improve students' mathematical performance. It can be concluded that a paraphrasing strategy can be used to increase performance in Mathematics. Further research is recommended to explore the long-term effects of paraphrasing strategy on different student populations.

Mathematical modelling by using mental arithmetic as a method of teaching

In this study, we investigate the effectiveness of using mental arithmetic as a teaching method for mathematical modeling. We present statistical data and test results to evaluate the impact of this approach on students’ mathematical proficiency and problem-solving skills. The statistical analysis supports the effectiveness of using mental arithmetic as a method of teaching mathematical modeling. The experimental group showed significant improvements in mathematical fluency, problemsolving skills, and comprehension of modeling concepts compared to the control group. These findings highlight the potential of mental arithmeticbased instruction in enhancing students' mathematical proficiency and preparing them for real-world applications. The statistical analysis supports the effectiveness of using mental arithmetic as a method of teaching mathematical modeling. The experimental group showed significant improvements in mathematical fluency, problem-solving skills, and comprehension of modeling concepts compared to the control group. The experimental group demonstrated a significant improvement in mathematical fluency compared to the control group. Pre-test scores showed an average fluency rate of 60%, while post-test scores increased to 85%. Statistical Significance: t-test results indicated a p-value < 0.01, demonstrating a significant difference in fluency between the two groups. These findings highlight the potential of mental arithmetic-based instruction in enhancing students’ mathematical proficiency and preparing them for real-world applications.