Story Problems Research Articles

The Middle School Mathematics Teachers' Subject Matter Knowledge: The Context of Division of Fractions.

In this study, the middle school mathematics teachers’ knowledge of division of fractions was investigated through the strategies that they proposed and the problems that they posed for division of fractions. The data was collected from 22 middle school mathematics teachers through the task and semi-structured interviews. The data of this case study was analyzed by content analysis approach. According to the findings, 5 alternative strategies were proposed by 22 teachers to divide fractions. Among these strategies, the most commonly used was invert and multiply strategy and the least are converting fractions into decimal and converting to equation. In relation to the problems that the teachers posed, the findings revealed that more than half of the teachers could not propose appropriate problems. In other words, the teachers had difficulty in generating an appropriate story problem to illustrate division of fractions. These results and implications are discussed and the recommendations are presented in accordance with the findings of the study. Article visualizations:

Desain Pembelajaran Materi Himpunan Dengan Pendekatan Realistic Mathematics Education (RME) Untuk Kelas VII

The topic of the set is a basic concept in mathematics and its relationship is close to our daily life. However, some studies in Indonesia have found that the students have difficulties in solving the set problem. This can be due to the pattern of mathematics teaching in schools. This study aims to provide a design of learning in the set topic with Realistic Mathematics Education (RME) approach. The research questions are: (1) How is the design of mathematics learning in the topic of the set using the RME approach? (2) How do students learn the topic of the set by using the RME approach? This research method is design research with one cycle in SMP Dasana Indah Tangerang. The subjects were 24 students with one focus group, 5 students who had no errors in the initial test. Data of research obtained from sound recording, video, photos, and Student Activity Sheet, then be analyzed by comparing the Hypothesis of Trajectory Learning and Trajectory of Actual Learning. This study produces the Theory of Local Instruction, with four lessons, namely: (1) Determining the set and not the set; (2) Finding the concept of set of universe, subsets, empty set, and describing the models; (3) Finding the concept of intersection, union, and illustrating the models; (4) Find the concept of complement, difference, and describe the models, and use the models to solve the story problem. In the learning process, through grouping games and describe the model, student learning the notion of set enthusiastically and actively. Keywords: design research, set, realistic mathematics education approach

Culturally and Linguistically Responsive Mathematics Instruction for English Learners in Multitiered Support Systems: PLUSS Enhancements

This study examined the impact of linguistic and cultural enhancements to evidence-based mathematics instruction within a multitiered support system for English learners. The study employed a single subject changing criterion design for four fourth-grade students who were English learners with or at risk of a learning disability diagnosis in mathematics. Dual dependent variables were mathematics vocabulary acquisition and application in story problems. Student performance on identifying the correct mathematics vocabulary words when given the definition was measured across baseline and four phases of intervention. Students were also assessed on their ability to complete story problems that contained the target vocabulary. At each phase of the intervention, students showed an increase in performance on both vocabulary words correctly identified and story problems correctly completed. Implications for practice and future directions for research are discussed.

ANALISIS KESALAHAN SISWA DALAM MENGERJAKAN SOAL CERITA MATEMATIKA BERDASARKAN TIPE NEWMAN PADA KELAS IV SD SE-GUGUS 1 KECAMATAN MARPOYAN DAMAI PEKANBARU

This research is motivated by the number of students who have difficulty in working on mathematical story problems. Students' difficulties in working on the problem indicate that there are errors in the teaching and learning process so that improvements are needed. This study aims to determine student errors that often occur in working on mathematical story problems based on Newman's type. The method used in this research is quantitative descriptive. This research was carried out in several schools included in cluster 1 of the MarpoyanDamai District in Pekanbaru. The sample in this study amounted to 74 people. Based on the results of the study, the most frequent errors made by students in working on mathematical story problems were transformation errors with a percentage of 22%, followed by 15% answer error, 14% error understanding, and 13% process skill errors. If the total number of student errors is totaled, which is 65%, this number is included in the category of very high errors because the percentage is> 55%.

Misconceptions of seventh grade students in solving geometry problem type national examinations

The general aim of mathematics is stated as making an individual acquire the mathematical knowledge needed in the daily basis, teaching how to solve problems, making him/her have a method of solving problems and acquiring reasoning methods. For this purpose to acquire mathematical concepts one should be able to visualize the mathematics problems. In other words, mathematics is the field in which preconditions are crucial so before the teaching process student backgrounds on the subject should be tested. The principal aim of this study is to find the weaknesses of secondary school students at geometry questions of measures, angles, and shapes in SMP N 2 Pundong. The year 7 curriculum contains 4 geometry topics out of 17 mathematics topics. In addition to this, this study aims to find out the mistakes, 7th-grade students made in solving geometry problem type national examinations. To collect data, students were tested using 10 questions on geometry to analyze their problem-solving skills and to test how much they acquired the last academic year. Frequency distribution table were used in data analysis. A descriptive qualitative methodology and teacher interview were used in the study to analyze and interpret the results. The results from this study revealed that 7th-grade secondary school students have a number of misconceptions, lack of background knowledge, reasoning and basic operation mistakes at the topics mentioned. The misconceptions divide into three categories namely errors in using formula of geometry, errors in identifying the characteristic of planar figure, and errors in interpreting story problems in mathematical form.

ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA MA MENGGUNAKAN PENDEKATAN PROBLEM BASED LEARNING

Problem solving ability is an important mathematical ability for students to solve existing problems. This study aims to analyze students' mathematical problem solving abilities in the story problems of three-variable linear equation systems. This research was conducted in class X in one of the Alliyah Madrasas in Cianjur. The approach used is a problem based learning approach with a qualitative descriptive method. The instrument consists of 6 pieces of problem solving story problems. The test done by students is given a score and in the analysis of errors in answering the questions. The results of the study show that of the 40 class X students only 4 students can complete the conclusion, 13 students complete the process skills, 24 students complete the transformation phase and 32 students can complete the problem understanding stage. In terms of problem solving abilities in class X in one of the Alliyah Madrasas in Cianjur is still weak.

ANALISIS KESULITAN SISWA KELAS X SMK BINA INSAN BANGSA DALAM MENYELESAIKAN SOAL CERITA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL

The main objective of this study was to examine the difficulties of students in solving SPLDV story problems. This study used a qualitative descriptive method. The subjects of this study were 26 students of class X of Bina Insan Bangsa (BIB) Vocational School Ngamprah 2018-2019. This study intends to determine the low ability of students to solve SPLDV story problems and provide alternative solutions. From the results of the tests it is known that the basic concepts in the SPLDV student story problems are still lacking so that there are errors in solving the questions. Thus it is known that the most difficulties that students do are the difficulty of changing the story questions into mathematical sentences with a percentage of 8.4%. So from that the giving of questions and exercises is very important to do to encourage students to develop their thinking patterns and can do the questions carefully.

ANALYSIS OF STUDENT ERRORS IN COMPLETING MATHEMATICAL PROBLEMS OF CLASS VIII CIRCLE MATERIALS IN SMP 1 WLINGI

This research aims to find out the type of student error in solving the problem of mathematics material in solving the problem of circle story and wide circle in class VIII SMP Negeri 1 Wlingi Blitar.Dalam this research type of research used is descriptive qualitative research. The subject of this study is the class VIII C MPN 1 Wlingi which amounted to 10 students who took the test.Teknik data collection in this study using written tests, interviews and documentation.Keabsahan data is done with reference materials and conduct checks members.Teknik data analysis is done with data reduction stages, data presentation, and verification or drawing conclusions. Students are grouped into three categories namely high-ability students, medium-skilled students and low-ability students. Each category is represented by one student. The results of this study are (1) The type of mistake made by a highly capable subject in solving soa l circle story and broad circle is a mistake of fact, error of concept and mistake of principle. (2) Types of moderate-ability students' mistakes are factual errors, concept errors and procedural errors. (3) Types of low-skill students' errors are fact errors, concept errors, procedural errors and principle errors

Identifikasi Level Berpikir Kreatif Siswa dalam Menyelesaikan Soal Cerita Open Ended pada Materi SPLTV

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><pre><strong>Abstract:</strong> The purpose of this study was to identify the level of students' creative thinking skills in solving open-ended story problems in SPLTV material. The study was conducted by giving open ended story matter problems to SPLTV material to 34 high school students in class X. The results of data analysis showed that the level of creative thinking of students at the very creative level was 3 students, the creative level was 14 students, the level was quite creative as many as 3 students, the level was less creative as many as 14 students.<strong><br /><br />Abstrak:</strong><em> </em>Tujuan penelitian ini untuk mengidentifikasi level kemampuan berpikir kreatif siswa menyelesaikan soal cerita <em>open ended</em> pada materi SPLTV. Penelitian dilakukan dengan memberikan masalah soal cerita <em>open ended</em> pada materi SPLTV kepada 34 siswa kelas X SMA. Hasil analisis data yang diperoleh bahwa level berpikir kreatif siswa pada level sangat kreatif sebanyak 3 siswa, level kreatif sebanyak 14 siswa, level cukup kreatif sebanyak 3 siswa, level kurang kreatif sebanyak 14 siswa.</pre></td></tr></tbody></table></div>

Interest-enhancing approaches to mathematics curriculum design: Illustrations and personalization

Two common interest-enhancement approaches in mathematics curriculum design are illustrations and personalization of problems to students’ interests. The objective of these experiments is to test a variety of illustrations and personalization approaches. In the illustrations experiment, students (n = 265) were randomly assigned to lessons with story problems containing decorative illustrations, contextual illustrations, diagrammatic illustrations, misleading illustrations, or no illustrations (only text [control condition]). Students’ problem-solving performance and attitudes were not affected by illustration condition, but learning was better in the control compared with contextual illustrations. In the personalization experiment, students (n = 223) were randomly assigned to story problems that were either personalized based on: a survey of their interests, their choice of interest topics, a randomly assigned interest topic, or the original nonpersonalized story problem (control). The findings indicated there were benefits for choice personalization both for performance in the problem set as well as on a later learning assessment.

Analysis of student’s mathematical reasoning ability materials quadratic equation on selected topics subject of secondary school

The purpose of this research is to know the students mathematical reasoning ability in solving on the concept quadratic equation on Selected Topics Subject of Secondary School in terms of initial students mathematical ability. This research uses qualitative approach with descriptive research type. Sources of data used in this study is a sixth semester students of Mathematics Education FIP UMJ. Technique of collecting data through written test and interview. Based on the result of the research, it can be concluded that First, students with high initial ability categories have a tendency to use inductive and deductive reasoning elements well. Students can solve the problem of quadratic equations in the form of story problems in accordance with the steps of problem solving. Second, students with the medium initial ability categories have a tendency to use inductive and deductive reasoning elements well, but are less able to determine other ways to find answers. Third, students with low initial ability categories have a tendency to use inductive and deductive reasoning elements less well. Students are less able to solve the problem of quadratic equations according to problem solving steps and unable to determine other ways to find answers.

ERROR ANALYSIS OF STUDENTS IN GRADE VI OF BUMIREJO ELEMENTARY SCHOOL 1 IN COMPLETING FLOWCHART DEBIT STORY PROBLEMS

<p><em>Mathematics is very important for human life. Mathematics has been taught since elementary school. Even so mathematics remains a subject that is difficult for students to understand. One sub-material that is considered difficult is the story of flow discharge. With this, researchers are interested in conducting research that aims to find out the types of students' errors and the factors that cause errors in grade VI students of SD Negeri 1 Bumirejo in solving the flow discharge story. This research is a qualitative descriptive study with data collection techniques using questionnaires, interviews and test questions. The subjects of this study were 8 students taken from 33 students in grade VI randomly / Random Sampling. The results of our study indicate that there are 5 types of errors in students, namely (1) reading errors about the problem (2) errors in understanding the problem (3) problem transformation errors (4) process skill errors (5) answers writing errors. Factors that cause student error are students who do not understand the problem, students are less careful and careful in working on the problem and students do not understand some of the meaning of words in the math problem. Therefore we decided to conduct a research entitled "Error Analysis of Students in Grade VI of Bumirejo Elementary School 1 in Completing Flowchart Debit Story Problems".</em></p>

HUBUNGAN KEMAMPUAN KOMUNIKASI MATEMATIK SISWA SMP DI KABUPATEN BANDUNG BARAT MENGENAI MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL

This study aims to describe the mathematical communication skills of seventh grade students of West Bandung District Junior High School in understanding linear equations and one variable inequality. This type of research is qualitative research. Research subjects were selected based on even semester semester math report cards. Research subjects used in this study were 3 students selected from 15 students, namely one high-ability student, one moderate-capable student and one low-ability student. The results of this study were (1) Subjects with high ability in understanding Equation and the inequality of one variable reaches three indicators of mathematical communication ability that is to state mathematical problems related to Linear Inequality and Inequality One variable in the form of a story problem. stating the problem given in the form of mathematical models in the form of equations and solving them and stating a story problem into an idea or problem related to Equality and Inequality of one variable and can solve the problem, (2) Subjects with moderate ability to understand Equations and Inequality One variable reaches two indicators of mathematical communication ability, namely expressing mathematical problems related to equations and inequality of one variable in the form of story problems and expressing an image into an idea or mathematical problem related to linear equations and inequalities of one variable and the problem can be solved. And (3) Subjects with low ability in understanding Equations and inequality of one variable reach an indicator of mathematical communication ability which states mathematical problems related to linear equations and inequalities of one variable.

The Relationship Between Young Children's Executive Function and Arithmetic Story Problem Solving Abilities

The Relationship Between Young Children's Executive Function and Arithmetic Story Problem Solving Abilities

PENGEMBANGAN MODUL PEDOMAN GURU DALAM MENDESAIN INSTRUMEN PENILAIAN MATEMATIKA BERBASIS PEMECAHAN MASALAH MATEMATIKA

This study aims to determine the process, specifications, and teacher perception about developing a teacher guide module in making mathematical assessment instruments based on mathematical problem-solving. This research used Research and Development method is used to produce certain products namely the teacher guide module. The development model used in this study is the development model that has been combined from (Marshall, 2009) (Bishopb, 2012) (Rusdi, 2018) became the reference, while in this development research only arrived at producing products and not tested on a student. The steps consist the analysis of problems and needs, literature review, product design, validity, a trial practitioners. The research subjects in this development were two validators consisting of material expert test validators. The type of data taken in this study is qualitative data. The instrument used in the study was an open questionnaire. The stages of the process of developing are (a) Analysis of problems and needs, (b) Literature review, (c) Product design, (d) Validity, (e) Trial of practitioners. The product specifications developed in the module are three chapters on introduction, concepts, and procedures along with examples using the type of problem-solving, namely problem-solving and story problem design. The teacher's perception of the teacher guideline module is positive, from five practitioners recommending that it be used as a guide in making problem-solving questions.

Learning from Picture and Picture Action Research: Enhancement of Counting Ability on Division of Numbers for Primary School Students

Many primary students have difficulty understanding math lessons, especially the division of numbers in the form of stories. The purpose of this study is to increase the ability of counting the division of numbers in story problems using the picture and picture model on the second grade Madrasah Ibtidaiyah Darun Najah Kajeksan, Indonesia. This research used the picture and picture model classroom action research method with Kurt Lewin model approach throught two cycles and consisting of four main steps for each cycles: planning, acting, observing, and reflecting. Data were gathered by observation, interview, test, and documentation. Data analysis was performed using learning mastery individually and classically. The results of this study showed that implementation of picture and picture learning model which is equipped with two or three dimensional drawing media on Mathematics subject about division of numbers in story form can improve student learning score up to 84.62% of second grade Madrasah Ibtidaiyah Darun Najah Kajeksan, Sidoarjo, Indonesia and can help the achievement of learning process criteria between teachers and students classified as “good”.

Deskripsi Kemampuan Pemecahan Masalah Matematis pada Soal Cerita Berdasarkan Tipe Kepribadian Ekstrovert-Introvert Siswa SMP Negeri 6 Rembang

This study aims to describe the ability of mathematical problem solving in solving story problems in terms of the extrovert introvert personality types of SMP N 6 Rembang students on a two-variable linear equation system. This research is a qualitative descriptive study. The subjects in this study were students of class VIIIB SMP N 6 Rembang. Selection of Respondents used a purposive sampling technique consisting of three students for each personality type. Data collection techniques using questionnaires, tests, interviews and documentation. Data analysis techniques with data presentation steps, data reduction and conclusions. The results showed that the problem-solving ability for (1) extroverted students: were able to understand the problem and were able to explain again in their own language, were able to draw up a problem-solving plan, were able to carry out calculations and writing very neatly, were able to check the results obtained, ( 2) introverted students: have been able to understand the problem but have not been able to explain again with their own language, have been able to draw up a problem solving plan and are able to do calculations even though the writing is still messy, in general do not re-check the answers he has obtained.

Mathematical Abilities in Children With Developmental Language Disorder.

Purpose This review article provides a scoping review of the literature on mathematical abilities in developmental language disorder (DLD). Children with DLD typically struggle with learning in school; however, the mechanism by which DLD impacts academic success is unclear. Mathematics involves demands in the multiple domains and therefore holds potential for examining the relationship between language and academic performance on tasks mediated by verbal and nonverbal demands. Method A scoping review was performed via computerized database searching to examine literature on mathematics and DLD. The 21 review articles meeting inclusion criteria compared children with typical development or DLD on various tasks measuring numerical cognition. Results Children with DLD consistently performed below peers with typical development on number transcoding, counting, arithmetic, and story problem tasks. However, performance was similar to peers with typical development on most number line, magnitude comparison, and conceptual mathematics tasks. Conclusions The findings suggest a relationship between DLD and mathematics was characterized by more detrimental performance on tasks with higher verbal demands. Results are discussed with respect to typical academic curricula and demonstrate a need for early identification and intervention in DLD to optimize academic outcomes.

IMPROVING STUDENT LEARNING OUTCOMES IN LEARNING THE PROBLEM OF STORIES IN MATHEMATICS USING SAINTIFIC APPROACH

This study aims to determine the learning of story problems with a scientific approach. Learning with a scientific approach is a learning process that is designed so that students actively construct concepts, laws or principles through stages of observing, formulating, proposing or formulating hypotheses on the mathematics learning outcomes of grade 2 students of SDN 091 Cibeureum. This research is a type of qualitative research, with experiments. The population is all grade 2 students with a total of 32 students. A learning process has an important role in the success of a learning. To create meaningful mathematical learning, student activity is needed in constructing the concepts and structure of the material. Based on learning observations in class 2, the learning carried out was mechanistic. That is, the teacher dominates learning while students only receive the material delivered by the teacher. Learning like this results in students not actively constructing knowledge in the learning process, thus impacting on the low learning outcomes of students themselves. The scientific approach is very suitable for the problems found because it has referred to constructivist learning theory. Therefore, this study was carried out to describe the application of a scientific approach to mathematics learning with a type of classroom action research (CAR). The research subjects were grade 2 students. This research was carried out in 2 cycles. The steps taken by the scientific approach are to observe, ask, collect information, reason, and communicate.

Deskripsi Tingkat Kemampuan Menyelesaikan Soal Cerita Matematika Siswa Kelas VI SD Negeri Kecamatan Tanete Riattang Kabupaten Bone

This study aims to describe the level of language transfer ability, computational ability, and the ability to solve mathematical story problems, grade VI students of SD Negeri Kecamatan Tanete Riattang, Bone Regency. This type of research is ex-post facto which is descriptive in nature. The population of this study were all sixth grade students of SD Negeri Tanete Riattang District, Bone Regency, as many as 1006 students scattered in 31 schools. Sampling was carried out by using 99 stratified cluster random sampling techniques. The instrument used in this study is a multiple choice test of math story questions which are packaged in three forms of multiple choice questions, each consisting of 20 items. Data analysis techniques used are descriptive statistics with frequency distribution techniques, average counts and percentages. The results of this study indicate that: (1) The level of language transfer ability is in the very low category with an average value of 31.30; (2) The level of computing ability is in the very low category with an average value of 32.40; (3) The ability to solve math story problems is in the very low category with an average value of 27.27; (4) The level of synchronization of answers between types of tests students are also classified in the very low category, which is an average of 27.88%. This can mean that the correctness of students' answers in one particular test question is not necessarily in sync with other types of test questions. Thus, most students in answering test questions with guesses without understanding the nature of the three tests as a whole and inseparable unity.