Problem Solving Process Of Students Research Articles

The Effects of Visual Cueing on Students with and without Math Learning Difficulties in Online Problem Solving: Evidence from Eye Movement.

This study investigated the impact of visual cueing on attention guidance, deep-thinking promotion, and performance optimization in arithmetic word problem solving for students with mathematical learning difficulties (MLD). The participants included eight students with MLD and twenty students without MLD who attempted to solve mathematical word problems with and without visual cueing. Eye movements were recorded during the tasks. A repeated-measure design and nonparametric tests were applied to enhance the statistical power of the study. The data analysis results indicated that visual cueing effectively guided and sustained the attention of students with MLD, reducing their off-task duration. However, it showed limited influence in facilitating deep thinking and performance improvement for these students. There were no significant attention-guidance or performance-improvement effects observed in the problem-solving processes of students without MLD, who initially demonstrated better concentration levels and performance. The potential explanations for these findings are further discussed in this paper.

Problem-Solving Process of Students with a Reflective Cognitive Style Based on the Action-Process-Object-Schema Theory

<p style="text-align:justify">The skill to solve mathematical problems facilitates students to develop their basic skills to solve problems in daily life. This study analyzes students' problem-solving process with a reflective cognitive style in constructing probability problems using action, process, object, and schema theory (APOS). The explanatory method was used in this qualitative study. The participants were mathematics students at the Department of Mathematics, Universitas Negeri Semarang. The researchers collected the data with the cognitive style test using the Matching Familiar Figure Test (MFFT), used a valid problem-solving skill test, and the interview questions. The data analysis techniques used were processing and preparing the data for analysis, extensive reading of the data, coding all data, applying the coding process, describing the data, and interpreting the data. The results showed that (1) the problem-solving process of students with symbolic representation was characterized by the use of mathematical symbols to support the problem-solving process in the problem representation phase; (2) the problem-solving process of students with symbolic-visual representation was characterized by the use of symbols, notations, numbers, and visual representation in the form of diagrams in the problem representation phase.</p>

Analysing Complex Problem-Solving Strategies from a Cognitive Perspective: The Role of Thinking Skills.

Complex problem solving (CPS) is considered to be one of the most important skills for successful learning. In an effort to explore the nature of CPS, this study aims to investigate the role of inductive reasoning (IR) and combinatorial reasoning (CR) in the problem-solving process of students using statistically distinguishable exploration strategies in the CPS environment. The sample was drawn from a group of university students (N = 1343). The tests were delivered via the eDia online assessment platform. Latent class analyses were employed to seek students whose problem-solving strategies showed similar patterns. Four qualitatively different class profiles were identified: (1) 84.3% of the students were proficient strategy users, (2) 6.2% were rapid learners, (3) 3.1% were non-persistent explorers, and (4) 6.5% were non-performing explorers. Better exploration strategy users showed greater development in thinking skills, and the roles of IR and CR in the CPS process were varied for each type of strategy user. To sum up, the analysis identified students’ problem-solving behaviours in respect of exploration strategy in the CPS environment and detected a number of remarkable differences in terms of the use of thinking skills between students with different exploration strategies.

Exploration of Mathematics Problem Solving Processes of Junior High School Students with Different Levels of Logical Thinking Ability

Problem solving is one of the most important skills for students. Meanwhile, logical thinking is the ability to solve problems by relying on mental abilities. The purpose of this research is to describe the problem solving process of students with different levels of logical thinking. This research is an exploratory qualitative research involving eighth grade students of SMP N 5 Tuban who have different levels of logical thinking as research subjects. The subjects who were interviewed were 4 students. Instruments to measure the level of logical thinking used The Group Assessment of Logical Thinking (GALT) while exploring the process of solving problems using the stages of entry, attack, and review. The results of the analysis show that students with high logical thinking skills meet the entry, attack, and review stage. Students with low logical thinking skills meet the entry stage in ‘know’ and ‘want’ aspects only, at the attack stage they only meet the try and possible aspects, and do not meet the review stage at all. Thus, it can be concluded that students with different levels of logical thinking ability have different mathematical problem solving abilities.

Analysis of Mathematical Problem-Solving Ability for VII Class Students of SMP During the Covid-19 Pandemic

The Covid-19 pandemic has greatly impacted various worlds without exception in the field of education, especially in Indonesia. This situation causes learning that is usually done face-to-face to turn into online learning making students find it difficult to understand the material given. This study aims to determine the mathematical problem-solving ability of MTS Thariqul Hidayah students, Indragiri Hulu Regency in class VII MTS Thariqul Hidayah students as many as 25 students and to describe the level of problem-solving ability categories in each item statement of questions that have been given in the form of descriptive questions consisting of 5 questions. The research method uses qualitative descriptive analysis to find out the extent to which the category achievement is based on problem-solving indicators during the covid-19 pandemic. Based on the ability analysis carried out by students in working on mathematical problem-solving questions with Linear Equations and Inequality One variable found that the student problem-solving process is very low. The instrument used is a question that has been tested for reliability, validity, discriminating power, and difficulty. Generally, the achievement of indicators of problem-solving ability has not been fully achieved due to ineffective learning and lack of interaction between teachers and students. The results showed that there were still student errors in solving mathematical problems in each problem-solving indicator.

Analysis of Mathematical Problem Solving Capabilities : Impact of Improve and OSBORN Learning Models on Management Education

Objectives The ability to solve problems is to gain knowledge and motivation in the problem solving process of students. The researcher used the IMPROVE and OSBORN learning models to improve problem solving skills. The IMPROVE and OSBORN learning models emphasize the development of optimal mathematical skills and generate new ideas in the process of problem solving. This research is used to see the impact of the IMPROVE learning model and OSBORN learning model which is better in mathematical problem solving abilities. This research uses the Quasy Experimental Design method. Hypothesis testing uses an independent sample test. The conclusion of the study is the mathematical problem solving ability of students who use the IMPROVE learning model is better than the mathematical problem solving abilities of students who use the OSBORN learning model.

How handwriting behaviors during problem solving are related to problem-solving success in an engineering course

If we carefully observe the spatial and temporal organization of students' pen strokes as they solve an engineering problem, can we predict their ability to achieve the correct answer? To address this question, 122 college students were asked to solve exam problems in an engineering course using a smartpen that recorded their writing as digitized timestamped pen strokes. The pen stroke data was used to compute a collection of 10 metrics characterizing various elements of problem-solving fluency including the tendency to progress down the page without revisions, the amount of time with no activity, and the frequency of constructing and using equations. The primary finding is that, on average across 13 different exam problems, these elements of problem-solving process explained 40% of the variance in scores of the correctness of the problem solution. In short, success on generating correct solutions was related to the fluency of the student's problem-solving process (i.e., working sequentially from the top to the bottom of the page, working without detours or long pauses, and working by constructing equations). This work is consistent with the idea that expertise in solving common engineering problems involves being able to treat them like routine rather than non-routine problems.

STUDENT'S ABILITY TO SOLVE THE PROBLEM OF THE COMPARISON WITH MODEL PROBLEM BASED LEARNING IN THE CLASSROOM INSTRUCTION VII MTs NOORHIDAYAH DARUSSALAM

This study aims to determine the ability of solving mathematical problems by using model Problem Based Instruction and the effect of problem based learning model Instruction on students' problem-solving abilities. The research method used experimental method to the type of field research and quantitative approaches. The sample in this study were students of class VII-B MTs Noorhidayah Darussalam in comparison with the material research design One-group pretest-posttest design. Design Research, the study was conducted only in one class as a class experiment. The data analyzed were taken from the value pretest and posttest study siswa.Hasil get the result that the problem solving process of students in the material ratio is in conformity with the learning pace of Problem Based Instruction, and there are significant learning model of problem-based instruction to the student's ability in problems solving on material ratio. Key Words : problem solving in mathematics, problem based instruction, comparasion

日本における図学・設計製図教育改革の動向

In “graphic science coursis (hereafter, GS courses) ” and “engineering design and drafting courses (hereafter, EDD courses) ” at Japanese universities and colleges, descriptive geometry and manual drawings have been taught as a fundamental graphics language used by engineers. Recently, computer graphics (hereafter, CG) and its application to engineering design (hereafter, CAD) have been widely used in industrial fields and competence in the use of CG/CAD is becoming increasingly important. To accommodate this need, CG/CAD have been gradually implemented into GS/EDD courses. The implementation has, then, caused serious dis-cussion in graphic educators. The discussion in-cludes course philosophy, course contents, teaching methodologies and evaluations in education. The purpose of this paper is to summarize the present status of the restructuring of GS/EDD courses based on the implementation of CG/CAD, and to review briefly related papers reported by Japanese authors in this Proceedings. In Chapter 2, the implementation of CG/CAD into GS/EDD courses are summarized based upon the survey studies performed by JSGS (Japan Society for Graphic Science) and by JSDD (Japan Society for Design & Drafting) . Discussion includes the educational purpose of implementation and the course contents. In Chapter 3, CAI (Computer Assisted Instruction) in GS courses at Japanese universities are summarized. They are classified into 4-types, i. e., Tutorial-type, Drill-type, 2D/CAD-Assisted-type, and Visualization-type. The advantage and disadvantage of each type are discussed. In Chapter 4, evaluations in education are discussed. First, a recent view of evaluation in education is reviewed briefly, then, the related studies in GS/EDD courses are summarized. They include evaluation of students' attitude in the GS/EDD courses and evaluation of students' spatial abilities by the use of MCT (Mental Cutting Test) . Recent researches on 2D-3D problem solving process of students are also included.

Student model and its recognition by hypothesis-based reasoning in ITS

This paper describes a framework to infer a student's misconception from observed errors during problem-solving processes. A human teacher can generate hypotheses about reasons for an error by observing a student's problem-solving process. The teacher is also able to identify a student's misconception during the process of verifying these hypotheses. Furthermore, by using these hypotheses, the teacher can generate new tasks to evaluate the student's understanding level. In this way, appropriate instructions based on the student's knowledge structure can be provided. To accomplish such a behavior within an intelligent tutoring system (ITS), the authors have defined a domain model and applied hypothesis-based reasoning to diagnose the student model. When the system finds an error in a student's problem-solving process, it attempts to generate hypotheses which explain that error in terms of the domain model.