Visual thinking profile of mathematics students in graph theory problem solving process

2020 ◽  
Author(s):  
Sapti Wahyuningsih ◽  
Abd Qohar ◽  
Darmawan Satyananda ◽  
Noor Azean Atan
Keyword(s):  
Graph Theory ◽  
Problem Solving ◽  
Visual Thinking ◽  
Mathematics Students ◽  
Theory Problem ◽  
Problem Solving Process

The Prisoner Problem-a Generalization

2000 ◽  
Vol 93 (3) ◽  
pp. 192-193
Author(s):  
Gerald E. Gannon ◽  
Mario U. Martelli
Keyword(s):  
High School ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Classroom Teachers ◽  
Mathematics Students ◽  
High School Mathematics ◽  
Classic Problem ◽  
Look Back ◽  
Problem Solving Process ◽  
Problem Solvers

Problem solving is generally recognized as one of the more important functions of mathematics, and producing “problem solvers” is one of the more important jobs of a mathematics teacher. In most problemsolving strategies, the final step is taking a look back after the problem has been solved to see whether the problem and the solution can be generalized. We believe that most classroom teachers would agree that this step is often the most difficult one in the problem-solving process. Hence, our purpose here is to suggest a possible generalization to a classic problem, one that is inherently interesting and that has a solution that is within the reach of most high school mathematics students.

Research for Teachers on Visual Thinking to Solve Verbal Problems

1985 ◽  
Vol 13 (4) ◽  
pp. 299-303 ◽  
Author(s):  
John A. Hortin ◽  
Robert L. Ohlsen ◽  
Barbara S. Newhouse
Keyword(s):  
Graduate Students ◽  
Problem Solving ◽  
Active Participation ◽  
Visual Thinking ◽  
Problem Solving Process ◽  
The Mind

If graduate students are given training in visual thinking, they will be able to use visual thinking for solving verbal problems. One hundred thirty-three graduate students participated in this study to determine whether students could be taught how to use images of the mind for problem solving. Two important activities were stressed: 1) imagery for problem solving and 2) the active participation from students. The authors believe that their study shows the importance of allowing students to use imagery in the problem solving process.

scholarly journals The Effect of Online Project-Based Learning Application on Mathematics Students' Visual Thinking Continuum in Covid-19 Pandemic

2021 ◽  
Vol 15 (08) ◽  
pp. 4
Author(s):  
Sapti Wahyuningsih ◽  
Abd. Qohar ◽  
Darmawan Satyananda ◽  
Noor Azean Atan
Keyword(s):  
Online Learning ◽  
Problem Solving ◽  
Web Applications ◽  
Project Based Learning ◽  
Learning System ◽  
Visual Thinking ◽  
Mathematics Students ◽  
Mind Maps ◽  
The Impact

The COVID-19 pandemic led to the implementation of the Work From Home<strong> </strong>(WFH) policy. The impact of this policy is to replace the process of teaching and learning activities by using an online learning system. In this industrial era 4.0, the integration of web applications is very much needed in problem-solving learning. One that can be used to integrate web applications in learning through project-based learning. The focus of this research is to study the effects of online project-based learning applications on mathematics students' visual thinking continuum. Instruments used in the form of rubric virtual mind maps, audio-visual and virtual posters are used to observe students' visual thinking continuum. The instrument was analyzed with the Rasch measurement model software named WINSTEPS. This study used one group pretest-posttest design to see the effect of integrating web applications in learning through project-based learning analyzed using SPSS. The results of instrument analysis for rubric virtual mind maps, audio-visual products, and virtual posters on measure person obtained good person reliability, MNSQ infit, and MNSQ OUTFIT the average rating is very good. For the ZSTD infit and the ZSTD outfit, the average value is close to 0.0 so that the quality of the person's reliability is good. The results of the conformity quality of the items with the model studied from the fit order items obtained the value of Outfit mean square (MNSQ), Outfit Z-standard (ZSTD), and the value of Point Measure Correlation (Pt Mean Corr) for the three instruments met good criteria. The results of the analysis of paired samples test from 54 respondents obtained p &lt;0.05 so that the base learning project has the effect of increasing students' visual thinking continuum. Implementation of online project-based learning in mathematics learning is an alternative that can be used to improve students' creative problem-solving skills in online learning

scholarly journals Creativity in problem solving: integrating two different views of insight

ZDM ◽  
2021 ◽  
Author(s):  
Per Øystein Haavold ◽  
Bharath Sriraman
Keyword(s):  
Problem Solving ◽  
Research Problem ◽  
Mathematics Students ◽  
Analytic Thinking ◽  
Unconscious Processes ◽  
Creativity Research ◽  
Mathematical Problems ◽  
Productive Research ◽  
Problem Solving Process ◽  
Compare And Contrast

AbstractEven after many decades of productive research, problem solving instruction is still considered ineffective. In this study we address some limitations of extant problem solving models related to the phenomenon of insight during problem solving. Currently, there are two main views on the source of insight during problem solving. Proponents of the first view argue that insight is the consequence of analytic thinking and a sequence of conscious and stepwise steps. The second view suggests that insight is the result of unconscious processes that come about only after an impasse has occurred. Extant models of problem solving within mathematics education tend to highlight the first view of insight, while Gestalt inspired creativity research tends to emphasize the second view of insight. In this study, we explore how the two views of insight—and the corresponding set of models—can describe and explain different aspects of the problem solving process. Our aim is to integrate the two different views on insight, and demonstrate how they complement each other, each highlighting different, but important, aspects of the problem solving process. We pursue this aim by studying how expert and novice mathematics students worked on two ill-defined mathematical problems. We apply both a problem solving model and a creativity model in analyzing students’ work on the two problems, in order to compare and contrast aspects of insight during the students’ work. The results of this study indicate that sudden and unconscious insight seems to be crucial to the problem solving process, and the occurrence of such insight cannot be fully explained by problem solving models and analytic views of insight. We therefore propose that extant problem solving models should adopt aspects of the Gestalt inspired views of insight.

Moving to Solution

2013 ◽  
Vol 60 (6) ◽  
pp. 403-409 ◽  
Author(s):  
K. Werner ◽  
M. Raab
Keyword(s):  
Problem Solving ◽  
Embodied Cognition ◽  
Cognitive Functions ◽  
Problem Space ◽  
Arm Swing ◽  
String Problem ◽  
Problem Solving Process ◽  
Problem Solving Task ◽  
Bodily Movements

Embodied cognition theories suggest a link between bodily movements and cognitive functions. Given such a link, it is assumed that movement influences the two main stages of problem solving: creating a problem space and creating solutions. This study explores how specific the link between bodily movements and the problem-solving process is. Seventy-two participants were tested with variations of the two-string problem (Experiment 1) and the water-jar problem (Experiment 2), allowing for two possible solutions. In Experiment 1 participants were primed with arm-swing movements (swing group) and step movements on a chair (step group). In Experiment 2 participants sat in front of three jars with glass marbles and had to sort these marbles from the outer jars to the middle one (plus group) or vice versa (minus group). Results showed more swing-like solutions in the swing group and more step-like solutions in the step group, and more addition solutions in the plus group and more subtraction solutions in the minus group. This specificity of the connection between movement and problem-solving task will allow further experiments to investigate how bodily movements influence the stages of problem solving.

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Elementary Students ◽  
Visual Learning ◽  
Control Group ◽  
Visual Thinking ◽  
Quasi Experimental ◽  
Student Skill ◽  
Mathematical Skill ◽  
The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

Proses Berpikir Logis Siswa Sekolah Dasar Bertipe Kecerdasan Logis Matematis dalam Memecahkan Masalah Matematika

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Liska Yanti Pane ◽  
Kamid Kamid ◽  
Asrial Asrial
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Qualitative Method ◽  
Logical Thinking ◽  
Think Aloud ◽  
Process Data ◽  
Thinking Process ◽  
Problem Solving Process ◽  
Problem Solving Strategy ◽  
Solving Strategy

This research aims to describe logical thinking process of a logical-mathematical intelligence student. We employ qualitative method to disclose the subject’s learning process. Data are collected by interview and modified think aloud methods. The results show that subject has capability to find and organize problems and data correctly. Subject describes conditions that are needed to do the steps of problem solving strategy. The steps are done systematically until the end of problem solving process.

Proses Berpikir Kreatif Siswa Tipe Linguistik dalamPemecahan Masalah Biologi

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Imelda Aisah Sarip ◽  
Kamid Kamid ◽  
Bambang Hariyadi
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Creative Thinking ◽  
Research Data ◽  
Think Aloud ◽  
The Subject ◽  
Thinking Process ◽  
Problem Solving Process ◽  
The Given

The aim of this research is to describe creative thinking process of linguistic type student in biology problem solving. This research is conducted to linguistic intelligence type of subject at SMPN 6 Kota Jambi. SL the subject was selected based on the aim of the research. Data collection is conducted by interview and a modified think aloud method. Data is analyzed based on creative thinking process purposed by Polya.The result of this research shows that SL could find and arrange the given problems and collect data correctly and appropriately. The problem solving steps is done systematically to the end of problem solving process. The last steps problem solving, SL does checking while doing scratching to make sure that the written answers meet her need.

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