Epistemological Beliefs, Mathematical Problem‐Solving Beliefs, and Academic Performance of Middle School Students

2005 ◽  
Vol 105 (3) ◽  
pp. 289-304 ◽  
Author(s):  
Marlene Schommer‐Aikins ◽  
Orpha K. Duell ◽  
Rosetta Hutter
Keyword(s):  
Middle School ◽  
Academic Performance ◽  
Problem Solving ◽  
Middle School Students ◽  
Epistemological Beliefs ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Students

Middle School Students' Mathematical Problem Solving: An Analysis of Think-Aloud Protocols

1993 ◽  
Vol 16 (1) ◽  
pp. 19-32 ◽  
Author(s):  
Marjorie Montague ◽  
Brooks Applegate
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Word Problems ◽  
Mathematical Problem ◽  
A Priori ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Thinking Aloud ◽  
Processing Theory

Using a cognitive-metacognitive theoretical framework, this study examined the verbalizations of middle school students as they thought aloud while solving three mathematical word problems. Middle school subjects who had been identified as learning disabled, average achieving, and gifted were given demonstrations and practice in thinking aloud and were then instructed to solve one-step, two-step, and three-step word problems while thinking aloud. A priori categories were developed based on information-processing theory and a cognitive-metacognitive perspective of mathematical problem solving. Verbalizations were coded, and between-group and grade comparisons of the number of verbalizations within categories were conducted. The relationship between type of verbalization and overall performance was also analyzed. The findings support Ericcson and Simon's (1980) view of concurrent verbalization as a technique for assessing cognitive processes and Swanson's (1988) notion that students with learning disabilities may use a qualitatively different approach to problem solving than their nondisabled peers.

scholarly journals The Achievement of Middle School Students’ Mathematical Problem Solving Abilities through Project-Based Learning Models

2021 ◽  
Vol 12 (1) ◽  
pp. 185-192
Author(s):  
Dahlia Fisher ◽  
Yaya Sukjaya Kusumah ◽  
Jarnawi Afgani Dahlan
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Mathematical Problem ◽  
Project Based Learning ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
School Students ◽  
Average Value ◽  
Conventional Models

This research aims to determine the use of project-based learning (PjBL) in the achievement of students' mathematical problem-solving abilities. The variables in this research were PjBL and mathematical problem-solving abilities. The instrument in this research was a description test of mathematical problem-solving abilities, which was analyzed by testing the hypothesis using the Mann Whitney U test. The results showed that the average value of students learning using PjBL was higher than students learning using conventional models. The results of the Mann Whitney test show that learning using PjBL is effective in improving students' mathematical problem-solving abilities.

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