Assessing affect after mathematical problem solving tasks

2012 ◽  
Vol 29 (1) ◽  
pp. 69-85 ◽  
Author(s):  
Scott A. Chamberlin ◽  
Robert A. Powers
Keyword(s):  
Principal Component Analysis ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Gifted Students ◽  
Principal Component ◽  
Component Analysis ◽  
Mathematical Problem Solving ◽  
Model Eliciting Activities

The focus of the article is the validation of an instrument to assess gifted students’ affect after mathematical problem solving tasks. Participants were 225 students identified by their district as gifted in grades four to six. The Chamberlin Affective Instrument for Mathematical Problem Solving was used to assess feelings, emotions, and dispositions after students solved model-eliciting activities in groups of three. Through the use of principal component analysis, it was determined that three factors should be retained. The instrument holds promise because it may be used to assess affect, which has implications for identification and curricular adjustments to optimize affect.

scholarly journals IMPLEMENTATION OF MODEL-ELICITING ACTIVITIES TO IMPROVE THE ABILITY OF MATHEMATICAL PROBLEM SOLVING

2018 ◽  
Vol 1 (3) ◽  
pp. 312 ◽  
Author(s):  
Rubaitun Rubaitun
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Homogeneity Test ◽  
Problem Solving Skills ◽  
Normality Test ◽  
Model Eliciting Activities ◽  
Class Viii ◽  
And Control ◽  
Better Than

This study aims to determine whether the improvement of students' mathematical problem solving skills that get the learning of Model-Eliciting Activities is better than students who get regular learning. Method in this research is experiment and research design pretest and postest in experiment and control class. The population in this study were all students of MTs Kota Cimahi. School samples were taken at random, and obtained by MTs Negeri Kota Cimahi. Then the sample is selected two class VIII at random class. The experimental class uses Model-Eliciting Activities, while the control class uses ordinary learning. The hypothesis in this research is the improvement of student solving abilities of MTs students in Cimahi whose learning using Model-Eliciting Activities is better than using ordinary learning. Research data obtained through the instrument of posttest mathematical problem solving ability. The posttest data is processed by normality test, homogeneity test, and two average difference test using SPSS (Statistical Product and Service Solution) software version 16.0 for Windows. The results showed that the improvement of problem solving ability of MTs students in Cimahi whose learning using Model-Eliciting Activities was better than those using ordinary learning.

Construct Validity of the Self-Directed Learning Readiness Scale

1979 ◽  
Vol 3 (2) ◽  
pp. 93-104 ◽  
Author(s):  
Salah A. Mourad ◽  
E. Paul Torrance
Keyword(s):  
Principal Component Analysis ◽  
Internal Control ◽  
Rating Scale ◽  
Gifted Students ◽  
Principal Component ◽  
Component Analysis ◽  
The Self ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning

The Self-Directed Learning Readiness Scale (SDLRS) was administered to 684 gifted students randomly selected from 1500 students enrolled in the Future Problem Solving for Gifted/Talented students. Teachers rated 569 gifted students on a Teacher Rating Scale (TRS) for students' abilities, skills, and motivations required for self directed learning. A principal component analysis of the SDLRS resulted in eight factors. These factors were labeled: attitude toward and joy of learning; self-confidence in abilities and skills for learning; complexity, adventure, and independence in learning; attraction to new and unusual situations; internal control; self-understanding; and responsibility for own learning. Another principal component analysis for the TRS resulted in one factor. The TRS total scores were correlated with the estimated eight SDLRS scores (using unit weights). Significant relationships were found between TRS scores and the first seven and total SDLRS scores. These results give some support for the validity of the SDLRS.

scholarly journals Mathematical problem-solving abilities and reflective thinking abilities: The impact of the influence of eliciting activities models

2020 ◽  
Vol 11 (1) ◽  
pp. 167-178
Author(s):  
Suci Hartati ◽  
Ratu Ayu Bilqis ◽  
Achi Rinaldi
Keyword(s):  
Problem Solving ◽  
Design Research ◽  
Reflective Thinking ◽  
Mathematical Problem ◽  
Thinking Skills ◽  
Mathematical Problem Solving ◽  
Homogeneity Test ◽  
Model Eliciting Activities ◽  
Quasi Experimental ◽  
The Impact

This study aims to determine the effect of the Model Eliciting Activities (MEAs) learning model to the mathematical problem-solving abilities and the mathematical reflective thinking skills. This research is a type of Quasi Experimental Design research. Data collection techniques in this study in the form of documentation and tests at the public school in Bandar Lampung with 30 students of experiment classes and 30 students of control classes. Data analysis techniques used are the normality and homogeneity test. Testing hypothesis in this study using the Multivariate Analysis of Variance (MANOVA) test. Based on the result of this study, the calculation of the MANOVA test, it was concluded that there was an influence of the Model Eliciting Activities (MEAs) to the mathematical problem-solving abilities and the mathematical reflective thinking skills. The application of the Model Eliciting Activities to the mathematical problem-solving abilities and the mathematical reflective thinking skills has a relatively  high level of effectiveness.

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