scholarly journals KEMAMPUAN NUMBER SENSE MELALUI METODE LEARNING BY PLAYING

2015 ◽  
Vol 6 (2) ◽  
pp. 324
Author(s):  
Tunjung Susilowati
Keyword(s):  
Problem Solving ◽  
Teaching Method ◽  
Number Sense ◽  
Research Student ◽  
Intuitive Thinking ◽  
Mathematic Teaching ◽  
Addition And Subtraction

One of many purpose on mathematic teaching is problem solving. Problem solving need good computation abilities.Student have computation abilities if number sense develop in them. Number sense related with flexible and intuitive thinking about number. Number sense is natural ability of human and developed with teaching. This research using learning by playing teaching method to develop number sense. The purpose of choosing this method is student can practice their number sense and observed directly also mathematics can be fun subject. Research conducted with using different kind of games in every session. Based from the research, student developed their number sense on addition and subtraction of integers and they enjoy the learning also. Keywords: Number sense, learning by playing, summation and Equity pbulat numbers. Abstrak: Salah satu tujuan pembelajaran matematika adalah pemecahan masalah. Pemecahan masalah memerlukan kemampuan berhitung yang baik. Kemampuan berhitung didapat apabila kemampuan number sense berkembang pada diri siswa. Number sense berhubungan dengan pemikiran yang fleksibel dan intuitif tentang bilangan.Number sense merupakan kemampuan alami yang dimiliki oleh semua orang dan dapat berkembang dengan adanya pengajaran. Pengajaran untuk mengembangkan number sense siswa pada penelitian ini dilakukan dengan metode learning by playing. Metode ini dipilih agar kemampuan number sense dapat dipraktikkan dan diamati secara langsung serta pembelajaran matematika menjadi menyenangkan. Penelitian dilakukan dengan mengembangkan permainan yang berbeda pada setiap pertemuan. Berdasarkan penelitian yang dilakukan terlihat adanya peningkatan kemampuan number sense siswa pada penjumlahan dan pengurangan bilangan bulat dan juga siswa menikmati pembelajaran yang dilakukan. Kata kunci: number sense, learning by playing, penjumlahan dan pengurangan bilangan pbulat.

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

Applying Number Sense to Problem Solving

1989 ◽  
Vol 36 (6) ◽  
pp. 22-25
Author(s):  
Barbara J. Dougherty ◽  
Terry Crites
Keyword(s):  
Problem Solving ◽  
Classroom Practice ◽  
Number Sense ◽  
School Mathematics ◽  
Mathematics Program ◽  
Problem Solving Process

NCTM's Commission on Standards for School Mathematics (1987) has identified problem solving and number sense as important components of an effective mathematics program. This emphasis is generating attempts to understand the problem-solving process better and to incorporate the results into classroom practice. In keeping with the thrust, this article discusses the interrelationships between problem solving and number sense in light of difficulties experienced by students participating in the problem-solving process.

IDEAS

1992 ◽  
Vol 39 (6) ◽  
pp. 32-39
Author(s):  
Lisa M. Passarello ◽  
Francis (Skip) Fennell
Keyword(s):  
Problem Solving ◽  
Number Sense ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Grade Levels ◽  
Or Groups ◽  
And Mathematics ◽  
Parent Child ◽  
At Home ◽  
A Performance

This month's IDEAS emphasizes connections between science and mathematics by using a performance-, or authentic-, asessment format. The month of February is close to the heart of many students and teachers. The activity sheets and the extensions offer a different approach to the valentine month. Students have the opportunity to explore applications involving their own personal valentine—the heart. The activities involve number sense, problem solving, measurement, and statistics. Additionally, this month's IDEAS involves a variety of important mathematics concepts and ideas in a performance-based setting. The activity sheets are designed to be used in multiple grade levels. The activity sheets can be completed by individual students or groups of students. The at-home-activity sheet is designed to connect school-mathematics learning with the home. Encourage students to complete this activity sheet as a parent-child experiment.

Children's Conceptual Structures for Multidigit Numbers and Methods of Multidigit Addition and Subtraction

1997 ◽  
Vol 28 (2) ◽  
pp. 130-162 ◽  
Author(s):  
Karen C. Fuson ◽  
Diana Wearne ◽  
James C. Hiebert ◽  
Hanlie G. Murray ◽  
Pieter G. Human ◽  
...  
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Number Concepts ◽  
Number Words ◽  
Conceptual Structures ◽  
Common Framework ◽  
Approach To Teaching ◽  
Addition And Subtraction

Researchers from 4 projects with a problem-solving approach to teaching and learning multidigit number concepts and operations describe (a) a common framework of conceptual structures children construct for multidigit numbers and (b) categories of methods children devise for multidigit addition and subtraction. For each of the quantitative conceptual structures for 2-digit numbers, a somewhat different triad of relations is established between the number words, written 2-digit marks, and quantities. The conceptions are unitary, decade and ones, sequence-tens and ones, separate-tens and ones, and integrated sequence-separate conceptions. Conceptual supports used within each of the 4 projects are described and linked to multidigit addition and subtraction methods used by project children. Typical errors that may arise with each method are identified. We identify as crucial across all projects sustained opportunities for children to (a) construct triad conceptual structures that relate ten-structured quantities to number words and written 2-digit numerals and (b) use these triads in solving multidigit addition and subtraction situations.

Museums, mysteries, and math

2011 ◽  
Vol 17 (7) ◽  
pp. 404-410
Author(s):  
Helen Gerretson ◽  
Bárbara C. Cruz
Keyword(s):  
Problem Solving ◽  
Financial Literacy ◽  
Number Sense ◽  
Literature Circles

You too can use literature circles and journaling to reinforce number sense, problem solving, and financial literacy.

Links to Literature: Serving Up Number Sense and Problem Solving: Dinner at the Panda Palace

1997 ◽  
Vol 3 (9) ◽  
pp. 476-480
Author(s):  
Maryann S. Wickett
Keyword(s):  
Problem Solving ◽  
Number Sense ◽  
Class Discussion

I have a book I would like to share with you. It's about a panda ….” Thus began our class discussion of Dinner at the Panda Palace (Calmenson 1991), a predictable book that begins with the arrival of one elephant, followed by two lions, three pigs, and so on (figs. 1 and 2).

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