Seventh Grade Students’ Problem Solving Success Rates on Proportional Reasoning Problems

2015 ◽  
Vol 2 (1) ◽  
pp. 30 ◽  
Author(s):  
Mustafa Serkan Pelen ◽  
Perihan Dinc Artut
Keyword(s):  
Problem Solving ◽  
Proportional Reasoning ◽  
Success Rates ◽  
Seventh Grade

scholarly journals Investigation of Proportional Reasoning Problem Solving Processes of Seventh Grade Students: A Mixed Method Research

2021 ◽  
Vol 3 (1) ◽  
pp. 48-67
Author(s):  
Mesut Öztürk ◽  
Ümit Demir ◽  
Yaşar Akkan
Keyword(s):  
Problem Solving ◽  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Proportional Reasoning ◽  
Mixed Method Research ◽  
Seventh Grade ◽  
Qualitative Comparison ◽  
Skill Test ◽  
Reasoning Problem

This study was carried out to examine proportional reasoning problem solving processes of seventh grade students. This study was conducted with the explanatory sequential mixed method design. In this respect, firstly, quantitative data from 56 students were collected and analyzed. Then, qualitative data of the study was collected from six students selected according to their success and analyzed. The quantitative data of the study was consisted of a proportional reasoning skill test and analyzed using predictive statistics. The qualitative data of the study were collected through activity cards and the think-aloud protocol, and content analysis was applied to the collected qualitative data. The findings of the study showed that students were most successful at qualitative comparison. On the other hand, the least success was observed for quantitative comparison, and female students were found to be more successful in proportional reasoning problems.

STUDENTS’ PROPORTIONAL REASONING IN MATHEMATICS THROUGH COVID-19 PANDEMIC CONTEXT

2021 ◽  
Vol 10 (3) ◽  
pp. 1670
Author(s):  
Rohati Rohati ◽  
Turmudi Turmudi ◽  
Kusnandi Kusnandi
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Real World ◽  
Proportional Reasoning ◽  
Learning Activities ◽  
School Students ◽  
Reasoning Skills ◽  
Almost All

Abstract The aim of this study was to ascertain high school students' proportional reasoning in the sense of the COVID-19 pandemic. How do students' thoughts flow when confronted with problems requiring proportional reasoning? This research is a mixed study by collecting data through problem-solving questions to 253 junior high school students in Muaro Jambi, Jambi Province, Indonesia. The problem-solving activities are based on real-world scenarios and require reasoning that is proportional and pertinent to the COVID-19 pandemic context. Due to the ongoing COVID-19 pandemic, the test is administered through the Whatsapp framework. Students' responses are examined in detail to ascertain their proportional reasoning skills. The results indicate that almost all students correctly answered the first question. However, only a small percentage of students were able to answer to and make the correct argument for the second question. The findings indicated that students demonstrated a reasonable level of proportional reasoning when confronted with the COVID-19 pandemic situation. According to the findings of this report, it is important for teachers of mathematics to establish learning activities and problem-solving tasks that help students improve their proportional reasoning skills. Keywords: COVID-19; Problem Solving; Proportional Reasoning; Real-World Situations AbstrakTujuan dari penelitian ini adalah untuk menggali penalaran proporsional siswa SMA  dengan konteks pandemi COVID-19. Bagaimana alur pemikiran siswa ketika dihadapkan pada masalah yang membutuhkan penalaran proporsional? Penelitian ini merupakan penelitian campuran dengan pengumpulan data melalui pertanyaan pemecahan masalah kepada 253 siswa SMP di Muaro Jambi, Provinsi Jambi, Indonesia. Kegiatan pemecahan masalah didasarkan pada skenario dunia nyata dan membutuhkan penalaran yang proporsional dan relevan dengan konteks pandemi COVID-19. Karena pandemi COVID-19 yang sedang berlangsung, tes dikirim melalui aplikasi Whatsapp. Tanggapan siswa diperiksa secara rinci untuk memastikan kemampuan penalaran proporsional mereka. Hasilnya menunjukkan bahwa hampir semua siswa menjawab pertanyaan pertama dengan benar. Namun, hanya sebagian kecil siswa yang mampu menjawab dan membuat argumen yang benar untuk pertanyaan kedua. Hasil penelitian menunjukkan bahwa siswa memiliki alur penalaran proporsional yang cukup baik dengan menggunakan konteks kondisi pandemi COVID-19. Menurut temuan  ini, penting bagi guru matematika untuk menetapkan kegiatan pembelajaran dan tugas pemecahan masalah yang membantu siswa meningkatkan keterampilan penalaran proporsional mereka. Kata kunci: COVID-19; Pemecahan Masalah; Penalaran Proporsional; Situasi Dunia

scholarly journals A Study on the Relationship Between Seventh-Grade Students’ Self-Regulation Skills and Their Problem-Solving Achievements

2019 ◽  
Vol 5 (1) ◽  
pp. 71
Author(s):  
Bünyamin Aydın ◽  
Dilek Sezgin Memnun ◽  
Emre Dinç ◽  
Sevgi Arsuk ◽  
Hilal Meriç
Keyword(s):  
Problem Solving ◽  
Skill Development ◽  
Self Regulation ◽  
Positive Relationships ◽  
Seventh Grade ◽  
Problem Solving Skills ◽  
Low Level ◽  
The Relationship ◽  
Academic Year

This study aimed to determine the relationship between routine/non-routine problem-solving achievements and self-regulation skills of seventh-grade students who are educated in Turkey. For this purpose, in the 2016-2017 academic year, 133 seventh-grade students who were randomly selected in Denizli and Bursa provinces were studied. In the scope of the study, students were asked to answer routine/non-routine problem-solving tests, prepared by the researchers and the Motivated Strategies for Learning Questionnaire (MSLQ). When the data obtained from the analysis were examined, it was explained that the seventh-grade students attending the study need to develop their routine problem-solving skills and focus more on non-routine problem-solving skill development. Also, it was concluded that there are low-level and positive relationships between students’ routine problem-solving and self-regulation skills, and non-routine problem-solving and self-regulation skills.

An Evaluation of a Process-Oriented Instructional Program in Mathematical Problem Solving in Grades 5 and 7

1984 ◽  
Vol 15 (1) ◽  
pp. 15-34 ◽  
Author(s):  
Randall I. Charles ◽  
Frank K. Lester
Keyword(s):  
Quantitative Analysis ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Instructional Program ◽  
Growth Patterns ◽  
Student Growth ◽  
Fifth Grade ◽  
Mathematical Problem Solving ◽  
Seventh Grade ◽  
Process Oriented

This paper provides an overview of a process-oriented instructional program and reports the results of an evaluation of that program. Twelve fifth-grade and 10 seventh-grade teachers implemented the Mathematical Problem Solving program for 23 weeks. Eleven fifth-grade and 13 seventh-grade teachers taught control classes. The experimental classes scored significantly higher than the control classes on measures of ability to understand problems, plan solution st rategies, and get correct results. Trend analyses showed different student growth patterns for the three measures of problem-solving performance. Data from interviews with teachers supported the results of the quantitative analysis and suggested that both students and teachers had changed positively with respect to attitudes toward problem solving. In addition, teachers gained confidence in their ability to teach problem solving.

Helping and Getting Help—Essential Skills for Effective Group Problem Solving

1994 ◽  
Vol 41 (9) ◽  
pp. 521-525 ◽  
Author(s):  
Sydney Farivar ◽  
Noreen M. Webb
Keyword(s):  
Problem Solving ◽  
Seventh Grade ◽  
Group Problem ◽  
Group Problem Solving ◽  
Grade Teacher ◽  
Working Together ◽  
Essential Skills ◽  
Effective Group ◽  
The Right

Seventh grade teacher: “My students have been working together in groups for a while now. They're getting along fine. But I'm finding that a lot of them still don't understand the work. I tell them to ‘work together’ and that it is all right to help each other. Sometimes I worry that they are only giving each other the answers. How can I get them to focus on problem solving and not just putring down the right answer?”

Calculators and Instruction in Problem Solving in Grade 7

1987 ◽  
Vol 18 (3) ◽  
pp. 215-229
Author(s):  
Walter Szetela ◽  
Doug Super
Keyword(s):  
Problem Solving ◽  
The Other ◽  
Control Group ◽  
Seventh Grade ◽  
Special Training ◽  
School Year ◽  
Degree Of Satisfaction ◽  
Problem Solving Strategies ◽  
High Degree ◽  
Better Than

For an entire school year 24 seventh-grade classes were taught problem-solving strategies by teachers with special training. In 14 of the classes the instruction was supplemented by calculators. Each problem-solving group performed significantly (p<.05) better than a control group of 18 classes on two of five problem-solving tests. The calculator group scored significantly higher than the control group on attitude toward problem solving and as well as the other two groups on paper-and-pencil computation. Responses to a teacher questionnaire indicated a high degree of satisfaction with the program.

Imagination, Intuition, and Computing in School Algebra

1989 ◽  
Vol 82 (1) ◽  
pp. 14-17
Author(s):  
Thomas E. Kieren ◽  
Alton T. Olson
Keyword(s):  
High School ◽  
Problem Solving ◽  
Novice Teachers ◽  
Junior High ◽  
Senior High School ◽  
Seventh Grade

Two incidents involving novice teachers with junior high and senior high school classes form a background for this article. In the first, a seventh-grade class was involved in a variety of problem-solving activities. They had just engaged in a very active exchange of questions involving complex pricing of pizza orders. Then the lesson turned to representing problems and situations with equations.

International Perspectives: The Triple Jump: A Potential Area for Problem Solving and Investigation

1998 ◽  
Vol 4 (2) ◽  
pp. 104-108
Author(s):  
Doug Clarke
Keyword(s):  
Problem Solving ◽  
Proportional Reasoning ◽  
International Perspectives ◽  
Key Concepts ◽  
Potential Area

Many teachers comment that interesting appucations of ratio are hard to find. Teachers also find that many students have difficulty with proportional reasoning in general, and ratio in particular. In this article, I talk through a process that led to the discovery of the role of ratios and percentages in discussions about triple jump performances, and to a range of tasks that provide important information about students' understanding of key concepts in mathematics.

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