scholarly journals A Case Study on Student Self-Assessment in Mathematical Problem Solving Process

2007 ◽  
Vol 55 (2) ◽  
pp. 1-25
Author(s):  
이봉주
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Self Assessment ◽  
Problem Solving Process

Digitally Capturing Student Thinking for Self-Assessment

2012 ◽  
pp. 127-144 ◽  
Author(s):  
Sheri Vasinda ◽  
Julie McLeod
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Teacher Assessment ◽  
Student Thinking ◽  
Mathematical Problem Solving ◽  
Self Assessment ◽  
Process Thinking ◽  
Problem Solving Process ◽  
Insight Into ◽  
Verbal Thinking

The continuing improvements and access to digital technology provide opportunities for capturing student thinking never considered or available in the past. Knowing the importance of thinking processes and understanding children’s resistance to writing them down, mathcasts were used as a way of supporting students during their problem solving. Mathcasts are screencaptures of students’ work and thinking as they write and talk about their thinking during mathematical problem solving. Viewers of the mathcast gain unique insight into the students’ problem solving process, thinking process, and mathematical conceptions or misconceptions. The authors found screencasts to be a good technological match with mathematical problem solving that provided a more powerful opportunity for both self-assessment and teacher assessment that was not available with traditional paper and pencil reflection. When students can revisit their verbal thinking several times throughout the year, they are equipped to self-assess in new, powerful and more reflective ways.

scholarly journals Inconsistency Among Beliefs, Knowledge, and Teaching Practice in Mathematical Problem Solving: A Case Study of a Primary Teacher

2017 ◽  
Vol 7 (2) ◽  
pp. 27-40
Author(s):  
Tatag Yuli Eko Siswono ◽  
Ahmad Wachidul Kohar ◽  
Ika Kurniasari ◽  
Sugi Hartono
Keyword(s):  
Problem Solving ◽  
Teaching Practice ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Primary Teacher ◽  
Mathematical Problem Solving ◽  
Mathematics Problems ◽  
And Mathematics ◽  
Teacher's Beliefs

This is a case study investigating a primary teacher’s beliefs, knowledge, and teaching practice in mathematical problem solving. Data was collected through interview of one primary teacher regarding his beliefs on the nature of mathematics, mathematics teaching, and mathematics learning as well as knowledge about content and pedagogy of problem solving. His teaching practice was also observed which focused on the way he helped his students solve several different mathematics problems in class based on Polya’s problemsolving process: understand the problem, devising a plan, carrying out the plan, and looking back. Findings of this study point out that while the teacher’s beliefs, which are closely related to his problem solving view, are consistent with his knowledge of problem solving, there is a gap between such beliefs and knowledge around his teaching practice. The gap appeared primarily around the directive teaching which corresponds to instrumental view he held in most of Polya’s process during his teaching practice, which is not consistent with beliefs and knowledge he professed during the interview. Some possible causes related to several associate factors such as immediate classroom situation and teaching practice experience are discussed to explain such inconsistency. The results of this study are encouraging, however, further studies still need to be conducted.

scholarly journals Analysis of Mathematical Problem Solving Capabilities : Impact of Improve and OSBORN Learning Models on Management Education

2020 ◽  
Vol 3 (1) ◽  
pp. 17-26
Author(s):  
Munifah Munifah ◽  
Windi Septiyani ◽  
Indah Tri Rahayu ◽  
Rahmi Ramadhani ◽  
Hasan Said Tortop
Keyword(s):  
Problem Solving ◽  
Design Method ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Sample Test ◽  
Problem Solving Process ◽  
The Impact

Objectives The ability to solve problems is to gain knowledge and motivation in the problem solving process of students. The researcher used the IMPROVE and OSBORN learning models to improve problem solving skills. The IMPROVE and OSBORN learning models emphasize the development of optimal mathematical skills and generate new ideas in the process of problem solving. This research is used to see the impact of the IMPROVE learning model and OSBORN learning model which is better in mathematical problem solving abilities. This research uses the Quasy Experimental Design method. Hypothesis testing uses an independent sample test. The conclusion of the study is the mathematical problem solving ability of students who use the IMPROVE learning model is better than the mathematical problem solving abilities of students who use the OSBORN learning model.

scholarly journals Symbolic Computations based on Grid Services

2006 ◽  
Vol 1 (1) ◽  
pp. 33
Author(s):  
Dana Petcu ◽  
Cosmin Bonchiș ◽  
Cornel Izbașa
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Web Service ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Grid Services ◽  
Symbolic Computations ◽  
Grid Application ◽  
Advanced Applications

<p>The widespread adoption of the current Grid technologies is still impeded by a number of problems, one of which is difficulty of developing and implementing Grid-enabled applications. In another dimension, symbolic computation, aiming to automatize the steps of mathematical problem solving, has become in the last years a basis for advanced applications in many areas of computer science.<br /> In this context we have recently analyzed and developed grid-extensions of known tools for symbolic computations. We further present in this paper a case study of a Web service-based Grid application for symbolic computations.</p>

Writing About the Problem Solving Process to Improve Problem Solving Performance

2003 ◽  
Vol 96 (3) ◽  
pp. 185-187 ◽  
Author(s):  
Kenneth M. Williams
Keyword(s):  
Problem Solving ◽  
Mathematical Knowledge ◽  
Mathematical Problem ◽  
School Mathematics ◽  
Mathematical Problem Solving ◽  
National Council ◽  
Instructional Programs ◽  
Principles And Standards ◽  
Problem Solving Process ◽  
Problem Solvers

Problem solving is generally recognized as one of the most important components of mathematics. In Principles and Standards for School Mathematics, the National Council of Teachers of Mathematics emphasized that instructional programs should enable all students in all grades to “build new mathematical knowledge through problem solving, solve problems that arise in mathematics and in other contexts, apply and adapt a variety of appropriate strategies to solve problems, and monitor and reflect on the process of mathematical problem solving” (NCTM 2000, p. 52). But how do students become competent and confident mathematical problem solvers?

scholarly journals Phases of collaborative mathematical problem solving and joint attention: a case study utilizing mobile gaze tracking

ZDM ◽  
2021 ◽  
Author(s):  
Jessica F. A. Salminen-Saari ◽  
Enrique Garcia Moreno-Esteva ◽  
Eeva Haataja ◽  
Miika Toivanen ◽  
Markku S. Hannula ◽  
...  
Keyword(s):  
Problem Solving ◽  
Joint Attention ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Gaze Tracking ◽  
Audio Recordings ◽  
Joint Visual Attention ◽  
Video And Audio ◽  
Tracking Devices

AbstractGiven the recent development of mobile gaze-tracking devices it has become possible to view and interpret what the student sees and unravel the associated problem-solving processes further. It has also become possible to pinpoint joint attention occurrences that are fundamental for learning. In this study, we examined joint attention in collaborative mathematical problem solving. We studied the thought processes of four 15–16-year-old students in their regular classroom, using mobile gaze tracking, video and audio recordings, and smartpens. The four students worked as a group to find the shortest path to connect the vertices of a square. Combining information on the student gaze targets with a qualitative interpretation of the context, we identified the occurrences of joint attention, out of which 49 were joint visual attention occurrences and 28 were attention to different representations of the same mathematical idea. We call this joint representational attention. We discovered that ‘verifying’ (43%) and ‘watching and listening’ (35%) were the most common phases during joint attention. The most frequently occurring problem solving phases right after joint attention were also ‘verifying’ (47%) and ‘watching and listening’ (34%). We detected phase cycles commonly found in individual problem-solving processes (‘planning and exploring’, ‘implementing’, and ‘verifying’) outside of joint attention. We also detected phase shifts between ‘verifying’, ‘watching and listening’, and ‘understanding’ a problem, often occurring during joint attention. Therefore, these phases can be seen as a signal of successful interaction and the promotion of collaboration.

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