scholarly journals Key Universal Activities of Mathematical Learning in Problem Solving Mathematics Classroom

2013 ◽  
Vol 04 (11) ◽  
pp. 700-704
Author(s):  
Saastra Laah-On ◽  
Pimpaka Intaros ◽  
Kiat Sangaroon
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Mathematical Learning

scholarly journals Advanced Mathematical Thinking and Students’ Mathematical Learning: Reflection from Students’ Problem-Solving in Mathematics Classroom

2016 ◽  
Vol 5 (3) ◽  
pp. 72 ◽  
Author(s):  
Wasukree Sangpom ◽  
Nisara Suthisung ◽  
Yanin Kongthip ◽  
Maitree Inprasitha
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Tertiary Education ◽  
Mathematics Classroom ◽  
Mathematical Thinking ◽  
Mathematical Problem ◽  
Advanced Mathematical Thinking ◽  
Mathematical Learning ◽  
Teaching Concept ◽  
Calculus I

<p>Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students’ inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In order to overcome this learning deficit, it is necessary that the concept of “reflection” be implemented in the teaching of this subject. It is believed that the adoption of this teaching concept will allow students to learn mathematics by themselves. This article is aimed at presenting mathematical problem-solving of undergraduate students on Calculus I. Concrete problems were assigned to students to participate, to improve students’ way of mathematical thinking, and to encourage the students’ mathematical learning and advanced mathematical thinking. The study was a qualitative research project conducted with first-year undergraduate students of Rajamangala University of Technology Phra Nakhon who had enrolled for Calculus I. Data were collected from interviews and field notes, along with video recordings. Findings showed that students succeeded in solving mathematical problems from simple to complex levels and using the subject fundamentals to connect to several methods of higher levels of thinking. Students also created effective means of problem-solving and applied these concepts to solve new problems.</p>

scholarly journals German Teacher Educators' Conceptions About Teaching Problem Solving in Mathematics Classroom - an Obstalce to a Large-Scale Dissemination?!

2018 ◽  
Vol 12 (2) ◽  
pp. 77-97
Author(s):  
Ana Kuzle
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Large Scale ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
Research Report ◽  
Mathematics Teacher Educators ◽  
Set Up ◽  
Teaching Problem

Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can “multiply” what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators’ conceptions about problem solving standard and their effects regarding a large-scale dissemination.

A Compelling Case for Calculators

1987 ◽  
Vol 34 (6) ◽  
pp. 16-19
Author(s):  
Bernard R. Yvon
Keyword(s):  
High Schools ◽  
Problem Solving ◽  
Final Section ◽  
Junior High ◽  
Mathematics Classroom ◽  
Junior High Schools ◽  
The Third ◽  
Creative Problem ◽  
The Many

Calculator can do a great deal for the mathematics classroom. The first part of this article will present six bonuses I have found that students and teacher experienced when using calculators in elementary, middle, and junior high schools. Next is a section on problem solving and creative problem making as well. Practical help for the teacher who wants to try calculators in the classroom appears in the third section, along with a teacher's checklist. The final section offers advice on personalizing the use of calculators for students and recognizing some of their limitations. I hope the reader will agree that the many pluses present a compelling case for calculator use in today's classroom.

Editorial: A Year Of Mathematics

1982 ◽  
Vol 75 (6) ◽  
pp. 434
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Bulletin Board ◽  
Problem Solving Skills ◽  
June July

This issue contains a colorful twelve-month calendar that can be posted on your bulletin board and used as a source of ideas and activities in your mathematics classroom. Every month features an assortment of interesting facts, birthdays of mathematicians, and a variety of problems whose solutions may require some ingenuity along with the application of mathematics. Some of the problems may require such problem-solving skills as searching for patterns, making tables, creating related problems, and so on. Answers for these problems will be included in the corresponding month’s issue of the journal; the May issue will contain the solutions for May, June, July, and August.

How Does Your Mathematical Garden Grow?

2007 ◽  
Vol 13 (2) ◽  
pp. 68-76
Author(s):  
Shari A. Beck ◽  
Vanessa E. Huse ◽  
Brenda R. Reed
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Real Life ◽  
Middle School Mathematics ◽  
Content Standards ◽  
Mathematical Communication ◽  
Mathematical Ideas ◽  
Application Problem ◽  
Multiple Process ◽  
Problem Solving Process

Imagine a middle school mathematics classroom where students are actively engaged in a real-life application problem incorporating multiple Process and Content Standards as outlined by NCTM (2000). Sounds of mathematical communication arise as students use multiple representations to help connect mathematical ideas throughout the problem-solving process. Students apply various types of reasoning and explore alternate methods of proof while working attentively on applications that incorporate Number and Operations, Algebra, Geometry, and Measurement.

Multicultural Literature as a Context for Problem Solving: Children and Parents Learning Together

2002 ◽  
Vol 8 (8) ◽  
pp. 448-454
Author(s):  
Marilyn E. Strutchens
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Multicultural Literature ◽  
School Mathematics ◽  
Social Environments ◽  
Children And Parents ◽  
Learning School ◽  
Different Cultures ◽  
Mathematics Community ◽  
Learning Together

In recent years, the mathematics community has given more attention to the role that mathematics plays in our cultural society and the contributions of different cultures to mathematics (Bishop 1988; D'Ambrosio 1985; NCTM 1989; Frankenstein 1990; Joseph 1993). Teachers are encouraged to include culture in a variety of ways in the mathematics classroom. Students can be encouraged to use mathematics as a tool to examine their cultural and social environments, traditions, and artifacts. In addition, mathematics learned by students outside the classroom can be used as a bridge to learning school mathematics.

The use of open-ended question pictures in the mathematics classroom

2018 ◽  
Vol 4 (9) ◽  
pp. 1-9
Author(s):  
Mela Azizaa
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Multiple Solutions ◽  
Mathematics Classroom ◽  
Visual Representations ◽  
Mathematical Creativity ◽  
Whole Class ◽  
The Uk

Teachers have to ensure to pose open-ended questions that allow multiple solutions in a mathematics classroom regarding problem-solving and mathematical creativity. Teachers can use visual representations or pictures to ask open-ended questions in order to encourage students to be curious about finding possible answers. This research is focused on the use of open-ended question pictures, students’ responses and students’ mathematical creativity in response to the questions. This study used observation of a lesson that involved a teacher and twenty-seven class-three students (aged 7–8 years old) in a primary school in the UK. During the observation, a whole-class activity between the teacher and students was recorded and notes were also taken. There were three open-ended questions using pictures that the teacher orally posed during a lesson. The findings showed that open-ended question pictures could stimulate students’ responses and mathematical creativity. Keywords: Open-ended question pictures, representations.

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