Problem Solving for the Primary Grades

1982 ◽  
Vol 29 (6) ◽  
pp. 10-15
Author(s):  
James V. Bruni
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Primary School ◽  
Mathematics Instruction ◽  
Primary Grades ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Primary School Teachers ◽  
Primary Mathematics ◽  
Problem Solvers

“How can my children possibly be expected to do problem solving when they are only beginning to learn to read and to do basic arithmetic computation?” This is often the lament of primary-school teachers when urged to include problem solving in their mathematics programs. Developing problem-solving skills is often equated with training children to solve arithmetic word problems, but problem olving has a much broader meaning. It is not only possible for young children to become problem solvers but also, primary mathematics instruction can be organized to help develop problem-solving skills.

scholarly journals Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving

2021 ◽  
Vol 6 (3) ◽  
pp. 239-259
Author(s):  
Alper Yorulmaz ◽  
Hümeyra Uysal ◽  
Halil Çokçaliskan
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Metacognitive Awareness ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Primary School Teachers ◽  
Metacognitive Awareness Inventory ◽  
The Relationship

Metacognitive awareness is a variable that is thought to affect beliefs in  problem solving. When the literature is examined, it is seen that the studies mostly focus on metacognitive awareness and problem solving skills. Therefore, the aim is to determine pre-service primary school teachers’ metacognitive awareness and beliefs in mathematical problem solving. In this study, it is thought that it will contribute to the researches that will be carried out regarding the investigation of the relationship between metacognitive awareness and beliefs about problem solving and its implementation with pre-service primary school teachers. The study, designed as the correlational survey model, included a total of 284 pre-service primary school teachers attending a university in the Aegean Region of Turkey. The data were collected with the “Metacognitive Awareness Inventory” and the “Scale of Beliefs about Mathematical Problem Solving”. In the analysis, descriptive statistics, difference test, correlation and regression analyses were used. As a result, the pre-service primary school teachers’ metacognitive awareness was found to be high and their beliefs about mathematical problem solving were found to be medium. While metacognitive awareness was found to be not varying significantly by gender, beliefs about mathematical problem solving were found to be varying significantly by gender in favor of the male pre-service teachers. Moreover, a medium and significant correlation was found between metacognitive awareness and beliefs about mathematical problem solving. It was also found that metacognitive awareness explained 13% of the variance in the dependent variable of beliefs about mathematical problem solving.

scholarly journals Problem-solving ability of primary school teachers based on Polya's method in Mataram City

2019 ◽  
Vol 14 (2) ◽  
pp. 139-149
Author(s):  
Mohammad Archi Maulyda ◽  
Vivi Rachmatul Hidayati ◽  
Awal Nur Khalifatur Rosyidah ◽  
Iva Nurmawanti
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Mathematics Teachers ◽  
Research Subjects ◽  
School Teachers ◽  
Mathematical Concepts ◽  
Problem Solving Skills ◽  
Primary School Teachers ◽  
Learning Mathematics ◽  
Mathematical Problems

Problem-solving is an important competency that must be owned by students. Problem-solving skills can facilitate students in understanding, connecting, and using mathematical concepts. Even so, mistakes in solving mathematical problems are still made by students. One reason is the lack of habituation of problem-solving in learning mathematics. Teachers who have good problem-solving skills will find it easier to teach and do an activity about problem-solving in learning mathematics. The purpose of this study is to describe the problem-solving ability of primary school teachers based on Polya’s method. This research method is descriptive-qualitative. The research subjects were primary mathematics teachers who taught in Mataram City, Indonesia. Each research subject solved three mathematical problems correctly and the problem-solving process will be analyzed based on Polya's method. The results obtained are teachers from city and suburb schools doing three indicators, namely identifying information on the problem, carrying out the procedure according to plan, and doing calculations correctly. Indicators of problem-solving that are not done are writing problem questions, making mathematical models, and writing final conclusions.Kemampuan Pemecahan Masalah Guru Sekolah Dasar Berdasarkan Metode Polya di Kota MataramAbstrakPemecahan masalah adalah salah satu kompetensi yang cukup penting. Kemampuan pemecahan masalah dapat memudahkan siswa dalam memahami, menghubungkan, dan menggunakan konsep-konsep matematika. Meskipun begitu, kesalahan dalam pemecahan masalah matematika masih dilakukan oleh siswa. Salah satu sebabnya adalah kurangnya pembiasan pemecahan masalah pada pembelajaran matematika di sekolah. Guru yang memiliki kemampuan pemecahan masalah yang baik, akan lebih mudah mengajarkan dan membiasakan pemecahan masalah pada pembelajaran matematika di sekolah. Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan pemecahan masalah pada guru SD di Kota Mataram. Metode penelitian ini adalah deskriptif-kualitatif. Subjek penelitian adalah guru matematika SD yang mengajar di pusat dan pinggiran Kota Mataram. Masing-masing subjek penelitian menyelesaikan tiga masalah matematika dengan benar dan akan dianalisis proses penyelesaian masalahnya berdasarkan metode Polya. Hasil yang didapatkan adalah guru dari sekolah kota dan pinggiran melakukan tiga indikator, yakni mengidentifikasi informasi pada masalah, melakukan prosedur penyelesaian sesuai rencana, dan melakukan perhitungan dengan benar. Indikator penyelesaian masalah yang tidak dilakukan adalah  menuliskan pertanyaan masalah, membuat model matematika, dan menuliskan kesimpulan akhir.

scholarly journals Perceptions of public primary school teachers regarding noise-induced hearing loss in South Africa

2017 ◽  
Vol 64 (1) ◽  
Author(s):  
Katerina Ehlert
Keyword(s):  
South Africa ◽  
Hearing Loss ◽  
Young Children ◽  
Primary School ◽  
School Setting ◽  
Noise Induced Hearing Loss ◽  
Limited Information ◽  
School Teachers ◽  
Hearing Conservation ◽  
Primary School Teachers

Background: Noise-induced hearing loss (NIHL) is an increasingly growing problem in young children. This is attributed to recreational noise being the most common cause of this problem. In young children, hearing problems can delay language development and reduce academic achievements. South Africa, in particular, has limited information and protective measures regarding the conservation of hearing in school-aged children.Objectives: The main aim of the study was to determine the perception of primary school teachers regarding NIHL. The study also aimed to determine if any hearing conservation programmes are being implemented in schools and the need for training of primary school teachers regarding NIHL.Method: A survey was conducted. In order to cover the population of interest, the sampled schools in Pretoria were clustered into urban, semi-urban and rural areas.Results: The majority of the teachers included in this study are aware of NIHL and its effects. They, however, lack the necessary resources and knowledge to effectively use this information. Most (67.5%) of the teachers indicated that they have never been exposed to children with NIHL in a school setting. It was also found that the majority (84%) of the schools included in the study do not implement hearing screening and conservation programmes.Conclusion: Although the sample size was limited, the results correlate with other research in this field indicating a need for planning and implementation of hearing conservation programmes in schools, including training of teachers in order for these programmes to be effective.

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