scholarly journals AN INVESTIGATION OF PRIMARY SCHOOL MATHEMATICS TEACHER CANDIDATES’ MATHEMATICAL PROBLEM SOLVING BELIEFS THROUGH SOME VARIABLES

2012 ◽  
Vol Volume 5 Issue 8 (5) ◽  
Author(s):  
Dilek ÇAĞIRGAN GÜLTEN
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Mathematical Problem ◽  
School Mathematics ◽  
Mathematical Problem Solving ◽  
Primary School Mathematics

Coordinate Geometry: A Powerful Tool for Solving Problems

1990 ◽  
Vol 83 (4) ◽  
pp. 264-268
Author(s):  
Stanley F. Taback
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
School Mathematics ◽  
Mathematical Problem Solving ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
Mathematics Standards ◽  
Problem Situations ◽  
Coordinate Geometry

In calling for reform in the teaching and learning of mathematics, the Curriculum and Evaluation Standards for School Mathematics (Standards) developed by NCTM (1989) envisions mathematics study in which students reason and communicate about mathematical ideas that emerge from problem situations. A fundamental premise of the Standards, in fact, is the belief that “mathematical problem solving … is nearly synonymous with doing mathematics” (p. 137). And the ability to solve problems, we are told, is facilitated when students have opportunities to explore “connections” among different branches of mathematics.

scholarly journals Influence of the Guided Discovery Learning Model on Primary School Students’ Mathematical Problem-solving Skills

2019 ◽  
Vol 6 (2) ◽  
pp. 253
Author(s):  
Akhmad Badrul Lubis ◽  
Yelvema Miaz ◽  
Indah Eka Putri
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Learning Model ◽  
Discovery Learning ◽  
Average Score ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Guided Discovery ◽  
Problem Solving Skills

Difficulties of primary school students in solving mathematical problems that require problem solving or reasoning abilities indicate the existence of problems in the process of learning mathematics, because one of the purposes of learning mathematics in primary school is to develop the students’ mathematical problem-solving skills. As a solution to overcome the problems, this research aims at understanding how the implementation of the guided discovery learning model influences mathematical problem-solving skills. This research employs a quasi-experimental design by involving all fifth-grade students at one of primary schools in Tebo Regency, Jambi. The simple random sample was conducted to obtain class VB as experimental class, and class VA as control class. Based on the results of the final score, experiential class obtained an average score of 86.00, and control class obtained an average score of 76.93.  The results of hypothesis test using t-test obtained tcount = 2,203 > ttable = 2,020, which indicated that H0 was rejected, and H1 was accepted. Therefore, the guided discovery learning model influenced the fifth-grade students’ mathematical problem-solving skills, thus it is recommended for teachers to be able to use the guided discovery learning model in the mathematics learning process.

Problem-solving activities observed in British primary schools

1969 ◽  
Vol 16 (1) ◽  
pp. 34-38
Author(s):  
Rose Grossman
Keyword(s):  
Teacher Training ◽  
Problem Solving ◽  
Primary School ◽  
Primary Schools ◽  
School Mathematics ◽  
Ministry Of Education ◽  
Low Socioeconomic ◽  
Primary School Mathematics ◽  
Teacher Training College

The object of a trip to England was to visit schools that were actively involved in teach ing innovative primary school mathematics programs. We met with Dr. Geoffrey Matthews, Director of the Nuffield Mathematics Project, who had worked with the Ministry of Education in planning visits to schools in various parts of greater London, Bristol, and Cambridge, including schools in high, medium, and low socioeconomic areas, visits to Teachers Centres, and a visit to a teacher training college.

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?

A Visual Approach to Solving Mixture Problems

1996 ◽  
Vol 89 (2) ◽  
pp. 108-111
Author(s):  
Albert B. Bennett ◽  
Eugene Maier
Keyword(s):  
Mathematical Modeling ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Multiple Representations ◽  
School Mathematics ◽  
Mathematical Problem Solving ◽  
Evaluation Standards ◽  
Conceptual Understandings ◽  
Visual Approach

In the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), the 9–12 standards call for a shift from a curriculum dominated by memorization of isolated facts and procedures to one that emphasizes conceptual understandings, multiple representations and connections, mathematical modeling, and mathematical problem solving. One approach that affords opportunities for achieving these objectives is the use of diagrams and drawings. The familiar saying “A picture is worth a thousand words” could well be modified for mathematics to “A picture is worth a thousand numbers.” As an example of visual approaches in algebra, this article uses diagrams to solve mixture problems.

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