action research in mathematics problem solving pdf

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"Improving Students' Problem Solving Skills in Mathematics using PROBLEM SOLVING MAPS in Grade 4 pupils of Plaridel Elementary School"

Problem Solving Skills is one of the most important factors for students to solve problems in Mathematics and think critically. The skills that we need in order to be able to think critically are varied and include observation, reflection, evaluation, inference, explanation, problem solving and decision making. This Action Research describes the implementation of PROBLEM SOLVING MAPS to enhance students thinking skills of Grade 4 Pupils in Plaridel Elementary School. The Classroom Action Research was conducted last quarter of the grading period. As the result of application using Problem Solving Map, it is found out that 39 out of 44 pupils or 88.64% of the pupils have showed improvement in Problem Solving Skills and only 5 pupils or 11.36% of the pupils needs more appropriate practice and remediation program. Several factors may be contributed to Problem Solving Skills difficulties. One factor is that most pupils are struggling in basic mathematical operations and reluctant to solve mathematics problems. It is for this reason that the researcher conducted an action research to find some teaching strategies that will improve the problem solving skills of Grade 4 pupils of PlaridelElementary School using PROBLEM SOLVING MAPS. Introduction:

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Critical thinking is one of the important indicators for students to be competing in the world of work and personal life, students must have the ability to solve problems and must be able to think critically. One effort to improve critical thinking skills, especially in math lessons is to implement problem-solving learning. This article describes the implementation of problem-solving learning in improving students' critical thinking skills of grade VIII SMP Negeri 5 Bulukumba obtained through classroom action research that is conducted for 2 cycles with the result that with the application of learning problem solving can improve the ability of critical thinking as seen from the indicators the success of 35 people or 87.5% of students have completed learning mathematics and as many as 5 people or 12.5% of students have not finished learning math. In addition, the activity of students in the learning process also achieved the success indicator that overall there is 70.5% in the first cycle increased to 88.5% in cycle II and the implementation of learning (the ability of teachers in managing class and student activities) increased in the same category the good category.

Rahmah Johar

This study investigated pre-service teachers’ perception of the effectiveness of teachers’ effort on developing democratic classroom in video excerpts. Pre-service teachers watched video excerpts of teacher efforts on developing democratic classroom. There are 30 participants in the second year of the teacher education program in Aceh, Indonesia, provided data for the study. They enrolled in a Teaching and Learning Mathematics Strategy II for primary school. They fill observation form. The data indicated that many pre-service teachers struggled to identify evidence of democratic classroom. According to the evidence proposed, it was most likely that the pre-service teachers considered democratic means teacher should listen to their students. Most of the pre-service teachers also thought that rule and its penalty should be proposed by teacher. However, as they observed more videos, they became more aware of democratic classroom, thus they can provide more evidence and more ideas about how to improve a better democratic environment in classroom.

International Symposium on Mathematics Teaching Published Proceedings

Megan Burton

This study examines the evaluation of student thinking by teacher candidates when they are observing and when they are engaged in the practice of teaching during a mediated field experience. Teacher candidates co-led elementary science, technology, engineering, and mathematics summer experiences for three weeks. Data from three teacher candidates in one classroom of eighteen children ages seven to eight were examined. Teacher candidates observed students when peers were teaching and also examined work and took anecdotal notes during their own teaching experiences. These data were analyzed using Interpretative Phenomenological Analysis. Findings provide insight into teacher candidates’ perceptions of elementary students’ mathematical thinking when in various field experience roles. This insight can help teacher educators plan experiences that deepen teacher candidate understandings of student thinking.

PROJECT-BASED EDUCATION AND OTHER ACTIVATING STRATEGIES IN SCIENCE EDUCATION XVI

Martin Rusek

This contribution aims at the actual meaning of results gained from student testing via problem tasks. According to Koreneková (2018), positive responses do not necessarily mean that students managed to solve the problem tasks and reached the expected outcomes defined in the national curriculum. Concurrent think-aloud method was used to identify strategies students (N = 16) used to solve problem tasks. The results were worse than in the pilot testing of the same tasks. Many false-positive results were identified which puts the original test results into question.

Proceedings of the Seventh Conference on Research in Mathematics Education in Ireland (MEI 7)

Aisling Twohill

It is with great pleasure that we present the following proceedings from the Seventh Conference on Research in Mathematics Education in Ireland (MEI 7), which took place in Dublin City University in October, 2019. Our conference theme Mathematical Literacy, throughout and beyond education aims to foreground learners’ engagement with mathematics at all stages of the education system, and their development of mathematical proficiency within and beyond formal classroom settings. Mathematical literacy encompasses a learner’s proficiency to engage fluently with mathematical concepts, and to apply mathematical thinking in non-routine and novel situations. Mathematically literate children and adults recognise the mathematics in a situation, and understand how to mathematise a scenario in order to problem solve. Equally, mathematical literacy includes the capacity to interpret and analyse scenarios presented through mathematics. Mathematically literate individuals are thus less vulnerable to being convinced by inaccurate interpretations of data and mathematics. A key aspect of mathematical literacy is fluency in expressing one’s mathematical thinking in a clear and convincing manner. The notion of what it means to be mathematically literate is to a large extent dependent on the context in which mathematics is used. Some consider performance in examinations to be a determinant of the level of mathematical literacy. However, successfully completing daily activities and routines such as travelling and cooking all rely on fundamental mathematical literacy, for example, knowledge of distance, time, weight and temperature. For educators, mathematical literacy encompasses far more than an ability to do mathematics oneself, but also to be able to ascertain where the learner is at in their mathematical understanding and to scaffold and extend that learning. The education system in Ireland plays a key role in developing the mathematical literacy of all learners, to support full engagement with 21st century society. Central to such active citizenship is the propensity to apply mathematical concepts beyond the walls of the various classrooms where mathematics is taught; at primary, secondary and third levels. In these proceedings of MEI 7, we present papers that reflect a broad variety of mathematical research that is taking place in Ireland and further afield. Collectively, the authors seek to solidify and progress the research field of mathematics education, throughout and beyond Ireland.

September 2018

JEGYS Journal

The purpose of this analytical review was to investigate the uses of the TASC model to teach gifted students and develop their creativity. The researcher decided to select studies of the TASC model, which were not used by Maker, Alhusaini, Zimmerman, Pease, Schiever, and Whitford (2014) in the Saudi project. The studies included 30 out of 367 studies that were chosen for the Saudi project. Out of the 30 studies, the researcher selected 15, which he identified as school-based projects in which the TASC model was specifically used or described in teaching. The researcher also added six books that were written by Belle Wallace and colleagues. All of the reviewed publications suggested that the TASC model has been an effective, useful, and practical method with all students from different grade levels and of different abilities (especially with those who were gifted), as well as in all different content areas, to teach students and develop their creativity. The researcher identified limitations across the reviewed studies and publications, such as omissions of data collection procedures, data analysis processes, and lack of information about the participants as well as the interventions. Also, most of the studies provided qualitative results with no further discussion or explanation. More high quality research is needed to improve the scholarly conversation around this model.

Journal of Indian Education

seema shukla ojha

History is a written record of human experiences across time and space. The learners of history need to relate various kind of available sources to understand historical events and concepts. It is however observed that the classroom teaching in history is blended with a collection of facts, rote memorisation leading to boredom, leaving very little space for critical thinking among students. It is pertinent for teachers to evolve effective ways of learning history to generate and retain interest in the subject. How we can make the teaching-learning of history effective in schools, is a question frequently asked in different forums. This paper is the outcome of an educational intervention, with an objective to explore the effectiveness of integrating student-centred measures in a social science classroom at the elementary stage as a medium to enhance critical thinking skills and student engagement.

Mohammed Al-Amri , Abdullah Ambusaidi

The idea of integrated curricula is one of the ideas which have been suggested for developing curricula and improving teaching methods and techniques, especially the ones associated with young children. The integration between science and art has a long history since both subjects are highly interrelated to each other. Science benefits from art in many ways such as explaining scientific phenomena, drawing and building sciences' models, whereas art benefits from science by using scientific phenomena as a source for developing: (1) drawing and painting and (2) children's imagination. The aim of the current study is to investigate the impact of using the integration approach between science and art to develop science process skills among 5th grade female students. The sample consisted of 58 female students which were divided into two groups; the experimental group (N=29) which was taught the science content by the integration approach and the control group (N=29) which was taug...

Muhammad Yaumi

This study was designed to promote teachers’ understanding of the learner-centered approach through training the multiple intelligences-based instructions, improve teachers’ performance in designing learner-oriented instruction, and improve teachers’ performance in implementing instruction. This study used proactive action research involving 126 teachers (informants) as trainees and instructional design members, came from 10 elementary Madrasah in Indonesia, 36 of them were mentored, and 192 students participated in a focus group discussion. There were 10 principals and two supervisors to be research collaborators. Teachers’ understanding and performance improvement through training multiple intelligence-based instructions, designing student-centered approach, and mentoring the implementation of student-centered learning indicated significant contribution. The teachers’ understanding of multiple intelligence-based instruction was the majority in the good category. The activity of designing the student-centered approach gave a good contribution to the capability of designing every single one of the multiple intelligences-based strategies. The mentoring system improved teachers’ performance greater than those of training and instructional design. Implementation of training, instructional design, and the mentoring system implies improving learning processes and outcomes. Strengthening the recruitment system of teachers and performance improvement, capacity building of educators to design models, approaches, strategies, methods, and learning activities, as well as establishing togetherness on all lines; government, principals, supervisors, community, and teachers as the primary element.

Dawood Al-abri

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