The Effects of Computer-Assisted Instruction on Developing Mathematical Problem-Solving Skills

The purpose of this study was to determine the effects computer-assisted instruction has on the mathematical problem-solving skills of students with learning disabilities. A multiple baseline across subjects design was used in this study. Three female students from a rural secondary school participated. Data were collected from fifteen sessions where mathematical problem-solving skills were taught utilizing computer-assisted instruction . Positive results were obtained from all three subjects in the study, though the degree of improvement varied

Android-Based Learning Media Design with Contextual Learning to Develop Problem-Solving Skills

This study objective is to show that android-based learning media design with contextual learning is valid, practical, and effective in developing mathematical problem solving skills. The research method used is Research and Devolopment. It’s design in this study is 4-D development model consisting of 4 development stages: define, design, develop, and desseminate. The subjects of this study consisted of development subjects (validators) and field trial subjects (a private senior high school in Pontianak, Indonesia). Data collection tools used were validation sheets, questionnaires and mathematical problem solving skill tests. The data analysis technique used descriptive statistics. This study showed that android-based media with contextual learning content was valid, practical and effective in developing mathematical problem-solving skills. In addition, Android-based learning media with contextual learning content could be used as an alternative in learning during Covid 19

The Impact Of Mathematical Writing On Mathematical Problem Solving Skills And Metacognition Among The First Year University Students

This study focuses on mathematical writing as a mode of developing mathematical problem solving skills and metacognition among thirty Foundation in Engineering students. These students participated in a series of mathematical writing sessions to solve 15 mathematical problems for five weeks. Qualitative and quantitative data were collected including the students‘ written responses in mathematical writing workbook, their performance in a problem solving assessment, their self-report about metacognition progression as well as their perceptions about mathematical writing. An exploratory case study analysis was applied to examine these data. This study was based on a purposive sample of thirty Foundation in Engineering students as the subject of the case. The findings showed that students’ effort in mathematical writing impacted the problem solving actions taken at each problem solving phase

An Interactive Website Based on the “Systemic Approach” to Develop Mathematical Problem-solving Skills in Students of Sixth Grade in Primary School in Jordan

This study examines how a systemic, interactive website promotes mathematical problem-solving skills in sixth graders. The study included sixth graders in the second semester of the 2021/2022 academic year, and the Directorate of Education in Aqaba Governorate reported 1234 students. For the study, 60 female sixth graders (0.20%) were selected from Al-Ashira Al-Sanawiyah Al-Mukhtalita school in Aqaba Governorate, Jordan. The students were randomly divided into two groups: (1) the experimental group, comprising 30 students who learned using the interactive website based on the systemic approach, and (2) the control group, comprising 30 students who learned to use the usual method. In the study, the quasi-experimental method was used to evaluate the holistic approach of the interactive website for teaching mathematics to sixth graders. The results showed that teaching with the interactive website based on the systemic approach produced a statistically significant difference at the significance level (α\\ \u3c lock\ \u3e \ \u3c \ \u3c /lock \u3e =(0.05)) in solving mathematical problems. This difference favored the experimental group. The results showed that the mean scores of the experimental group in the pre- and post-tests on mathematical problem solving were statistically significant at a significance level (α=(0.05) in favor of the post-application. This shows that the holistic approach of the interactive website to teaching mathematical problem-solving skills to sixth graders works. The study suggests creating basic education math books with a holistic approach and using interactive websites to teach math problem solving and thinking skills to sixth graders

The development of mathematical problem solving skills of Grade eight learners in a problem-centered teaching and learning environment at a secondary school in Gauteng

This mixed methods research design, which was modelled on the constructivist view of schooling, sets out to investigate the effect of developing mathematical problem solving skills of grade 8 learners on their performance and achievement in mathematics. To develop the mathematical problem solving skills of the experimental group, a problem-centred teaching and learning environment was created in which problem posing and solving were the key didactic mathematical activity. The effect of the intervention programme on the experimental group was compared with the control group by assessing learners’ problem solving processes, mathematical problem solving skills, reasoning and cognitive processes, performance and achievement in mathematics. Data were obtained through questionnaires, a mathematical problem solving skills inventory, direct participant observation and questioning, semi-structured interviews, learner journals, mathematical tasks, written work, pre- and post- multiple-choice and word-problem tests. Data analysis was largely done through descriptive analysis and the findings assisted the researcher to make recommendations and suggest areas that could require possible further research.Mathematics EducationM. Ed. (Mathematical Education

Emotional Intelligence for English Students with Learning Disabilities in Light of Some Variables

This study aimed at determining the level of emotional intelligence for a sample of students with learning disabilities in Irbid province in light of the variables of age, grade and learning disability type. The study sample consisted of (450) learning disabilities students from the 3rd, 4th, 5th, and 6th grades. To achieve the aims of the study, the scale of emotional intelligence was used, and it consisted of 35 clauses distributed into four fields: determining emotions, managing emotions, compassion and social efficiency. Their validity and stability were verified. The study findings revealed that individuals had a moderate level of emotional intelligence on the scale. Regarding the study of articles, the findings revealed the presence of a statistically significant effect in the level of emotional intelligence attributed to age and learning disability type. The study suggested several recommendations. The most significant ones were preparing training programs to develop emotional intelligence for students with learning difficulties, conducting a descriptive and experimental study that undertakes other types of intelligence for students with learning disabilities and other groups of special education and comparing them with normal students

Meta-analysis: The effect of means ends analysis learning model on students’ mathematical problem-solving ability

This study aimed to determine the effect of using the MEA learning model on improving students' mathematical problem-solving abilities. The MEA learning model is a model that teachers can use to improve students' problem-solving abilities. This research is meta-analytic, namely by collecting data from previous researchers and then finding the effect size of all the data that has been obtained. Many of the data points found that match this research have met the criteria when searched using Google Scholar with the specified keywords. This research analysis tool uses SPSS software version 29.0 and uses the Cohen formula in data analysis. The finding of the effect size of the entire data is 1.431, which is categorized as having a considerable influence. Based on moderator variable analysis, the number of samples with  showed a larger effect size than . Furthermore, based on the level of education of junior high school students, it has an effect size that is categorized as having a large influence. This meta-analysis study shows that using the MEA learning model affects students' mathematical problem-solving abilities

Improving Teaching Quality and Problem Solving Ability Through Contextual Teaching and Learning in Differential Equations: a Lesson Study Approach

Differential equations is a branch of mathematics which is closely related to mathematical modeling that arises in real-world problems. Problem solving ability is an essential component to solve contextual problem of differential equations properly. The purposes of this study are to describe contextual teaching and learning (CTL) model in differential equations course, to improve lecturers' abilities in implementing CTL, and to improve students' problem solving ability in differential equations. The study was conducted in the fifth semester of 2015/2016 academic year with 34 students of mathematics education Universitas Muhammadiyah Surakarta as participants. The CTL model was applied by lesson study approach which involved three stages namely plan, do, and see in each cycle. This research was conducted in four cycles. The study results found that discovery-based CTL could be applied in differential equations course. The lecturer abilities to design discovery-based contextual learning plan, to present real-world problem in learning process, to design learning strategy and assessment instruments of problem solving improved significantly. Problem solving ability of students also improved during teaching and learning process

Solving mathematical word problems using dynamic assessment for scaffolding construction

Students need the ability to solve word problems can connect mathematics with the context of everyday life. However, students experience many difficulties and need assistance in the form of scaffolding can to solve word problems well. Dynamic assessment is an alternative approach to constructing the form of scaffolding that student need to solve mathematical word problems. This study aimed to analyze the students' difficulties in solving word problems and the required form of scaffolding through dynamic assessment. The subjects of this study consisted of 177 students spread across 10 public junior high schools in Jeneponto Regency, South Sulawesi Province, Indonesia. There was a four-word problem tested and analyzed using dynamic assessment. Student solutions were grouped based on the type and form of scaffolding needed: level 5 (no solution), level 4 (without analysis/unrepresentative), level 3 (computational error), level 2 (incomplete procedure), level 1 (lack of thoroughness in the final stage). The form of scaffolding is constructed to help students solve mathematical word problems step by step at each level. The use of scaffolding accompanied by instructions helps students develop word problem-solving skills. Dynamic assessment can be considered to be integrated with the mathematics learning process that supports scaffolding construction to solve students' word problems