![]() Students often struggle with various aspects of a problem and much has been written in this field. There is a general tendency to despise what cannot be done easily and problem-solving falls well within this category. 142) when they cited students who stated that ‘Mathematics problems are really difficult. But mathematical problems are difficult for most students, as was affirmed by Tambychika and Meerah ( 2010, p. Solving mathematical problems is generally a useful way to develop a deeper understanding of difficult concepts. Keywords: mathematical images mental manipulations problem-solving visualisation Introduction The findings point to the fact that teachers could try to influence how students think during the problem-solving process by encouraging them to engage with mental images. An interpretive qualitative analysis was conducted in order to produce deeper meaning (insight). The data were collected using task sheets on Google Forms and interviews, which were based on responses to the questions. The data were collected from 35 first-year volunteer students attending a second semester geometry module. The research shows that some students were naturally drawn to construct mental images during the problem-solving process while others were content to simply leave the question blank. The emphasis was not on whether they solved the problems, but rather on their natural instincts during the problem-solving process. This article explores first-year pre-service teachers’ mental problem-solving skills. These discourses are strongly influenced by their a priori knowledge and the given information in the problem itself. Despite these diagrams, whether given or constructed, the student still individually engages in a private discourse about the problem and its solution. Often, teachers attempt to try to link a problem with a drawn diagram or picture. In mathematics, problem-solving can be considered to be one of the most important skills students need to develop, because it allows them to deal with increasingly intricate mathematical and real-life issues. This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution,Īnd reproduction in any medium, provided the original work is properly cited. Ĭonstructing mental diagrams during problem-solving in mathematics ![]() Constructing mental diagrams during problem-solving in mathematics. ![]()
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