Articles

Math practice at home: A factor that positively influences the ability to solve non-routine mathematical problems?

Georgios Vasileios Polydoros
Department of Primary Education, National and Kapodistrian University of Athens, Greece
Georgios Baralis
Department of Primary Education, National and Kapodistrian University of Athens, Greece
Online First: January 25, 2020
| Google Scholar
[1]
G. V. Polydoros and G. Baralis, “Math practice at home: A factor that positively influences the ability to solve non-routine mathematical problems?”, sshj, vol. 4, no. 01, pp. 1727-1732, Jan. 2020.

Abstract

The difficulty in solving math problems across all grades not only is well-known in Greek schools, but also to all over the world. This empirical quantitative research will attempt to check whether practice routine math problems plays a positive role in effectively solving these problems. Twenty-five students from ninth-grade (students 14–15 years old) of a public school asked to solve one non-routine problem similar to PISA's math problems. Then, after collecting the tests, the students who solved it in an acceptable manner identified as strong solvers, while those who did not solve it were identified as weak solvers. Questionnaires were then administered in order to find out the hours that the students spend solving math problems at home while their grades in Mathematics were filled out by the teachers. Using the SPSS statistical package, appropriate statistical measurements were conducted that showed practice is an important factor in effectively solving routine problems.

References

Grouws, D. & Cebulla, K. (2002). Improving student achievement in mathematics. (Educational Practices 4). Retrieved from:
http://www.ibe.unesco.org/en/document/improving-student-achievement-
Hmello-Silver, C. (2004). Problem-based learning: what and how do students
learn? Educational Psychology Review, 16(3), 235-266.
Johanssen, D. H. (2003). Designing research based-instructions for story problem.
Educational Psychology Review, 15(3), 267-296.
Polya, G. (1957). How to solve it: A New aspect of mathematical method. 2nd ed. New York: Double Day and Co.
Thom, J. S. & Pirie, S. E. B. (2002). Problems, Perseverance, and mathematical
residue. Educational Studies in Mathematics, 50, 1–28.
Lerch, C. M., (2004). Control decisions and personal beliefs: their effect on solving mathematical problems. Journal of Mathematical Behaviour, 23, 21–36.
Gurat, M., & Medula C. Jr. (2016). Metacognitive Strategy Knowledge Use through Mathematical Problem Solving amongst Pre-service Teachers. American Journal of Educational Research, 4 (2), 170-189.DOI:10.12691/education-4-2-5
Nicolaou, A. A. & Philippou, G. N. (2007). Efficacy Beliefs, Problem Posing, and Mathematics Achievement. Focus on Learning Problems in Mathematics, 29(4), 48- 70.
OECD (2015). OECD Education at a Glance 2015. Retrieved from http://www.oecd.org/education/education-at-a-glance-2015.htm
OECD (2018). Greece: Student performance (PISA 2018). Retrieved from https://gpseducation.oecd.org/CountryProfile?primaryCountry=GRC&treshold=10&topic=PI
Published January 25, 2020
How to Cite
[1]
G. V. Polydoros and G. Baralis, “Math practice at home: A factor that positively influences the ability to solve non-routine mathematical problems?”, sshj, vol. 4, no. 01, pp. 1727-1732, Jan. 2020.

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References

Grouws, D. & Cebulla, K. (2002). Improving student achievement in mathematics. (Educational Practices 4). Retrieved from:
http://www.ibe.unesco.org/en/document/improving-student-achievement-
Hmello-Silver, C. (2004). Problem-based learning: what and how do students
learn? Educational Psychology Review, 16(3), 235-266.
Johanssen, D. H. (2003). Designing research based-instructions for story problem.
Educational Psychology Review, 15(3), 267-296.
Polya, G. (1957). How to solve it: A New aspect of mathematical method. 2nd ed. New York: Double Day and Co.
Thom, J. S. & Pirie, S. E. B. (2002). Problems, Perseverance, and mathematical
residue. Educational Studies in Mathematics, 50, 1–28.
Lerch, C. M., (2004). Control decisions and personal beliefs: their effect on solving mathematical problems. Journal of Mathematical Behaviour, 23, 21–36.
Gurat, M., & Medula C. Jr. (2016). Metacognitive Strategy Knowledge Use through Mathematical Problem Solving amongst Pre-service Teachers. American Journal of Educational Research, 4 (2), 170-189.DOI:10.12691/education-4-2-5
Nicolaou, A. A. & Philippou, G. N. (2007). Efficacy Beliefs, Problem Posing, and Mathematics Achievement. Focus on Learning Problems in Mathematics, 29(4), 48- 70.
OECD (2015). OECD Education at a Glance 2015. Retrieved from http://www.oecd.org/education/education-at-a-glance-2015.htm
OECD (2018). Greece: Student performance (PISA 2018). Retrieved from https://gpseducation.oecd.org/CountryProfile?primaryCountry=GRC&treshold=10&topic=PI
Published January 25, 2020
How to Cite
[1]
G. V. Polydoros and G. Baralis, “Math practice at home: A factor that positively influences the ability to solve non-routine mathematical problems?”, sshj, vol. 4, no. 01, pp. 1727-1732, Jan. 2020.
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Published January 25, 2020
How to Cite
[1]
G. V. Polydoros and G. Baralis, “Math practice at home: A factor that positively influences the ability to solve non-routine mathematical problems?”, sshj, vol. 4, no. 01, pp. 1727-1732, Jan. 2020.

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Published January 25, 2020
How to Cite
[1]
G. V. Polydoros and G. Baralis, “Math practice at home: A factor that positively influences the ability to solve non-routine mathematical problems?”, sshj, vol. 4, no. 01, pp. 1727-1732, Jan. 2020.

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  • Georgios Vasileios Polydoros
  • Georgios Baralis

  • Published January 25, 2020
    How to Cite
    [1]
    G. V. Polydoros and G. Baralis, “Math practice at home: A factor that positively influences the ability to solve non-routine mathematical problems?”, sshj, vol. 4, no. 01, pp. 1727-1732, Jan. 2020.