Math Learning Model That Accommodates Cognitive Style to Build Problem-Solving Skills

Autor/inn/en	Warli; Fadiana, Mu'jizatin
Titel	Math Learning Model That Accommodates Cognitive Style to Build Problem-Solving Skills
Quelle	In: Higher Education Studies, 5 (2015) 4, S.86-98 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Mathematical Models; Mathematics Instruction; Cognitive Style; Problem Solving; Skill Development; Mathematics Skills; Reflection; Foreign Countries; Syntax; Cooperative Learning; Teaching Methods; Learning Activities; Textbooks; Mathematical Concepts; Concept Formation; Student Attitudes; Mathematics Tests; Indonesia + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Mathematics lessons; Mathematikunterricht; Cognitive styles; Kognitiver Stil; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Textbook; Text book; Schulbuch; Lehrbuch; Concept learning; Begriffsbildung; Schülerverhalten; Indonesien
Abstract	The purpose of this research is to develop mathematical learning models that accommodate the cognitive styles reflective vs. impulsive students to build problem-solving skills, quality (valid, practical, and effective). To achieve the target would do research development (development research) and method development that consists of five stages, namely (1) the initial assessment phase, (2) design phase, (3) the stage of realization/construction, (4) stage of the test, evaluation and revision, and (5) the stage of implementation. To assess the quality of math learning model that accommodates cognitive styles reflective of the impulsive vs, used criteria valid, practical and effective. For testing the quality of models, conducted trials in SMP country 5 Tuban. Based on the research results obtained mathematical learning models that accommodate the cognitive style consists of 6 phases. The term phase can be interpreted as measures of learning activities. Phase of this model are: (1) introduction, (2) the representation of mathematical concepts through realistic problems, (3) organizing the students in groups based on cognitive style reflective impulsive vs. (4) discussion of problem solving and presentation, (5) a problem-solving exercise (Evaluation), (6) cover. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01