THE DEVELOPMENT OF A MATHEMATICAL PROBLEM SOLVING ABILITIES BY PROBLEM–BASED LEARNING APPROACHES FOR ELEMENTARY TEACHER STUDENTS
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Abstract
The purpose of this article is to present approaches for developing mathematical problem-solving ability using Problem-Based Learning (PBL.) concepts for elementary teacher students. The core idea behind PBL is that students learn primarily through problem exploration. Students acquire new knowledge by engaging in problem-solving, where they relate their existing knowledge to the problem context and seek additional relevant information. This approach aligns with the nature of mathematics, which is inherently problem-centered. When students employ multiple strategies for thinking and problem-solving, they develop critical thinking skills and problem-solving abilities, both essential competencies for the 21st century and the key competencies outlined in the curriculum. To achieve this, and this article proposes the following guidelines and learning management processes concepts: 1) Study the current issues in Mathematics teaching and learning at the elementary level. 2) Select content suitable for developing Mathematical problem-solving abilities. 3) Examine the concepts, key characteristics, and steps of the problem-solving process according to problem-based learning principles. 4) Study Mathematical problem-solving processes and strategies. 5)Select processes and strategies that align with elementary-level content and grade levels. 6) Implement Mathematical problem-solving using problem-based learning concepts. By the learning management process based on this concept consists of four steps: step 1 Stimulating Interest with Challenging Problems: step 2 Active Knowledge Inquiry: Utilizing Polya’s problem-solving process, this 4 steps involves: 1) Understanding the Problem 2) Devising the Plan: Choosing appropriate strategies for solving the problem. These strategies include guess and test, work backward, draw a picture, draw a diagram, Make a list, Look for a pattern and write symbolic 3) Carrying out the Plan 4) Looking Back step 3 Collaborative Review and Knowledge Synthesis step 4 Application: Finally, students apply the learned knowledge and strategies to new and varied problem situations.
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