The Characteristics of Students Engaged in Spontaneous Problem-Posing

Syaiful Hadi, 197711032011011007 (2024) The Characteristics of Students Engaged in Spontaneous Problem-Posing. Jurnal Penelitian Pendidikan IPA (JPPIPA), 10 (2). pp. 964-972. ISSN 2460-2582

Text Jurnal Sinta 2.pdf Download (252kB)

Abstract

Spontaneous problem-posing is viewed as a fundamental concept of mathematical thinking in which learners produce problems without systematic prompting and pose problems from the learner’s desire to develop their skills. As a result, they can serve as important markers of constructive mathematical involvement, especially affective engagement, for both problem solvers and their classroom communities. We used a qualitative approach to analyze student characteristics, especially in the affective domain when presenting random problems. We used an observational and experience sampling approach in each class to observe students' involvement in spontaneous problem posing individually and in groups. The findings revealed that each student displayed distinct traits when presenting a problem on the spur of the moment (spontaneous problem posing). The first subject’s problem-posing was categorized as problem-as-exercise, satisfying the traits of originality spontaneous, where constructive emotional experiences seemed to be more to the teacher, while negative emotional experiences seemed to be more to themselves (myself), classmates, and the math activity. The second subject’s problem-posing was classified as problems-as-problematic, fulfilling the features of originality spontaneous. Whereas negative emotional experiences are more evident in me (myself), constructive emotional experiences are more visible in the teacher, peers (classmates), and the math activity

Actions (login required)

View Item