Enhancing Habits of Mind of Mathematical Thinker and Problem-Solving Skills through the Open Approach
DOI:
https://doi.org/10.14456/nrru.2024.27Keywords:
Enhancing Habits of Mind, Open Approach, Mathematical Thinking, Problem-SolvingAbstract
Background and Objective: Self-awareness and independent problem-solving skills helps students develop mathematical skills effectively. This study aims to enhance mathematical thinking habits and problem-solving skills through the open approach among sixth-grade students.
Methodology: This qualitative research design was employed, using a classroom action research approach with the open method. The sample consisted of three purposively selected students. The research instruments included 13 open learning management plans focused on the topic of triangles (mean score = 4.59), observation forms for evaluating thinking habits, and a problem-solving skills test (IOC=1.00 for all items). Data were collected through supplementary instructional sessions, observations, and post-tests after 13 hours of instruction. The data were analyzed using inductive content analysis and evaluated through an analytic rubric assessment.
Results: sixth-grade students who participated in the Open Approach demonstrated significant improvement in understanding problems and persistence, reaching an advanced level in problem comprehension, planning, and explaining consistency. In addition, students showed improved accuracy, attaining proficiency to expertise in analyzing given information, understanding and planning, and explaining consistency.
Discussion: The improvement in students' mathematical thinking and problem-solving proficiency is attributed to enhanced problem comprehension and persistence, allowing them to anticipate, plan solutions, and hypothesize using visual aids. The emphasis on accuracy enabled students to interpret meanings, use signs and symbols with reasoning, and provide correct numerical answers.
Recommendations: Future research should compare the effects of different types of open-ended problems by designing experimental research to gain a better understanding of how varying problem structures impact students' development in mathematical thinking and problem-solving skills. This could lead to more effective teaching methods in the future.
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