Application of Vee Diagram as a Problem-Solving Strategy in Developing Students’ Conceptual and Procedural Knowledge
Math-Related Critical Thinking Theory in Civil Engineering Design
Enhancing Students’ Mathematical Problem-Solving Skills through Bar Model Visualisation Technique
ABSTRACT
Previous studies revealed that many students cannot perform well when it comes to word problem-solving questions. There are various problem-solving strategies that can be applied to help students to overcome the problem. Visualisation techniques in learning have been used to help students enhance their conceptual understanding of the mathematical problem-solving and
the use of bar model visualisation technique is one of the strategies. This study aims to investigate students’ achievement in mathematical problem-solving after applying the Bar Model and to explore students’ experiences while applying the technique. This study employed a pre-experimental design of the quantitative research. There were 32 participants of year three students. The instrument used in this research consists of questions of pre-test and post-test and a semi-structured interview. Data were analysed using SPSS 20.0 software and thematic analysis. The test results showed that there is a significant difference in participants’ mathematical problem-solving achievement. The analysis of semi-structured interview transcripts revealed that level of understanding and motivation influence students’ performance. Findings of this study showed that students perform better after the implementation of the Bar Model in mathematical problem-solving. This study can provide an alternative or guidance for teachers to improve students’ mathematical problem-solving skills
Inductive, Deductive and Abductive Approaches in Generating New Ideas: A Modified Grounded Theory Study
Abstract
The use of qualitative research in social sciences is increasing tremendously. However, analysis tools available for analysing qualitative data and materials are found lacking and limited. This article presents a technique for qualitative analysis, pertaining to the use and combination of induction, deduction and abduction in relation to theorizing in grounded theory. Abduction is also an analytic induction for generating new ideas from a combination of the fundamental approaches of inductive and deductive. The technique shows how these three approaches to reasoning could be used in grounded theorizing, with the aid of an empirical example. The empirical research used a modified grounded theory approach which studied critical thinking and mathematical thinking in real-world engineering practice. The study focused on developing a substantive theory pertaining to these two types of thinking. The conceptual framework for this study incorporates two main components namely empirically-driven analysis, which employs inductive approach and concept-driven analysis, which employs deductive approach. Six processes of justifying decisions reasonably are developed and embedded in the substantive theory of Math-Related Critical Thinking by abductive reasoning. This article attempts to provide the technique as an interpretive tool in theorizing grounded theory, to the advancement of qualitative methods and analysis.
