Article Sidebar

Download
PDF
Statistic
Read Counter : 85 Download : 9

Downloads

Download data is not yet available.

Main Article Content

Abstract

The 'Gradual Release of Assistance (GRA) instruction' was implemented among pre-service teachers in a problem-solving course designed to reduce students' resistance to independent problem-solving. This approach aimed to enhance students' heuristic skills, confidence, and attitudes toward problem-solving. The GRA instruction encompassed activities with progressively decreasing levels of instructional support across three stages: the maximum assistance stage, the medium assistance stage, and the independent problem-solving stage. Utilizing an embedded multiple-case design and a simple time-series analysis of six individual cases, this research explored how pre-service teachers applied heuristics and their confidence and attitudes toward problem-solving. The study revealed improvements in heuristic application among cases with high and medium mathematical abilities, as well as increased confidence and positive attitudes toward problem-solving within this cohort. However, there were no notable improvements in using different heuristics among cases with low mathematical ability. The findings discussed the observed changes and consistencies, offering plausible explanations that underscore the significance of GRA instruction in alleviating students' reluctance to engage in independent problem-solving.

Keywords

Attitude Confidence Gradual Release of Assistance Heuristics Problem-solving

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Cerveza, R. L., & Lapinid, M. R. C. (2024). The effects of gradual release of assistance instruction on students’ heuristics, confidence, and attitude toward independent problem-solving. Journal on Mathematics Education, 15(3), 771–792. https://doi.org/10.22342/jme.v15i3.pp771-792
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Abdollahi, A., Abu Talib M., Carlbring, P., Harvey, R., Yaacob, S.N., Ismail, Z. (2018). Problem-solving skills and perceived stress among undergraduate students: The moderating role of hardiness. Journal of Health Psychology, 23(10), 1321-1331. https://doi.org/10.1177/1359105316653265
  2. Adeniji, S. M., & Baker, P. (2022). Worked-examples instruction versus Van Hiele teaching phases: A demonstration of students’ procedural and conceptual understanding. Journal on Mathematics Education, 13(2), 337–356. https://doi.org/10.22342/jme.v13i2.pp337-356
  3. Adeniji, S. M., & Baker, P. (2023). Effects of worked example on students’ learning outcomes in complex algebraic problems. International Journal of Instruction, 16(2), 229–246. https://doi.org/10.29333/iji.2023.16214a
  4. Anwar, Yuwono, I., Irawan, E. B., & As’ari, A. R. (2017). Investigation of contingency patterns of teachers’ scaffolding in teaching and learning mathematics. Journal on Mathematics Education, 8(1), 65-76. http://dx.doi.org/10.22342/jme.8.1.3410.65-76
  5. Arslan, C., Yavuz, G., & Deringol-Karatas, Y. (2014). Attitudes of elementary school students towards solving mathematics problems. Procedia - Social and Behavioral Sciences, 152, 557–562. https://doi.org/10.1016/J.SBSPRO.2014.09.243
  6. Avdyli, R., Berisha, V., Saqipi, B., & Vula, E. (2017). The impact of metacognitive strategies and self-regulating processes of solving math word problems. International Electronic Journal of Elementary Education, 10(1), 49–59. https://doi.org/10.26822/iejee.2017131886
  7. Buzon, O. (2008). Exploring the problem-solving skills of preservice mathematics teachers through a mathematics course. [Dissertation]. De La Salle University.
  8. Caviedes, S., de Gamboa, G., & Badillo, E. (2023). Preservice teachers’ knowledge mobilized in solving area tasks. Journal on Mathematics Education, 14(1), 35–54. https://doi.org/10.22342/JME.V14I1.PP35-54
  9. Mutohir, T. C., Lowrie, T., & Patahuddin, S. M. (2018). The development of a student survey on attitudes towards mathematics teaching-learning processes. Journal on Mathematics Education, 9(1), 1-14. https://doi.org/10.22342/jme.9.1.4193.1-14
  10. Erbilgin, E., & Macur, G. M. A. (2022). A subtraction game to scaffold primary students’ word problem solving skills. Journal on Mathematics Education, 13(2), 307–322. https://doi.org/10.22342/jme.v13i2.pp307-322
  11. Gok, T. (2012). Development of problem solving confidence questionnaire: Study of validation and reliability. Am. J. Phys. Educ, 6(1). http://www.lajpe.org
  12. Gunawan, G., Kartono, K., Wardono, W., & Kharisudin, I. (2022). Analysis of mathematical creative thinking skill: In terms of self confidence. International Journal of Instruction, 15(4), 1011–1034. https://doi.org/10.29333/iji.2022.15454a
  13. Harun, H., Kartowagiran, B., & Manaf, A. (2021). Student attitude and mathematics learning success: a meta-analysis. International Journal of Instruction, 14(4), 209–222. https://doi.org/10.29333/iji.2021.14413a
  14. Hendriana, H., Johanto, T., & Sumarmo, U. (2018). The role of problem based learning to improve students’ mathematical problem-solving ability and self confidence. Journal on Mathematics Education, 9(2), 291-300. https://doi.org/10.22342/jme.9.2.5394.291-300
  15. Jagals, D. (2013). An exploration of reflection and mathematics confidence during problem solving in senior phase mathematics. [Dissertation]. North-West University.
  16. Kurniati, D., Purwanto, P., As’ari, A. R., & Dwiyana, D. (2019). The truth-seeking and open-mindedness of pre-service mathematics teachers in the solution of non-routine problem. International Journal of Instruction, 12(1), 915–930. https://doi.org/10.29333/iji.2019.12159a
  17. Leerkes, E. M., Blankson, A. N., O’Brien, M., Calkins, S. D., & Marcovitch, S. (2011). The relation of maternal emotional and cognitive support during problem solving to pre-academic skills in preschoolers. Infant and Child Development, 20(6), 353–370. https://doi.org/10.1002/icd.728
  18. McLaren, B. M., van Gog, T., Ganoe, C., Karabinos, M., & Yaron, D. (2016). The efficiency of worked examples compared to erroneous examples, tutored problem solving, and problem solving in computer-based learning environments. Computers in Human Behavior, 55, 87–99. https://doi.org/10.1016/j.chb.2015.08.038
  19. Novak, E., & Tassell, J. L. (2017). Studying preservice teacher math anxiety and mathematics performance in geometry, word, and non-word problem solving. Learning and Individual Differences, 54, 20–29. https://doi.org/10.1016/j.lindif.2017.01.005
  20. Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317–344. https://doi.org/10.1016/0361-476X(83)90019-X
  21. Reisslein, J., Sullivan, H., & Reisslein, M. (2007). Learner achievement and attitudes under different paces of transitioning to independent problem solving. Journal of Engineering Education, 96(1), 45–56. https://doi.org/10.1002/j.2168-9830.2007.tb00914.x
  22. Russo, J., & Minas, M. (2020). Student attitudes towards learning mathematics through challenging problem solving tasks: “It’s so hard-in a good way”. International Electronic Journal of Elementary Education, 13(2), 215-225. https://files.eric.ed.gov/fulltext/EJ1285338.pdf
  23. Salden, R. J. C. M., Aleven, V. A. W. M. M., Renkl, A., & Schwonke, R. (2009). Worked examples and tutored problem solving: redundant or synergistic forms of support? Topics in Cognitive Science, 1(1), 203–213. https://doi.org/10.1111/j.1756-8765.2008.01011.x
  24. Salden, R. J. C. M., Koedinger, K. R., Renkl, A., Aleven, V., & McLaren, B. M. (2010). Accounting for beneficial effects of worked examples in tutored problem solving. Educational Psychology Review, 22(4), 379–392. https://doi.org/10.1007/s10648-010-9143-6
  25. Sanjaya, A., Johar, R., Ikhsan, M., & Khairi, L. (2018). Students’ thinking process in solving mathematical problems based on the levels of mathematical ability. Journal of Physics: Conference Series, 1088(1), 012116. https://doi.org/10.1088/1742-6596/1088/1/012116
  26. Sari, N. M., Yaniawati, P., Darhim, & Kartasasmita, B. G. (2019). The effect of different ways in presenting teaching materials on students’ mathematical problem solving abilities. International Journal of Instruction, 12(4), 495–512. https://doi.org/10.29333/iji.2019.12432a
  27. Schwonke, R., Renkl, A., Krieg, C., Wittwer, J., Aleven, V., & Salden, R. (2009). The worked-example effect: Not an artefact of lousy control conditions. Computers in Human Behavior, 25(2), 258–266. https://doi.org/10.1016/j.chb.2008.12.011
  28. Setiyani, Waluya, S. B., Sukestiyarno, Y. L., & Cahyono, A. N. (2023). Construction of reflective thinking: A field independent student in numerical problems. Journal on Mathematics Education, 15(1), 151–172. https://doi.org/10.22342/jme.v15i1.pp151-172
  29. Son, A. L., Darhim, & Fatimah, S. (2020). Students’ mathematical problem-solving ability based on teaching models intervention and cognitive style. Journal on Mathematics Education, 11(2), 209–222. https://doi.org/10.22342/jme.11.2.10744.209-222
  30. Surya, E., Putri, F. A., & Mukhtar. (2017). Improving mathematical problem-solving ability and self-confidence of high school students through contextual learning model. Journal on Mathematics Education, 8(1), 85-94. https://doi.org/10.22342/jme.8.1.3324.85-94
  31. Tapia, M., & Marsh II, G. E. (2004). An instrument to measure mathematics attitudes. Academic Exchange Quarterly. https://www.rapidintellect.com/AEQweb/cho25344l.htm
  32. ter Vrugte, J., de Jong, T., Vandercruysse, S., Wouters, P., van Oostendorp, H., & Elen, J. (2017). Computer game-based mathematics education: Embedded faded worked examples facilitate knowledge acquisition. Learning and Instruction, 50, 44–53. https://doi.org/10.1016/j.learninstruc.2016.11.007
  33. Ünlü, M. (2018). Examination of mathematics teacher candidates’ strategies used in solving non-routine problems. Acta Didactica Napocensia, 11(3–4), 97–114. https://doi.org/10.24193/adn.11.3-4.8
  34. Vygotsky, L. S., & Cole, M. (1978). Mind in society: The development of higher psychological processes. https://ci.nii.ac.jp/ncid/BA03570814
  35. Yin, R. K. (2016). Qualitative research: From start to finish. Routledge. https://www.routledge.com/Qualitative-Research-from-Start-to-Finish-Second-Edition/Yin/p/book/9781462517978
  36. Yin, R. K. (2018). Case study research and applications. In Angewandte Chemie International Edition, 6(11), 951–952. (Issue Mi).